GRANTS, N.M. — With the 2024–2025 academic year nearing its final months, data shared with the Cibola Citizen reveals that Grants Cibola County Schools are making modest but measurable gains in student performance across the district.
From kindergarten to high school, proficiency rates in reading and math have ticked upward in most grade levels since the beginning of the school year, offering a cautious note of optimism, shrouded by the last officials scores, showing only 36 percent of students across the district could read at grade level and only 18 percent are able to do math at grade level as of the end of School Year 2023-2024.
Superintendent Lane Widner, in a statement to the Citizen, framed the current status simply: “Our data is on the rise... it is a slow rise, but we are making progress.” That sentiment is echoed by educators and administrators throughout the district, including Dr. Delton Martin, the district’s Director of Educator Success, who pointed to the district’s intentional curriculum alignment and data-driven interventions as key factors in the observed growth.
To measure and track the academic progress of Cibola’s students, GCCS uses different tests on the grade levels to track their proficiency in the different skill sets of math and reading. Students took this assessment at the beginning of the academic year and the midyear exams at the midpoint. Students will take the test again at the end of the academic year.
Midyear assessments across the district show progress that, while uneven, represents forward movement.
Grades K-2
Early literacy efforts appear to be gaining traction, with K–2 reading proficiency rising from 26.65 percent at the beginning of the year testing to 28.45 percent by midyear.
Gains in math were even more notable in the early grades than later, where overall K–2 math proficiency increased from 17.18 percent to 23.78 percent. However, the district was quick to acknowledge inconsistencies within those gains.
Second-grade math scores, for example, dropped slightly from 4.12 percent to 3.06 percent proficiency, even as kindergarten and first grade saw gains.
Dr. Martin suggested that a variety of factors could be influencing that decline, including the transition to more complex math concepts in second grade, or even classroom dynamics and attendance patterns. He noted that identifying and addressing these struggles through targeted interventions will be key in helping students catch up. K–2 (ISIP Data)
Reading Proficiency
• Kindergarten: BOY 27.27% → MOY 30.99%
• 1st Grade: BOY 28.86% → MOY 26.34%
• 2nd Grade: BOY 23.83% → MOY 28.43%
Math Proficiency
• Kindergarten: BOY 19.75% → MOY 33.33%
• 1st Grade: BOY 28.27% → MOY 35.61%
• 2nd Grade: BOY 4.12% → MOY 3.06%
Grades 3-8
In grades three through eight, proficiency rates in reading and math also moved in a positive direction.
Districtwide, iMSSA scores show that reading proficiency jumped from 20.15 percent to 29.46 percent, and math proficiency rose from 7.87 percent to 14.56 percent.
Fifth-grade reading stood out in particular, increasing from 31.47 percent at the start of the year to 45.85 percent by midyear. Dr. Martin attributed these improvements to a refined curriculum that is more closely aligned with state standards, alongside consistent progress monitoring and instructional clarity.
“The curriculum alignment that took place in the summer of 2024 played a significant role in the instructional changes currently happening in GCCS,” he said.
3–8 (iMSSA Data)
Reading Proficiency
• 3rd Grade: BOY 11.82% → MOY 25.79%
• 4th Grade: BOY 23.88% → MOY 35.29%
• 5th Grade: BOY 31.47% → MOY 45.85%
• 6th Grade: BOY 18.87% → MOY 23.70%
• 7th Grade: BOY 16.91% → MOY 19.12%
• 8th Grade: BOY 17.65% → MOY 25.97%
Language Usage
• 3rd Grade: BOY 10.45% → MOY 17.81%
• 4th Grade: BOY 29.85% → MOY 31.37%
• 5th Grade: BOY 39.22% → MOY 40.43%
• 6th Grade: BOY 21.23% → MOY 15.17%
• 7th Grade: BOY 30.77% → MOY 33.66%
• 8th Grade: BOY 9.32% → MOY 19.05%
Math Proficiency
• 3rd Grade: BOY 0% → MOY 3.69%
• 4th Grade: BOY 2.99% → MOY 8.82%
• 5th Grade: BOY 9.91% → MOY 22.17%
• 6th Grade: BOY 13.68% → MOY 25.12%
• 7th Grade: BOY 7.73% → MOY 11.71%
• 8th Grade: BOY 12.24% → MOY 15.15%
Grades 9-12
In the upper grades, the district’s STAR assessment data showed continued gains, particularly in math.
High school students across grades nine through twelve collectively improved math proficiency from 27.46 percent to 43.79 percent. Reading also increased districtwide from 27.38 percent to 33.73 percent.
The largest math gains were seen in eleventh and twelfth grades, with proficiency levels reaching 48.11 percent and 56.08 percent respectively.
Reading gains were more modest, and some grades saw declines, such as tenth and eleventh, where reading proficiency slipped compared to the beginning of the year. Despite the mixed reading data, Dr. Martin remained optimistic. “These combined efforts appear to be working well in driving improvements,” he said. “But we also recognize that adjustments and targeted efforts are still needed to achieve consistent improvement across all groups.”
