Our Data
The 2024-2025 Results
Fifty-three students at St. Anthony’s School of Higher Education sat the i-Ready Diagnostic in reading and mathematics at the start and the end of the 2024–25 school year — the first full year of the ESTREAM curriculum. i-Ready is an adaptive diagnostic that ESTREAM did not design, administer, or score. These are the results as the school’s own exports report them.
Mathematics — 53 students, baseline to end of year
| Placement band | Baseline | End of year | Change |
|---|---|---|---|
| Mid or above grade level | 0 | 13 | +13 |
| Early on grade level | 2 | 8 | +6 |
| One grade level below | 8 | 8 | 0 |
| Two grade levels below | 6 | 10 | +4 |
| Three or more grade levels below | 37 | 14 | -23 |
| Total assessed | 53 | 53 |
Reading — 53 students, baseline to end of year
| Placement band | Baseline | End of year | Change |
|---|---|---|---|
| Mid or above grade level | 0 | 7 | +7 |
| Early on grade level | 3 | 12 | +9 |
| One grade level below | 5 | 10 | +5 |
| Two grade levels below | 14 | 6 | -8 |
| Three or more grade levels below | 31 | 18 | -13 |
| Total assessed | 53 | 53 |
Movement was concentrated among the students who began furthest behind, and it was larger in mathematics than in reading. The middle bands grew rather than shrank, which happens when students climb into them from below.
What these numbers do not show
Twenty-four students in each subject finished the year still two or more grade levels below. The cohort moved. It did not arrive.
Reading improved more slowly than mathematics, and we cannot say why.
Fifty-eight students sat the baseline and 53 sat the end-of-year test. All five who did not return had been
placed three or more grade levels below in reading, so the year-end picture is slightly kinder than the year was.
There was no comparison group. One school, one year. This describes what happened; it does not establish what caused it.
Figures published earlier on this site did not match the source data. They have been withdrawn and replaced by these.