The New England Common Assessment Program was administered to students in fall 2009 to provide administrators with an understanding of proficiency levels for third- through eighth- and 11th-grade, students in their districts.

School Administrative Unit 41 (Hollis/Brookline) had the second highest average of students in “proficient” and “proficient with distinction” levels for math and reading, when comparing local districts including Merrimack, Milford and SAU 63 (Wilton-Lyndeborough).

School Administrative Unit 39 (Amherst and Mont Vernon) averaged third.

“We’re very pleased with the continued progress at all schools in all areas of reading and math and writing,” said Mary Athey Jennings, Superintendent of SAU 39.

But the increase in NECAP scores extended further than Mont Vernon and Amherst: It was a statewide trend for fall 2009 results.

About 77 percent of students scored proficient or better in reading, up from 75 percent last year. In math, scores also climbed with 66 percent of students scoring proficient or better this year, compared to 64 percent last year, according to figures released by the state Department of Education.

“The improvement we’ve seen has been excellent,” said Tim Kurtz, director of assessment for the state. “The numbers are really good overall, and we’re seeing steady increases.”

The NECAP has been used to measure the achievement of New Hampshire students in grades three through eight for the last five years, while grade 11 students began taking the assessment in 2007.

The New England Common Assessment Program is a partnership among New Hampshire, Vermont, Rhode Island and Maine in response the federal No Child Left Behind Act.

Students test in three subject areas: math, reading and writing and are scored in four categories: substantially below proficient (level one), partially proficient (level two), proficient (level three) and proficient with distinction (level four).

In Bedford, grade 11 students were administered the NECAP for the first time one year after other New Hampshire districts due to the newly developed school.

Although the reading proficiency levels dropped slightly this year, the percentage of proficient math students increased.

Bedford High School averaged more math proficient students when compared to Nashua North and South, Souhegan, Hollis/Brookline Co-op, Alvirne, Campbell, Merrimack, Milford and Wilton-Lyndeborough High School.

But with the number of proficient high school math students sitting drastically lower than elementary and middle school students, administrators worry.

“I don’t think there’s a superintendant in the state who doesn’t want to improve their districts mathematics scores,” Milford Superintendent Robert Suprenant said.

Although all three schools in the Milford district saw an increase in the average number of students who tested “proficient” or “proficient with distinction” for math and reading scores, the main focus for Heron Pond, Milford Middle School and Milford High School in the 2010-11 school year will be the math curriculum.

Focus for the 2008-209 school year sat on improving reading proficiency, which was done through professional development with teachers, implementing intervention programs for struggling readers and continuing to work with families in Title 1.

“From a preliminary look at the results, we’re pleased that (we) have seen improvement,” Suprenant said.

Merrimack, according to Assistant Superintendent Mark McLaughlin, is within acceptable range of the state average in most grades at most achievement levels, but there are a few areas to look at.

Only 7 percent of Merrimack 11th-graders scored “proficient with distinction” in reading, compared to the state average of 22 percent. And the number of Merrimack 11th-grade students who scored below proficient in reading was 40 percent, compared with to the state average of 26 percent.

Given that, administrators and teachers will sit down and look at the results, the construction of questions and curriculum, McLaughlin said, who pointed out that the number of 11th graders who scored “proficient” on reading was actually higher than the state average.

“It’s a process of constant refinement,” he said.

McLaughlin said he is very cautious about drawing conclusions about trends from one years’ worth of data.

“It’s so important to see these as reflections in a moment in time, rather than something to make a broad stroke conclusion about,” McLaughlin said.

For NECAP results and additional information, visit the New Hampshire Department of Education at www.ed.state.nh.us.