BOSTON -- Tenth graders made across-the-board gains on last year's MCAS exam, and 84 percent of students have met the state’s minimum testing requirements needed to earn a high school diploma on their first try, according to 2009 MCAS results released Wednesday.

The grade 10 gains were propelled by improved performance from all student groups including African American, Asian, Hispanic/Latino and white students, students with disabilities, limited English proficient students and low-income students.

Results show that all student groups showed an increase in the percent scoring proficient or higher on the English Language Arts (ELA) and math exams, and almost all showed improvement on the science and technology/engineering exam (STE).

"The governor and I congratulate the students and their teachers on this great accomplishment," said Lt. Gov. Tim Murray. "We remain committed to promoting high standards and expectations for all students and are pleased to see this continued progress."

Statewide 2009 MCAS results in English Language Arts (ELA) showed promising gains by students in most grades and all subgroups, a significant change from the past several years of flat or declining results in elementary and middle school performance. Gains made by African American and Hispanic/Latino students mirrored improvement statewide, leaving a smaller -- but still evident gap in performance in some grades than has been seen in previous years.

Education Secretary Paul Reville said that Gov. Deval Patrick recently filed legislation to ensure all students are fully prepared for success in college and beyond by providing teachers and school districts with the opportunity to more rapidly turn around underperforming schools while promoting innovative educational practices to ensure that all students reach academic proficiency.

In all, 79 percent of all grade 10 students scored proficient or higher in ELA and 75 percent scored proficient or higher in math. All students are required to either score proficient or higher on ELA and math or earn a score of at least 220 (needs improvement) and complete an Educational Proficiency Plan before graduation. In addition, students beginning with the class of 2010 are required to earn a passing score of 220 or higher on the grade 10 science and technology/engineering (STE) test.

Ninety percent of this year's senior class (the class of 2010) have met the minimum testing requirement by scoring Needs Improvement or higher in ELA, math, and STE. Still, wide disparities remain among subgroup performance. Just 49 percent of limited English proficient students, 67 percent of students with disabilities and 73 percent of Hispanic/Latino students have scored Needs Improvement or higher on all three tests.

Middle school mathematics, despite some gains since last year, remains an area of concern for state education officials. At grades seven and eight, fewer than half of all students statewide scored proficient or higher in math in 2009. As one strategy to ensure that teachers are well-prepared to instruct students in mathematics, the state Board of Elementary and Secondary Education has now implemented a new mathematics assessment requirement for educator licensure for elementary teachers and teachers of students with disabilities.

Other statewide results include:

Statewide, students made one- to five-point gains in the percent scoring Proficient and higher in ELA in all grades except grade 6, one- to three-points gains in math at grades 5, 6, 7, and 10, and a four-point gain in STE at high school.

Since last year, African American students have narrowed the achievement gap with white students slightly in ELA by one to three percentage points at grades 7, 8, and 10; in math by one to two points at grades 4, 5, and 6; and in STE by two points at grade 8. Hispanic/Latino students have narrowed the gap with white students in ELA by one or two points at grades 5, 7, 8, and 10; in math by one point at grade 7; and in STE by three points at grade 5 and 2 points at grade 8.

Students from every subgroup in the class of 2011 made gains in the percent who earned a passing score of 220 or higher on all three grade 10 tests (ELA, mathematics, STE) after their first attempt: 66 percent of African Americans, up from 58 percent; 87 percent of Asians, up from 85 percent; 62 percent of Hispanic/Latinos, up from 54 percent; 90 percent of White students, up from 87 percent; 55 percent of students with disabilities, up from 47 percent; 35 percent of limited English proficient students, up from 28 percent; and 68 percent of low income students, up from 61 percent.

Formerly limited English proficient (FLEP) students made three- to nine-point gains in ELA at all grades, one- to seven-point gains in math at grades 3, 5, 6 and 7 and two- to five-point gains in STE at grades 5 to 8. An FLEP student has transitioned out of limited English proficient (LEP) status during the current school year or within the past two school years.

The Massachusetts Comprehensive Assessment System exam has been administered annually as a key part of the state’s Education Reform efforts since 1998. Students in the class of 2003 were the first required to pass the ELA and math exams to earn a high school diploma.

District and school results from the 2009 MCAS are still being compiled and will be released publicly later this month.