Test results for last year's third- and fifth-graders in the Austin Public School District have fallen behind the state averages, according to data from the Minnesota Department of Children, Families & Learning.

The percentage of Austin third graders who scored above grade level is at 43.9 percent, compared to 49 percent statewide. That also is down from last year, when 48 percent of the Austin school district was above grade level, compared to 49 percent throughout the state.

The third-grade math scores are at 45.7 percent while the state average is 48 percent. Last year, 58 percent were above grade level in Austin, while 50 percent were above grade level statewide.

Austin's fifth graders also are below the state averages. The local reading score is 60.7 percent above grade level while the state is at 63 percent. Last year, 66 percent of Austin students and 63 percent statewide were above grade level.

The biggest discrepancy was in the fifth-grade math scores. This year, the fifth grade scores are at 41.1 percent above grade level, compared to the state's 52.7 percent. Last year, 52 percent of Austin students were above grade level, compared to the state's 50 percent.

Sheila Berger, director of educational services for the district says it's important to remember "a different group of kids is being tested every year," and there are other things to take into consideration such as Austin's 21 percent mobility rate. She also notes the community's English as a second language and free and reduced lunch populations are growing "by leaps and bounds."

Though this year's scores for Austin's are below last year, scores have improved significantly since they were first administered in 1998.

"Obviously every district wants to show growth. The state has shown a lot of growth and we are growing in every area, just not as much as the state is," says Berger.

However, she's not happy about the scores. "In my mind, being below the state average is not OK. It's no one's fault though. We're just going to have to figure out what to do to help those students who are behind."

In a departure from past years when the state education department seized mainly on the positives, officials struck a more serious tone this time. That's due partly to the added significance of the tests, which eventually will be used to identify failing schools under the new federal education law.

A top Department of Children, Families and Learning official said the agency hasn't determined the exact weight to place on these scores in deciding which schools get the new designation. The law gives parents more power to pull their kids out of struggling schools or have them tutored at public expense.

"Educators and schools should get ready for that kind of accountability," said Jessie Montano, the assistant commissioner for teaching and learning.

More than 58,600 third-graders took the reading and math exams in March. Some 61,000 fifth-graders took reading, math and writing exams. Scoring is usually complete in midsummer but officials pushed it back this year due to budget constraints.

Students are not scored on a pass-fail basis. They get both a raw score and are grouped into achievement levels: Level I, for students performing below grade level; Level II _ now separated into IIa and IIb categories _ at or near grade level; Level III, above grade level; and Level IV, "well above" grade level.

The tests, first given in 1998, measure elementary students' grasp of the subjects and give a sense of how they might handle the state's Profile of Learning standards and graduation tests.

The scores will factor into school assessment under the new "No Child Left Behind" law. The law, approved last year by Congress and signed by President Bush in January, spells out consequences for schools that continually struggle to meet a certain threshold for all students _ including minorities, poor children, those in special education and those learning English.

After three years, a school district must offer tutoring at its expense. After four years, it must begin paying transportation costs of students who opt to attend other schools. States themselves determine how tough tests and standards are.

The Associated Press contributed to this story.

Amanda L. Rohde can be reached at 434-2214 or by e-mail at amanda.rohde@austindailyherald.com