Alabama school report card shows improvements across most measures

Alabama's overall score on the 2026 Federal Report Card rose to 88, up from 86 the previous year, as the state recorded improvements in nearly every measure of academic performance, graduation and student readiness.

The Alabama Department of Education released the latest report card Thursday, showing progress in academic achievement, English language proficiency, chronic absenteeism, graduation rates and college and career readiness. Academic growth remained steady compared with the previous year.

The federal report card measures six areas of school performance. Alabama recorded an academic achievement score of 67.89, an academic growth score of 97.07, a graduation rate of 92.77 and a college and career readiness score of 90.70.

The state's English language proficiency measured 49.92, while its chronic absenteeism indicator was 10.54. The state improved in nearly every category, with academic growth remaining relatively unchanged.

The academic achievement measure considers student performance in English language arts and mathematics across grades three through eight and high school. Students are grouped into four achievement levels, and each level is weighted differently when calculating the measure.

Students at Level I receive no points, Level II students receive half a point, Level III students receive one point and Level IV students receive 1.25 points.

Because the measure accounts for movement between achievement levels, students can make substantial gains on assessments without changing the overall indicator if they remain in the same performance category.

State Superintendent Eric Mackey said the department's results reflect educators' work across the state rather than changes to the accountability system. He emphasized that the department has maintained the same scoring standards for several years to allow meaningful comparisons between reporting years.

The report card also provides a breakdown of performance among different student populations, showing differences in achievement, growth, graduation and readiness.

Students with disabilities recorded an academic achievement score of 35.14 and an academic growth score of 85.58. Their graduation rate was 78.51, and their college and career readiness score was 76.30.

Among economically disadvantaged students, academic achievement measured 56.79, academic growth was 92.55, graduation was 88.63 and college and career readiness was 85.78.

Students with limited English proficiency recorded an academic achievement score of 50.24 and an academic growth score of 95.79. Their graduation rate was 85.27, while college and career readiness measured 77.26. 

Mackey said most school systems and schools across Alabama improved their results. The department has also been monitoring 10 turnaround schools receiving additional support, with most showing progress. Officials are examining schools that experienced declines to determine what changes may be needed.

Chronic absenteeism has remained a subject of discussion among education officials, with some administrators questioning how much control schools have over students' attendance. Mackey said the department has considered the effect of the measure on school accountability, noting that removing it would result in some schools receiving higher grades and others receiving lower grades.

Graduation and college and career readiness are also closely connected, Mackey said, because Alabama requires students to meet college and career readiness requirements to graduate.

Several members of the board also asked the department to provide a historical comparison of statewide report card results to demonstrate how Alabama's performance has changed since the accountability system began.

Board members said documenting that progress could help an incoming administration understand the education initiatives and policies implemented over the past several years, including work that continued during the COVID-19 pandemic.

Mackey said the department was proud of the progress but emphasized that continued improvement would depend on the work of local educators and school leaders.