Radnor High School surpasses national averages in SAT and ACT scores while addressing minority enrollment gaps

In a recent Curriculum Committee meeting held on January 16, 2025, educators and administrators from Pennsylvania gathered to discuss the impressive academic achievements of students at Radnor High School, while also addressing areas for improvement. The atmosphere was charged with pride as data was presented, showcasing the school’s performance on standardized tests, including the SAT and ACT.

The meeting highlighted that Radnor students outperformed both national and state averages on the SAT, achieving a score of 1291 compared to the national average of 1024 and Pennsylvania's average of 1078. Similarly, the ACT scores were noteworthy, with Radnor students averaging 28.3 against a national average of 19.4 and a state average of 24.3. These results were attributed to the dedication and hard work of the teaching staff, who strive to equip students with essential skills.

The discussion also turned to Advanced Placement (AP) courses, where 501 students participated in 2024, marking an increase from the previous year. An impressive 92% of those students scored 3 or higher on their AP exams, with one student achieving a perfect score of 5 across all AP subjects. However, a significant concern was raised regarding the low enrollment of African American students in AP courses, with only five out of 68 eligible students participating. This prompted calls for better outreach and encouragement for minority students to enroll in advanced classes, particularly with the introduction of the new AP African American Studies course.

As the meeting progressed, the focus shifted to the Keystone exams, where the school reported strong proficiency rates. Notably, 88.8% of students scored proficient or advanced by the end of 11th grade, surpassing the statewide goal for 2033. However, the data revealed disparities among subgroups, particularly among economically disadvantaged students and those with disabilities, indicating a need for targeted support.

The conversation also touched on the Pennsylvania Value-Added Assessment System (PVAS), which measures student growth over time. While the school demonstrated overall growth, there were concerns about maintaining progress among high-achieving students and those in specific demographic groups.

In conclusion, the meeting underscored Radnor High School's academic successes while acknowledging the ongoing challenges in equity and inclusion within advanced coursework. The commitment from faculty and staff to provide a high-quality education remains strong, as they look to implement strategies that will foster greater participation and success among all student groups in the future.