Durham Public Schools posts improved growth and equity gains in 2024–25 accountability results, officials say

Durham Public Schools officials presented the district’s Every Student Succeeds Act (ESSA) accountability results for the 2024–25 school year on Thursday, reporting gains in school performance grades and academic growth alongside mixed results for proficiency and graduation rates. Top findings: Executive Director Al Royster told the board that A–C schools increased to 56.6% (30 schools, up from 28 the prior year) and that district schools meeting or exceeding academic growth rose to 88.9% — a level that placed Durham first among the 12 largest North Carolina districts. Royster said JD Clement Early College ranked among the state’s top growth schools and was 20th in the state for academic growth. English learners and science: The district reported a 7.9‑point increase in English‑learner (EL) progress to 35%, narrowing a prior gap with statewide EL progress; staff noted the WIDA ACCESS exit score was adjusted this year (the composite exit score was lowered from 4.8 to 4.5) and that the change affects exit thresholds. District presenters also warned that statewide re‑norming of the science assessment created a new baseline for science proficiency, which produced a districtwide decline this year that staff said should be treated as the new baseline going forward. High school and graduation indicators: The four‑year cohort graduation rate was 80.4%, down 2.9 percentage points from 2023–24. District staff described gains in several EOC subjects and noted a large increase in Math 3 proficiency; they also reported AP participation at a five‑year high and increases in qualifying AP scores. Context and board questions: Board members praised district educators and highlighted growth as a major achievement. Several members asked operational questions, including: whether the state will fund AP exam fees (district staff said they were awaiting definitive guidance), how re‑norming affects year‑to‑year comparisons for science, and what supports the district will provide to schools identified as low performing. Staff said they will prioritize targeted supports, “impact” meetings and steady continuous‑improvement work, including school‑level action planning and coaching. Next steps: District leaders said cabinet will conduct school visits, prioritize supports for identified low‑performing schools, and report back at upcoming meetings. Staff will also provide a budget and implementation plan for interventions and supports tied to the strategic plan.