Missouri test scores expose achievement gap

As Missouri education leaders reviewed the state’s latest student test scores Wednesday, a troubling disconnect framed the conversation: While state officials report that more than 91% of schools “meet expectations,” fewer than half of Missouri students are proficient in core subjects, and overall achievement remains below pre-pandemic levels.

That gap was at the center of The Opportunity Trust’s fourth annual Education Town Hall, where education policy experts, civic leaders and school officials examined the newly released 2025 Missouri Assessment Program results and what they reveal about student performance statewide.

Speakers repeatedly pointed to accountability, transparency and long-term structural reform as essential to closing achievement gaps, drawing lessons from fast-improving states and local districts while urging Missouri leaders to align school performance ratings more closely with student outcomes.

Kira Orange Jones, CEO of Teach Plus and a former two-term member of Louisiana’s Board of Elementary and Secondary Education, cautioned against quick fixes and emphasized sustained commitment to systemic change.

“This is generational work,” Jones said. “There’s no silver bullet. It took decades for educational inequities to impact generations of students, and it’s going to take sustained effort to undo those results.”

Jones said Louisiana’s overhaul of its accountability system demonstrated how consistent data use and transparency can drive improvement across schools.

“Tracking proof points allows you to learn from what’s working,” she said. “The data shows this kind of work can make it possible to address inequities that have held students back.”

She also stressed the political resolve required to confront underperforming systems.

“The real structural change required to redesign systems takes courage,” Jones said. “It requires us to do courageous things.”

Rachel Canter, founder and former longtime executive director of Mississippi First, said states must be honest about the depth of learning loss and declining achievement — trends she noted predated the COVID-19 pandemic.

“It’s been six years since the pandemic, and student outcomes are still not where they should be,” Canter said. “And to be honest, we were already on the decline before COVID.”

Canter argued that meaningful improvement depends on revisiting foundational education policies.

“What is the standard of expectation?” she said. “Is the bar high enough? Are we being transparent with the data, and are we truly using accountability to improve student learning?”

Local leaders discussed how those principles play out in school systems showing progress.

Dr. Bonita Jamison, superintendent of the Maplewood Richmond Heights School District, said improvement starts with staffing, focus and consistent expectations.

“We hire well and we coach,” Jamison said. “Having the right people in the right seats, setting high expectations, focusing on literacy and intellectual preparation, and holding ourselves accountable — that’s the work.”

Jamison said the district closely tracks data, invests in professional development and maintains a narrow focus on strategies that drive student success. She also emphasized intentional community engagement, particularly in districts serving diverse racial, ethnic and socioeconomic populations.

“Some families need a little extra push,” she said. “That means showing up — at school plays, basketball games, community events — and creating spaces where parents feel comfortable asking questions.”

Jamison said sharing data in accessible ways is critical, noting that some parents, particularly parents of color, may feel disconnected from traditional school engagement because of past experiences.

“They didn’t always feel welcomed or know what questions to ask,” she said. “So we think differently about how we get information out and invite families into the room.”

Missouri currently ranks 33rd nationally in education, with chronic absenteeism, literacy challenges and lingering pandemic impacts contributing to the state’s struggles.

Jamison said improving that standing will require examining proficiency standards, strengthening accountability for district leadership and ensuring state systems provide support tailored to local needs. She also identified funding as a key factor for districts serving high-poverty communities.

“If we’re serious about equity — no matter a student’s ZIP code — we need funding mechanisms that allow us to pay teachers more in high-need areas, attract strong educators, and put the right supports in place,” Jamison said.

Across the panel, speakers agreed that sustained commitment, honest assessment and action based on data will be necessary if Missouri hopes to close achievement gaps and improve outcomes statewide.