In a recent government meeting, education officials outlined ambitious targets for improving student proficiency in math and reading over the next five years. The current baseline for math proficiency stands at 42%, with a goal of reaching 52% by 2029. This target is set against a state average of 49%. Officials emphasized the importance of addressing achievement gaps among various student subgroups, including those with Individualized Education Programs (IEPs), multilingual learners, and economically disadvantaged students.

The meeting highlighted the need for a comprehensive data infrastructure to better inform decision-making within the district. A new data dashboard, powered by PowerSchool Analytics and Insights, is set to be rolled out district-wide by summer 2025. This platform aims to integrate multiple data systems, allowing for more sophisticated analysis and visualization of student performance data.

The spring 2024 assessment results revealed that approximately 42% of students met or exceeded state expectations in math, showing only a slight increase from the previous year. Disaggregated data indicated significant disparities among different schools and student groups. For instance, while some elementary schools exceeded the 52% target, middle and high schools lagged behind, with none meeting the goal.

In reading, the district's five-year target is set at 70%. Currently, just under 60% of students are at or above state expectations, marking a slight decline from the previous year. Similar to math, reading proficiency also displayed considerable variation across schools, with elementary schools performing better than middle and high schools.

The meeting underscored the stark achievement gaps between economically disadvantaged students and their peers, with a 39 percentage point difference in math proficiency and a 35 percentage point gap in reading. Multilingual students also faced significant challenges, with only 16% meeting math expectations and about 31% meeting reading standards.

Officials acknowledged the limitations of the current assessment data, noting that it provides only a snapshot of student achievement and should be used alongside other data sources for a more comprehensive understanding of student performance. The discussions emphasized a commitment to closing achievement gaps and improving educational outcomes for all students in the district.