As Missouri students continue to recover from pandemic-era learning loss, a group of St. Louis-area schools is showing signs of progress, with several posting gains in math and reading that outpace broader state trends.
The improvements will be recognized at an upcoming awards ceremony hosted by The Opportunity Trust, which highlights schools, educators and community leaders demonstrating measurable gains in student outcomes.
Recent assessment data shows Missouri students overall remain below pre-pandemic performance levels. But local results suggest a more uneven recovery, with some schools making steady gains in achievement, growth and school culture.
At Northside Community School, students have recorded some of the largest gains in math growth in the region, according to state data. Executive Director Douglas Thaman said the recognition reflects sustained effort rather than a single year of results.
“This recognition represents the hard work our teachers, staff and students invest every day,” Thaman said. “It shows our efforts are building momentum.”
Several schools being honored reported improvements in core subjects. At Gateway Science Academy High School, math proficiency exceeds the statewide average, a notable benchmark as Missouri works to rebuild math achievement.
Northside attributes its progress to targeted instruction and intervention systems designed to support struggling students.
“Rather than looking for quick fixes, we’ve built systems that provide a safety net for all learners,” Thaman said.
Northside Grand Center Middle School Campus is also being recognized for posting major gains in math growth, a measure of how much progress students make over time regardless of starting level.
In reading, The Leadership School reported the largest gains among participating schools. Executive Director Courtney Moulder said the results follow a shift to a structured literacy approach grounded in the science of reading.
“This award validates that our literacy strategy is working,” Moulder said. “We adopted a structured literacy curriculum in the early grades and invested in teacher training and external expertise.”
The approach includes weekly professional development, one-on-one coaching and dedicated planning time for teachers to analyze student data and adjust instruction.
“Our reading growth reflects the time and support teachers have to deliver targeted instruction,” Moulder said.
State and national data show the broader challenges remain significant. On the most recent National Assessment of Educational Progress, 75% of Missouri fourth graders scored at or above basic in math, compared with 76% nationally. Among eighth graders, 59% reached that level in both Missouri and nationwide.
In reading, 58% of Missouri fourth graders and 65% of eighth graders scored at or above basic, closely mirroring national results. However, scores have remained largely flat in recent years.
Analysis from the PRiME Center at Saint Louis University shows math scores in grades three through eight have improved since 2021, while reading performance has stagnated. Average English language arts scores remain at the “basic” level and below pre-pandemic levels in most grades.
The data also highlights persistent disparities. In 2025, fewer than one-third of students eligible for free or reduced-price lunch reached proficiency in math or reading, though math scores for those students have improved modestly since 2021.
Other schools recognized by The Opportunity Trust include Maplewood Richmond Heights Elementary, where English language arts proficiency exceeds state averages, and Momentum Fox Park, which reported strong results in school culture measures such as student engagement and safety.
Individual educators are also being honored. David Lemkemeier of KIPP St. Louis Public Schools is recognized for leadership, while Destiny Baltimore of Premier Charter School is being honored for classroom instruction. BELIEVE Academy will receive an award for overall performance and growth.
The awards align with findings from the organization’s regional assessment review, which identified several St. Louis-area schools making measurable gains, including improvements among Black students and those from low-income backgrounds.
Thaman said closing achievement gaps requires sustained, long-term effort.
“Academic growth is rarely linear,” he said. “Addressing systemic gaps requires a long-term commitment to equity.”
Educators across the recognized schools point to a mix of strategies behind the gains, including targeted instruction, frequent assessment and a focus on school culture. At Northside, that includes smaller class sizes and consistent teacher-student relationships.
While statewide recovery remains uneven, the progress seen in these schools offers insight into what may be working—and what could be replicated—as districts continue efforts to improve student outcomes.