Grades 9–12 (STAR Data) Reading Proficiency
• 9th Grade: BOY 21.24% → MOY 28.46%
• 10th Grade: BOY 32% → MOY 28.46%
• 11th Grade: BOY 29.1% → MOY 24.33%
• 12th Grade: BOY 26.32% → MOY 38.58%
Math Proficiency
• 9th Grade: BOY 13.98% → MOY 32.6%
• 10th Grade: BOY 37.33% → MOY 43.03%
• 11th Grade: BOY 24.05% → MOY 48.11%
• 12th Grade: BOY 32.67% → MOY 56.08%
The Equity Crisis
While academic outcomes are improving overall, the district continues to face persistent equity gaps.
Proficiency by ethnicity and tribal affiliation reveals stark differences. Students identifying as American Indian continue to score the lowest across all tested subjects and grade bands.
In grades three through eight, for example, American Indian students posted midyear reading proficiency of just 20.85 percent, compared to 39.74 percent for Caucasian students and 35.29 percent for Hispanic students. The pattern held true in math and language usage as well.
Impact by Tribe
At the tribal level, students affiliated with Laguna Pueblo saw notable growth in both reading and math.
In contrast, students affiliated with the Navajo Nation experienced a decline in early reading scores and modest gains elsewhere. Dr. Martin acknowledged the significance of these trends and said the district is taking them seriously. “The district is deeply focused on addressing the low proficiency rates among American Indian students across all grade levels,” he said. He emphasized the importance of understanding the root causes, which may include cultural or linguistic barriers, and pledged to improve outcomes through culturally responsive teaching, deeper engagement with tribal communities, and tailored academic support.
Grades 3–8 (iMSSA Data) Reading Proficiency by Tribal Affiliation
• Acoma: BOY 17.65% → MOY 24.16%
• Laguna: BOY 14.41% → MOY 21.50%
• Navajo: BOY 13.06% → MOY 18.18%
• All Other Tribes: BOY 25% → MOY 30.77%
Language Usage by Tribal Affiliation
• Acoma: BOY 20.92% → MOY 26.85%
• Laguna: BOY 14.41% → MOY 17.59%
• Navajo: BOY 14.97% → MOY 12.3%
• All Other Tribes:
BOY 12.5% → MOY 23.08%
Math Proficiency by Tribal Affiliation
• Acoma: BOY 5.23% → MOY 12.75%
• Laguna: BOY 7.25% → MOY 12.04%
• Navajo: BOY 3.82% → MOY 12.04%
• All Other Tribes: BOY 12.5% → MOY 19.23%
Grades 9–12 (STAR Data) Reading Proficiency by Tribal Affiliation
• Acoma: BOY 21.62% → MOY 29.03%
• Laguna: BOY 16.78% → MOY 25.32%
• Navajo: BOY 17.53% → MOY 19.88%
• All Other Tribes: BOY 7.69% → MOY 46.67%
Math Proficiency by Tribal Affiliation
• Acoma: BOY 35% → MOY 52.27%
• Laguna: BOY 20% → MOY 39.74%
• Navajo: BOY 26.79% → MOY 30.48%
• All Other Tribes: BOY 11.11% → MOY 13.33%
Success at GCCS
Grants Cibola County Schools’ academic progress has not come by accident.
District leaders attribute recent gains to a series of small but deliberate steps taken over the past year to improve instruction and close achievement gaps. At the heart of this effort is a districtwide curriculum alignment initiative launched in the summer of 2024, ensuring that classroom teaching now mirrors the state’s official Scope and Sequence. The result has been more targeted instruction, clearer benchmarks for teachers, and a unified approach to preparing students for end-of-year assessments. The district also streamlined instructional resources to reduce fragmentation and improve focus across grade levels.
Equally important have been the behind-the-scenes changes—adjustments to intervention strategies, consistent progress monitoring, and a renewed focus on literacy from kindergarten through high school.
However, teacher availability continues to be a pressure point for the district.
While Martin did not provide specific updates on hiring, he reaffirmed that recruitment and retention remain a priority, especially for positions that support at-risk students.
“We are actively working to fill gaps and ensure that all classrooms are adequately staffed,” he said, noting that professional development and inclusive teaching practices are part of the district’s broader strategy for improving student outcomes.
The district looks toward graduation season—set for May 16 at Grants High School and May 17 at Laguna- Acoma High School— but Martin is laser focused on the district’s goal for the remainder of the year.
“Success by the end of [School Year] 2025 would mean equitable growth in proficiency rates across all grades and subjects,” Dr. Martin said, adding that district leaders will be closely watching how well their strategies translate into results.
Editor’s Note: BOY means Beginning Of Year testing. MOY means Middle Of Year testing.