Lowell Schools Show Improvement in 2025 MCAS Testing Results

The Massachusetts Department of Elementary and Secondary Education (DESE) announced promising results from the 2025 Massachusetts Comprehensive Assessment System (MCAS) during a presentation held on Monday morning. The results indicate a significant improvement for the Lowell Public Schools, with seven out of eleven schools previously requiring assistance or intervention now exiting that status.

Superintendent Liam Skinner expressed optimism in an email statement, highlighting the dedication of teachers, school leaders, and support staff. He stated, “The results are very encouraging and speak to the incredible dedication of our teachers who are in the classrooms every day.”

Despite the positive developments, DESE pointed out that many students continue to face challenges related to post-pandemic learning loss. The ongoing issues of chronic absenteeism and the need for enhanced early literacy remain focal points for improvement.

The impact of the COVID-19 pandemic on education has been profound. Following the declaration of a state of emergency by Governor Charlie Baker on March 10, 2020, schools closed to in-person learning on March 16. While the district reopened in August 2020, it quickly reverted to remote learning due to a surge in cases. It wasn’t until February 2021 that students began returning to classrooms after extensive periods of fluctuating remote instruction.

The MCAS testing in 2022 marked the first full administration since before the pandemic, as testing was suspended in 2020 and only partially conducted in 2021.

At the recent presentation at Ottoson Middle School in Arlington, Education Secretary Patrick Tutwiler acknowledged the efforts of various school communities. He remarked, “We know our educators and students can do great things when all students are welcomed to school and attend classes every day.” He added that the state’s investment in early literacy would provide a solid foundation for future academic success.

In 2024, DESE identified eleven schools—Greenhalge, Wang, Reilly, Shaughnessy elementary schools; Stoklosa, Robinson, and Sullivan middle schools; Rogers STEM Academy; Lowell High School; Laura Lee Therapeutic Day School; and the Career Academy—as requiring assistance or intervention. This year, that number has decreased to four schools, including Robinson and Sullivan Middle Schools, as well as Lowell High School and Rogers STEM Academy.

The highest performing schools this year were Morey Elementary and Daley Middle School. Notably, the district saw an increase in English Language Arts performance, with the percentage of students meeting expectations rising from 21% to 25% between the testing years of 2024 and 2025. Furthermore, the percentage of students exceeding expectations increased from 2% to 4%.

DESE defines “meeting expectations” as students who perform at grade-level standards and are on track to succeed, while “exceeding expectations” refers to students demonstrating mastery of the subject matter.

For the 2024 MCAS testing, the Lowell Public School District received an overall classification of “not requiring assistance or intervention.” This classification was reaffirmed this year, with DESE noting that the district had made “substantial progress toward targets.” The report indicated that Lowell achieved a progress rate of 51%, significantly above the state average of 39%.

In response to the results, Skinner remarked, “It is rewarding to see that hard work bearing fruit. We have much more to do, but as these results demonstrate, we are on the rise.” The ongoing efforts of Lowell Public Schools reflect a commitment to improving educational outcomes, setting a course for sustained progress in the years ahead.