PEMBROKE - November 6 - Pembroke’s 10th-grade students showed a significant decline in MCAS achievement scores for 2025, falling well below both state averages and the district’s historical performance, but the drop comes as high schoolers continue to excel on AP exams and college entrance tests, creating a puzzling disparity that administrators attribute in part to students’ awareness that MCAS no longer determines graduation eligibility.
The Full Story
Assistant Superintendent Marybeth Brust presented the district’s annual achievement report to the School Committee on November 6, revealing concerning trends at the high school level while highlighting strong performance in elementary grades and advanced coursework. The data painted a complex picture that left administrators searching for explanations.
In 10th-grade English Language Arts, only 39 percent of Pembroke students met or exceeded expectations, down from 59 percent the previous year and below the state average of 51 percent. Mathematics performance also declined to 51 percent meeting or exceeding expectations, compared to 61 percent in 2024, though still slightly above the state’s 45 percent.
“This year’s score you can see is significantly lower than last year’s and then what we’ve been in the past, which again, when we get to take a look at the AP exams and we look at the SAT scores, it’s going to be a little confusing,” Brust told the committee. “I’m hoping it was sort of a one-year blip where kids were like, oh it doesn’t matter.”
The sharp decline coincided with Massachusetts voters’ decision in 2024 to eliminate the MCAS competency determination requirement for graduation. Administrators noted that sophomores were “acutely aware” that the test no longer counted toward their diplomas. Test proctors reported students finished testing sessions faster than in previous years, and some essays suggested minimal effort.
School Committee member Sue Bollinger questioned whether the change in testing stakes explained the entire picture. “Other districts, you know, they did not see some of the same dips that we saw,” Brust acknowledged. “We’re trying to figure it out. We’re looking at the data, we’re looking at where our kids performed well, and where we can support them better.”
The concerning high school results contrasted sharply with elementary school performance, where grades three through six actually gained ground. Seventy-five percent of students in those grades scored higher than state averages. “I would say to you the three to six, actually the three to eight is very diagnostic. It’s our information,” Brust explained. “For those grade spans, three to six, there was much of a change in terms of the routine and what they did. It was never really a high-stakes kind of a test for those students.”
The middle school showed mixed results. Eighth-grade students faced four separate MCAS exams in 2025, including the first-ever civics test. Science scores were particularly weak at 27 percent meeting or exceeding expectations, compared to the state’s 42 percent. However, Brust pointed to a “rebound” in biology scores at the high school, where 67 percent of students met expectations compared to the state’s 46 percent.
The data became more confusing when Brust presented Advanced Placement exam results. Eighty percent of Pembroke students who took AP exams scored a three or better, which can qualify for college credit at many institutions. Seventy percent of seniors had taken at least one AP course during their high school career, the highest percentage ever.
“When we exist in a world where we’re always having kids revise, revise, revise, it’ll get better, and then you’re taking this test and it’s a certain amount of work needs to get done in that daytime and kids are not used to that,” Brust said, explaining one possible factor in the MCAS decline. She noted that on-demand writing without revision has become less common in an era where artificial intelligence tools make at-home work less reliable as an assessment measure.
Particularly impressive was AP English Language and Composition, where 30 of 31 students passed, including 12 students who self-selected into the course despite not being identified as strong candidates by the PSAT-based AP potential screening tool. “What you’re seeing here is really, aside from the fact that students are working very hard, you’re seeing teachers meet them where they’re at and helping them to progress,” Brust said.
AP Spanish Language showed 99 to 100 percent of students scoring at passing levels every year, a testament to the strength of Pembroke’s world language program. The district also offered AP Spanish Literature for the first time this year, with students scoring at very high levels.
SAT scores remained steady, with Pembroke students holding their own against state and national averages. About 23 students took the ACT, averaging a score of 25.
School Committee member Katrina Delaney asked whether the district could capture any data on student effort levels during MCAS testing. Brust responded that while some other testing platforms allow administrators to see how long students spend on questions, MCAS does not provide that level of detail. “I would love to hear from our juniors. In reflection. And maybe even after the test, just a quick exit ticket for kids at the end of the 10th grade test,” Brust suggested.
Committee Chair David Boyle expressed concern about losing a benchmark to compare Pembroke against other districts. “How is the rest of the state doing as compared to Pembroke?” he asked. Superintendent Erin Obey responded that the elimination of MCAS as a graduation requirement means “there is no longer a comparison between what is Pembroke saying is prepared and what is Duxbury saying is prepared.”
Delaney suggested the solution requires state-level advocacy. “I don’t think that we can’t make something that’s going to be comparable across districts because we don’t control what happens across districts,” she said. “I think it will have to be some kind of legislative advocacy to get another solution.”
The district is taking multiple steps to address identified weaknesses. Approximately 33 teachers are participating in professional development using a program called Simplify Writing, which focuses on improving writing instruction. Brust is also conducting after-school professional development sessions based on a text called “The Writing Revolution.”
At the elementary level, the district implemented the UFLI reading program several years ago and is now seeing gains in third and fourth grades. Mathematics benchmarks have been redesigned and placed on a platform that mirrors MCAS format, contributing to the improved elementary scores.
