Rochester, MN – Results released today on the Minnesota Comprehensive Assessments (MCA) showed that Rochester Public Schools' proficiency rate in reading was above the state's for the first time in fourteen years. In math and science, while the state is down, RPS students made modest but meaningful gains.
Data for all RPS schools and the district as a whole can be found on an interactive dashboard at www.rochesterschools.org/page/mca-dashboard.
“The gains in math and science are modest, but they are meaningful, and exceeding the state’s reading proficiency rate is encouraging,” said Superintendent Dr. Kent Pekel. “I appreciate the work our students and staff are doing every day. At the same time, too many students are not yet meeting state standards. Our RPS 2030 strategic plan is designed to build on the work already underway and accelerate improvement.”
Reading Results
The graph above shows that 46.5% of students in Rochester Public Schools scored at or above the proficiency rate on the 2026 MCA test in reading. Results on the 2026 MCA test in reading cannot be compared with previous years because the 2026 test assessed student mastery of a new set of academic standards approved by the State of Minnesota. The 2026 MCA results will serve as an important baseline for measuring the reading abilities of Rochester students in the years ahead.
Over the past five years, RPS has laid the foundation for future gains in literacy by adopting a new reading curriculum in the district’s elementary schools, implementing brief computer-based tests that identify students who are struggling and students who are ready for greater challenge, implementing intensive programs for students who lack core knowledge and skills, and providing teachers and educational support professionals with professional development in the science of reading. In the years ahead, RPS will continue to strengthen and broaden those efforts through the school district’s RPS 2030 strategic plan.
Math Results
The graph above shows that Rochester Public Schools has seen steady improvement in math proficiency rates each year since 2022. The graph does not show results for 2023 because Rochester students did not take the MCA tests that year due to a cyber attack that shut down the school district's technology systems during the state testing window.
Implementing a Multi-Tiered System of Supports (MTSS) in mathematics will be a major focus of the RPS 2030 strategic plan. The district is currently piloting a new math curriculum in kindergarten through 11th grade, and will adopt new research-based curricular resources based on the results of those pilot programs. The school district will also use brief, frequent assessments to identify students who need more support and those ready for acceleration, and will provide staff with high-quality professional development on ambitious instruction in mathematics.
Science Results
In 2025, the State of Minnesota implemented new science standards and a new state science test. The results that school districts achieved on the 2025 MCA in science, therefore, serve as a baseline for improvement in school districts across the state. RPS results show that students meaningfully improved their performance in science over that baseline.
To improve student performance in science, RPS has recently adopted new curricula in all of our elementary and middle schools and has created a new environmental science class at the high school level. RPS has provided the teachers who are implementing those new curricular resources and courses with professional development and support, but more needs to be done to sustain and expand this promising improvement in science.
Willow Creek Middle School
Many schools in RPS have contributed to the modest but meaningful gains announced today on the Minnesota Comprehensive Assessments. One of the schools that has produced sustained gains in both reading and math is Willow Creek Middle School. A short video can be viewed at youtube.com/watch?v=M4EruXUwHqY&feature=youtu.be. and features observations from teachers and administrators on how their work is contributing to improvements in student outcomes.
###