"I think that this new (Common Core) framework is going to give us a lot of opportunities to really challenge our students," said Jason Barnett, principal at Woodbridge Elementary.

"MSA, it's a piece of data, it's a wonderful piece of data, but it's just one we look at in the grand scheme. I think we need to look at the whole picture. For me, it's multiple points of data and looking at each individual student," Barnett said.

Woodbridge saw a decrease in third-grade and fifth-grade proficiency for both reading and math, but an increase in proficiency in both reading and math for fourth-graders.

"I think we sort of patterned along with other schools across the school system," Barnett said. "No matter what the data shows, the most important thing is to stay in a positive mind set."

Riverview Elementary saw similar scoring trends, with decreases in third- and fifth-grade math proficiency, but an increase in fourth-grade proficiency. There were slight decreases in third-, fourth- and fifth-grade reading proficiencies, though Principal Mary Maddox said they were not unexpected.

"We did expect some issues because there was that transition to the Common Core (State Standards)," Maddox said. "I'm extremely proud of my teachers, my staff and my students for all the hard work they did making that transition to the Common Core.

"In math, there are certain concepts and units that are not taught in the same sequence or order as the testing dictates. So therein lies an issue," she said. "You're going to see some bumps in the road, but that's OK."

Elementary school students in the state showed a 4.1 percent decrease in math performance.

In reading, the percentage of elementary schools students at proficient or advance level fell from 90.9 to 89.4, according to the county school system.

The state saw a 2.4 percent decrease in reading performance at the elementary level.