MANKATO — When the state released student MCA-II scores, one particular data set jumped off the page.

On the 11th-grade math test, only 34.4 percent of Minnesota’s students attained proficiency.

In comparison, the state averages for reading and math in all other grade levels were above 60 percent, with most in the 70th, and even 80th, percentiles.

For those paying attention, such a dramatic proficiency drop could hardly go unnoticed.

And while concrete conclusions will have to wait until districts have had more time to interpret the data, there was no lack of discussion among school administrators and education officials who were sifting through the numbers Monday.

“To suddenly have a crop of students — not just in Mankato, but across the state — with a proficiency level that is half of the numbers in proceeding years,” said Mankato curriculum director Cindy Amoroso, “then that should raise questions beyond just what schools are not doing to raise those scores.”

The crux of the discussion revolved around the fact that next year’s 11th-graders will need to show proficiency on the math test to graduate as part of the state’s new Graduation-Required Assessments for Diploma program — which replaces the now dated Basic Skills Tests.

The GRAD program includes a writing test for ninth-graders, a reading test for 10th-graders and the 11th-grade math test. The GRAD-related questions are embedded right into the MCA-II test and are scored separately.

But Amoroso said students and parents don’t need to panic yet: This year’s low scores do not mean that more than half of Minnesota’s students will be unable to graduate in the future.

“We absolutely look at those (11th-grade math) results,” Amoroso said. “And we will absolutely be looking at ways to make secondary students more successful in math ... But we really won’t know the GRAD results until next year.”

Part of the problem is that the cutline score for GRAD proficiency isn’t set until after the MCA-II scores are released. And because the MCA-II portion of the test is more rigorous, it’s safe to assume students will score better on the GRAD portion.

Also, when the state made the MCA more difficult three years ago by introducing advanced algebra and trigonometry concepts, schools had to adjust their math offerings and require students to take three years of math — once a path reserved only for the college-bound.

St. Peter is one of the rare Minnesota school districts that require four years of math and science. But the first group of students in that track won’t be juniors until the 2008-09 school year.

“When kids realize this is a high-stakes test, they will approach it differently,” Supt. Jeff Olson said. “It’s hard to get teenagers motivated about math.”

New Richland-Hartland-Ellendale-Geneva was the only school district in the coverage area that met 50 percent proficiency in 11th-grade math. Supt. Kevin Wellen said his district’s score wasn’t due to anything “profound,” but he did suggest that quality teachers and a large number of advanced math courses may have helped.

“Even if it is the highest in the area, 50 percent is not a standard to be proud of,” he said. “I think the low numbers are saying something about the test students are taking.”

In Mankato, math scores are otherwise on the rise. Sixth-graders jumped from 64.8 percent proficiency in 2005-06 to 70.5 this year. Seventh-graders increased from 65.4 in 2005-06 to 73.66 this year while eighth-graders went from 54.2 to 61.1

Reading scores, however, have either flatlined or decreased in the past three years. But Amoroso said she expects the scores to swing upward as the district’s new reading program takes hold.

In the Mankato district alone, educators adopted a new elementary reading curriculum three years ago, a new math curriculum five years ago and, in the last few years, a host of early intervention programs and student improvement strategies aimed at improving math and reading proficiency.

Also, staff development programs such as the district’s Professional Learning Communities — now in its third year — and the implementation of a math coach for elementary teachers are aimed at boosting student achievement.

“We’ve asked a lot of our staff during the last few years while we were trying to implement new programs and achievement strategies,” Amoroso said. “They really deserve to be commended.”

Similar achievement efforts are being reproduced in districts around the state. Professional Learning Communities are becoming standard practice and so are early intervention strategies for struggling students, especially in reading and math.

And while all the programs designed to boost student achievement can’t hurt, Olson said all the testing might.

“Kids are getting tested to death,” he said. “We can’t forget to strike some sort of balance.”