News Summary
South Carolina education leaders report improved reading scores but ongoing math struggles as new SC READY results highlight performance disparities.
Florence, South Carolina – South Carolina education leaders announced a mix of progress and challenges in student performance as new SC READY test results reveal improved reading scores, yet ongoing struggles in math for students across the state. According to the recent data, only about 60% of students are reading at grade level, while fewer than half meet expectations in math.
State Superintendent of Education Ellen Weaver presented the 2025 SC READY results at J.C. Lynch Elementary School, highlighting that the SC READY exam evaluates third through eighth graders in public schools on their proficiency in math, reading, and writing. The state’s reading scores saw a notable increase, with 59.6% of students reading at or above grade level, a six-point rise from the previous year.
Conversely, math scores showed a small improvement as they moved from 42.3% to 43.9%. Nevertheless, this still indicates that more than half of the students in South Carolina are performing below grade level in math. Weaver indicated that South Carolina’s struggle with math is a challenge faced across the nation. To address this pressing issue, the state has initiated the Palmetto Math Project, aimed at enhancing math instruction in a manner similar to past successful efforts in reading.
Elementary school students outperformed their middle school counterparts in the SC READY assessments, with significant advances reported in various districts. J.C. Lynch Elementary School, for example, experienced an impressive 36% jump in reading scores and a 22% increase in math scores, surpassing the 75% proficiency benchmark set by the state’s Department of Education. Weaver emphasized the importance of strong principal leadership in achieving these academic improvements, advocating for continued focus and support in education.
The instructional changes introduced include a concentrated emphasis on structured, phonics-based reading, which have been credited for the gains in reading proficiency. Furthermore, state funding initiatives have been allocated to facilitate the modifications in math instruction throughout South Carolina’s educational framework.
The comprehensive SC READY test results from the 2024-2025 academic year show that 59.6% of students met or exceeded English expectations, a significant increase from approximately 53% the previous year. In contrast, only around 44% of students met expectations in math, representing just over a 1% increase compared to last year’s results. This disparity is particularly pronounced among middle school students, where fewer than 40% in grades six, seven, and eight tested at grade level in math.
Notably, the Kershaw County School District reported substantial gains in math assessments by strategically focusing on subgroups that require additional support. Historically underserved groups, including students living in poverty and those with disabilities, showcased improvement in reading proficiency as well.
Changes to South Carolina’s testing structure introduced a new framework for assessment and cut scores, reshaping how proficiency results are evaluated statewide. The Charleston County School District excelled beyond statewide averages, with 65% of students reading at grade level, while districts like Richland County also exhibited commendable gains in both subjects, especially in elementary school English results.
Upstate districts, such as Anderson School District 4 and Fort Mill-based York 4, recorded some of the highest scores in reading proficiency, surpassing the 75% mark. Greenville County, the largest district in the state, reported that all elementary schools either maintained or increased their scores in both reading and math compared to previous years.
As the state moves forward, the South Carolina Department of Education aims for at least 75% of students to achieve proficiency in both reading and math by 2030, demonstrating a commitment to addressing these ongoing educational challenges.
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