Hawaiʻi public schools improve in math and attendance, but language arts scores slip

Hawaiʻi public school students made modest gains in math and attended school more regularly in 2025-26, but language arts proficiency declined slightly, according to results released by the state Department of Education.

Maui’s Lokelani Intermediate School was a standout school. The department reported that the Kīhei school improved in all key performance indicators by at least 5 points over four years, comparing the 2022-23 school year (first year back from the COVID-19 pandemic) to the most recent 2025-26 report. Lokelani’s performance schools show:

• Language arts proficiency: 5 percentage point increase from 39% to 44%
• Math proficiency: 8 point increase from 21% to 29%
• Science proficiency: 24 point increase from 13% to 37%
• Regular attendance: 10 point increase from 61% to 71%
• Academic growth, language arts: 6 point increase to 54%
• Academic growth, math: 7 point increase to 57%

Year-over-year improvements in Lokelani’s key performance indicators from 2024-25 to 2025-26:

• Language arts proficiency: 6 percentage point increase
• Math proficiency: 4 point increase 4
• Science proficiency: 8 point increase
• Regular attendance: 3 point increase
• Academic growth, language arts: 1 point increase
• Academic growth, math: 17 point increase 

The annual Strive HI results show students approaching pre-pandemic proficiency levels in math and language arts. Still, the department told Board of Education members Thursday that progress must accelerate to meet the board’s 2029 academic targets.

Statewide math proficiency rose to 42.5%, up from 42.2% the previous year, marking the fourth consecutive annual increase. Language arts proficiency fell to 53.2% from 53.8%, while science proficiency remained about 44%.

Before the pandemic, proficiency stood at 43.1% in math and 54.1% in language arts. The board’s 2029 targets are 50% in math and 65% in language arts.

“At a time when schools across the nation and around the world continue to face challenges in student achievement, Hawaiʻi’s progress toward pre-pandemic proficiency levels is encouraging and reflects the hard work of our students, educators and school communities,” Superintendent Keith Hayashi said.

“But returning to where we were before the pandemic is not our ultimate goal. We need to build on that progress and accelerate learning so that more of our students are meeting academic expectations and are prepared for success beyond high school.”

Attendance improves for fourth straight year

The share of students attending school regularly reached 76.8%, up from 66.1% in 2021-22. It was the fourth consecutive year of improvement.

The department defines regular attendance as attending at least 90% of school days. Both excused and unexcused absences count toward that measure.hawaiipublicschools

According to the department, the latest results show that students who attend regularly have substantially higher proficiency and graduation rates than those who do not.

Other Strive HI measures showed mixed results:

• On-time graduation remained at 87%, based on preliminary results for the Class of 2026. That compares with 85% for the Class of 2022.
• Postsecondary enrollment fell to 51% for the Class of 2025, down from 53% for the previous class.

State ranks near top among members reporting results

Among eight states in the Smarter Balanced Assessment Consortium with 2025-26 results available, Hawaiʻi ranked second in language arts proficiency and third in math proficiency, according to the department.

Hawaiʻi and Idaho were the only two members with reported results within 1 percentage point of their pre-pandemic proficiency levels in both subjects.

The consortium has 12 members and provides common language arts and math assessments designed to measure academic skills and progress toward college and career readiness.

Department outlines steps to reach 2029 goals

To increase proficiency, the department said it is focusing on high-quality curriculum, targeted coaching and professional development, and earlier identification of students who need additional help. Those priorities cover language arts, math and special education.

Schools also are working to use student and instructional data to identify causes of learning gaps, target support, monitor results and adjust strategies that are not working.