In a recent government meeting, significant concerns were raised regarding the academic performance of fourth-grade students at Fremont School, where only 1% of students are reportedly at grade level in math. This alarming statistic was highlighted during discussions about the administration of standardized tests and the preparedness of both students and teachers.

The principal of Fremont School expressed surprise at the low performance levels, attributing some of the issues to potential gaps in test administration, particularly among new teachers who are still completing their credentials. The principal noted that the school currently has a balanced mix of veteran and new teachers, emphasizing the need for ongoing training and support for the latter group.

Data from the I Ready assessments for fifth graders, who were fourth graders last year, echoed the concerning trends, showing a similar lack of proficiency. The district has transitioned to using I Ready as a benchmark assessment tool, with plans to conduct further evaluations in November and spring to monitor progress and identify gaps in learning.

The meeting underscored a collective responsibility among educators and the school board to address these challenges. Board members commended the principal for her transparency and honesty in presenting the data, acknowledging the need for collaborative efforts to improve student outcomes. The discussions concluded with a commitment to ensure that Fremont School receives the necessary support to enhance educational performance, with a focus on fostering a culture of accountability and improvement among staff and students alike.