Content supervisors and teachers meet regularly to review item analysis reports from the state, which show exactly where students struggled on specific standards. “The bulk of the work happens in department meetings, and in grade level meetings,” Brust explained. “All the administrators in the district had the opportunity to go through these numbers and to look at these things and to identify a question that they have about the data and to try to brainstorm.”
While administrators work to understand the 10th-grade decline, Brust emphasized the need to avoid drawing premature conclusions. “I don’t want to be cavalier about the fact that, you know, looking at that score was like, whoa, what happened? But it’s compounded by the fact that when we start to look at some of our scores in the AP category, there seems to be tremendous rebound as our students mature through high school.”
Why It Matters
The MCAS results, while no longer tied to graduation, still serve as the primary diagnostic tool for identifying curriculum gaps and ensuring students meet state learning standards. The sharp decline at the high school raises questions about whether districts can maintain rigorous assessment standards when students perceive tests as low-stakes. For parents, the disparity between MCAS and AP performance suggests Pembroke students remain well-prepared for college-level work, but the district must determine whether instructional changes are needed or if motivation strategies for standardized testing require adjustment. The state’s accountability system continues to rate schools based on these scores, affecting how Pembroke is perceived compared to neighboring districts.
Meeting Minutes
Key Motions & Votes
Motion: Approval of school committee meeting minutes of October 7, 2025. Outcome: Approved. Vote: Unanimous 5-0. (Timestamp: 6:37)
Motion: MASC Resolution - Remove BMI testing from schools. Outcome: Approved. Vote: 3-2 (Delaney, Glennon, Scarsciotti in favor; Boyle, Bollinger opposed). (Timestamp: 1:06:44)
Motion: MASC Resolution - Sanctuary laws for transgender students. Outcome: Approved. Vote: 3-2 (Delaney, Glennon, Scarsciotti in favor; Boyle, Bollinger opposed). (Timestamp: 1:11:08)
Motion: MASC Resolution - Raise special education reserve cap from 2% to 5%. Outcome: Approved. Vote: Unanimous 5-0. (Timestamp: 1:12:27)
Motion: MASC Resolution - Allow educated school community members on the state board of education. Outcome: Defeated. Vote: 3-0-2 (Committee voted to oppose). (Timestamp: 1:16:50)
Motion: MASC Resolution - Preserve local school governance, limit state takeovers. Outcome: Defeated. Vote: 5-0 (Committee voted to oppose). (Timestamp: 1:17:40)
Motion: MASC Resolution - Require personal financial literacy education. Outcome: Approved. Vote: Unanimous 5-0. (Timestamp: 1:19:16)
Motion: MASC Resolution - Create a regional school assessment reserve fund. Outcome: Approved. Vote: Unanimous 5-0. (Timestamp: 1:20:08)
Motion: Approve MIAA 8th grade waiver for girls ice hockey. Outcome: Approved. Vote: Unanimous 5-0. (Timestamp: 1:33:38)
Motion: Second reading approval of Policy IKFE - Competency Determination. Outcome: Approved. Vote: Unanimous 5-0. (Timestamp: 1:34:28)
Motion: Enter executive session to discuss collective bargaining strategy. Outcome: Approved. Vote: Unanimous 5-0 by roll call. (Timestamp: 1:43:20)
Public Comment
Elin Flashman from School Street commented during the achievement presentation that she had heard chatter between parents telling their children that the MCAS test did not matter and instructing them not to try. She noted uncertainty about how widespread this attitude was among families or students.
What’s Next
The district will post approximately 10 previously frozen positions within days, including three positions for a new behavioral program at Hobomock Elementary, a math interventionist, clerical paraprofessionals at elementary schools, a high school librarian, and a 0.4 business education position starting in January. The negotiation subcommittee will meet November 10 to continue collective bargaining discussions with the Pembroke Teachers Association, focusing on financial proposals with the goal of reaching agreement before the end of the calendar year. The strategic planning committee meets November 12 to review survey results, with 1,200 responses received before the November 7 deadline. A draft strategic plan should reach the School Committee by the end of January. The School Committee will meet November 18 at 6:00 p.m. for possible presentation of maintenance of effort budget figures, pending progress in contract negotiations. The policy subcommittee meets November 10 at 2:00 p.m. to review policies in preparation for a DESE site visit on December 1. The vocational planning subcommittee will meet within the next two weeks to update FAQs following favorable town meeting vote and plan information sessions for January when enrollment projections are firmer for South Shore Vocational Technical School. School Committee members must submit superintendent evaluation feedback to the secretary by November 10.
Could it be that we’re now seeing the deeper impact of the pandemic? Today’s 10th graders were 5th graders just five years ago—still in elementary school or entering middle school when the disruption hit. A year or two of interrupted learning inevitably leaves its mark, especially on younger grades.
The reality is that recovery won’t happen overnight. It may take five to ten years to fully address these gaps. For me, the focus isn’t on quick fixes—it’s about mitigating the long-term impact of the pandemic on our schools, building steady strategies that help students regain confidence, skills, and stability over time.