For the third consecutive year, results from the statewide English and math tests taken by high school juniors remain flat, a frustrating outcome as the state pursues aggressive changes in secondary education and has targeted several areas — including math and literacy.

Statewide, 53.3 percent of 11th graders scored proficient or better on the English portion of the test, and 43.3 percent scored proficient or better in math — roughly the same percentages as in 2005 and 2006. About 12,000 juniors took the test last March.

Under the federal education law No Child Left Behind, which requires yearly testing of students in grades three through eight and one high school year, all students must be proficient by 2014.

State education officials cited several potential reasons for the stagnant scores — including that juniors continue to take an eight-year-old test that is not aligned to what they are learning.

Officials also applauded the improvement of the state’s urban districts. While scores in the four districts — Central Falls, Pawtucket, Providence and Woonsocket — continue to trail the state average, they improved slightly last year, to 37.1 percent proficient in English and to 24.9 percent in math.

Officials said they were disappointed by the statewide results.

“We don’t have any time to waste,” said Peter McWalters, state commissioner of education. “If we really want rapid change, we have to work with teachers to make sure they understand what they need to do. We need to provide them with sample lessons and make sure our grade-span expectations are lined up with all subjects — English, social studies, science and math.”

In the past few years, Rhode Island has adopted grade-level expectations. In 2005, Rhode Island, in conjunction with Vermont and New Hampshire, rolled out new tests for elementary and middle school students, called the New England Common Assessment Program. A new high school test, also designed with New Hampshire and Vermont, will roll out next month. The Class of 2008 was the last to take the old test, the New Standards Reference Exam.

Roy Seitsinger Jr., who oversees middle and high school reform at the state Department of Education, says high schools have been focused on other changes, such as improving reading, ensuring students feel connected to their school community and introducing new graduation requirements.

“When I look at these test results, they are flat, which is not acceptable,” Seitsinger said. “But to be able to hold your ground during a period of tremendous transition, that is pretty positive.”

Seitsinger says Rhode Island high schools are on the right path, even if positive results are not yet apparent. Now, schools need to analyze the results of the tests and zero in on where students are struggling, he said.

DESPITE SLUGGISH test scores statewide, some high schools saw their scores improve substantially last year.

Johnston High School juniors modestly improved in English last year — to 66.1-percent proficient — and jumped more than 6 percentage points in math, with more than 50 percent scoring proficient. In 2006, scores jumped even more dramatically, by 15 percentage points in English and almost 17 percentage points in math.

Principal Elizabeth L. Mantelli said four years of sustained changes are responsible for the progress, starting with Supt. Margaret Iacovelli’s hiring of Kathryn M. Crowley as assistant superintendent and dedicating her to curriculum development. Crowley helped teachers analyze test score results and pinpoint where students were struggling. The school promoted literacy in all subjects, by requiring all teachers to assign more reading and monitor student progress, Mantelli said.

“We want every content teacher to also teach reading,” Mantelli said.

Crowley works closely with department chairs, who in turn work closely with teachers. Two years ago, teachers started meeting more frequently, using common planning time. Teachers now give quizzes and writing assignments more frequently.

Scores at Ponaganset High School increased by 16 percentage points in both English and math last year, with 71 percent of juniors proficient in English and more than 61 percent in math.

Administrators and teachers had analyzed student work to figure out trouble spots, and then made sure teachers covered those areas. They found some students had trouble with statistics and interpreting patterns and data in math, and with comprehension and deciphering literary texts. Those skills were then emphasized, said Ponaganset principal Dennis Kafalas.

He also said about 36 more students took the test in March than the previous year, and the school hosted a pep rally before the tests and a concert afterward. “A lot of kids didn’t take the test [in 2006], and we made sure they showed up and took the test seriously this year,” he said.

Some schools saw a dip in their scores last year.

The principal of Warwick Veterans Memorial attributed the 14-percentage-point decrease in English and the 5-point drop in math to the sudden death of two students during the week of testing.

“I had kids who didn’t show up for the tests and I had kids who showed up for the tests with tears in their eyes,” said principal Gerry Habershaw. “You can’t prepare for that, and our emphasis was on getting students support during a tragic time.”

Portsmouth High School also lost ground, falling more than 4 percentage points in English and almost 10 in math. The previous year, the high school had improved 14 percentage points in English.

“I think it’s human nature that we collectively felt as a staff, ‘We’ve arrived, we’ve got great test scores so we don’t need to do much more,’ ” said principal Robert Littlefield. “We were proved wrong. We can’t rest on our laurels and we have to always keep our eyes on the task.”

jjordan@projo.com