The Olentangy Local School District reported that the state’s September release of Ohio school report cards rated the district 5 stars overall for the third straight year and that many individual buildings scored at or above state expectations, district staff told the board on Sept. 25.

Miss Brunswick, district assessment lead, presented the state report‑card components and results, noting that Olentangy is one of only 47 districts statewide to earn a 5‑star overall rating and the only district with more than 10,000 students to do so. She said the district’s performance index reached 94.6% of the state maximum and the district ranked 30th in the state, an increase of seven places from the prior year.

Key results: In achievement, 24 of 27 schools significantly exceeded state standards; district achievement rose by 0.8 index points compared with the previous year. The progress measure — which compares student growth year to year — earned the district a 4‑star rating; the district’s effect size on the progress metric was 0.09, just short of the 0.10 threshold for a 5‑star progress rating. Gap‑closing earned the district 90.3% of possible points, the fourth highest in the state and second highest in Central Ohio.

Other measures: The early‑literacy component (K–3) yielded four stars; the district ranked in the top 18% statewide on that measure and sixth in Central Ohio. The graduation measure reported a weighted rate of 98.9% (the class of 2024 four‑year graduation rate was 99%), and the new college/career/workforce/military readiness measure showed 71.3% of graduates meeting at least one readiness indicator, an increase of 1.5 percentage points from the prior year.

Interpretation and next steps: Brunswick told the board that EVOS — the state system that provides detailed growth diagnostics — will open in mid‑October, allowing the district to analyze subject‑ and subgroup‑level growth and identify targeted actions. She noted where the district had made gains (math growth and multiple subgroups exceeding expected growth) and where staff will focus (gifted identification and service capacity, and continued attention to early literacy proficiency).

Board reaction and context: Board members praised staff and teachers, noting that maintaining high outcomes at the district’s size requires substantial coordination. Superintendent Meyer and board members credited district instructional strategy, targeted specialists and professional development for the improvements and discussed how the district will use the forthcoming EVOS data for school‑level planning.

The board took no formal policy action on the report‑card presentation; the data will inform principal and district planning sessions and subsequent board discussions about district priorities and resource allocation.