REGIONAL—Minnesota’s standardized test scores held steady statewide, but schools across northeastern Minnesota showed a patchwork of academic performance that highlights both promising progress and persistent challenges.
The latest Minnesota Comprehensive Assessments data reveals stark contrasts between area schools, with some posting strong gains while others continue to struggle with proficiency rates well below state averages.
Washington Elementary School in Ely emerged as a standout performer, with 59 percent of students achieving proficiency in math and 65 percent in reading during the 2024-25 school year. Both subjects showed healthy gains from the previous year, with math climbing three percentage points and reading jumping 15 points.
Memorial High School in Ely also demonstrated strong reading performance, with 64 percent of students meeting grade-level standards — well above the statewide average of 49.6 percent. The school’s reading scores improved 7 percentage points year-over-year, though math performance remained flat at 34 percent.
North Woods Elementary and Secondary schools both showed declines, with the elementary school’s math proficiency dropping from 38 percent to 36 percent and reading falling from 54 percent to 47 percent. The secondary school’s math scores remained stagnant at 20 percent, while reading proficiency declined from 45 percent to 39 percent.
At Tower-Soudan Elementary, math proficiency fell 6 percentage points to 41 percent, and reading fell from 47 percent proficient to 38 percent.
Half of Minnesota students continue to fall short of grade-level benchmarks despite steady overall performance. Statewide, 45.2 percent of students tested proficient in math and 49.6 percent in reading.
State education officials remain optimistic about future improvements, particularly in literacy. The 2023 Read Act, which emphasizes phonics-based instruction, has already shown promise in some districts that adopted similar approaches early.
More than 30,000 teachers statewide were in training pipelines as of January 2025 as part of a multi-year effort to improve literacy instruction, an initiative that could particularly benefit rural districts that have historically struggled to access professional development opportunities.