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District presents spring assessment results: Newcomb posts notable gains; mixed math results districtwide
Summary
Central Consolidated presented 2025 spring assessment results including SAT School Day, IMSSA interim tests, WIDA ACCESS and iStation early-literacy assessments. Newcomb High showed statistically significant improvement; the district reported growth in several elementary grades and a graduation-rate increase.
District leaders presented spring 2025 assessment results covering SAT School Day (11th grade), IMSSA interim measures (grades 3'8), WIDA ACCESS (English learners) and iStation (K'2). Presenters highlighted pockets of growth and several performance trends.
Highlights included a statistically significant gain at Newcomb High School across the SAT composite, with staff saying the school improved by 43 points and that the change was significant on proportion tests. Career Prep High and other secondary schools had smaller year-to-year changes; Shiprock High showed modest shifts. At the elementary and middle levels, districtwide IMSSA results showed improvements in reading and language: third grade proficiency rose from 7% to 21% and several grades posted double-digit percentage-point gains in reading and language from beginning to end of year.
Math results were more mixed: some grades saw decreases while others improved (Newcomb's math performance improved by 15 points). WIDA ACCESS results showed the district's largest proficiency grouping at level 3 ("developing"); the district reported 54 students exiting EL status based on the state's exit criteria (overall composite 4.7). Presenters said exit criteria and the WIDA identification process can cause wide variation in counts of English learners, and that state and federal funding (Title III) supports EL programming.
Presenters and board members discussed summer regression, high-dosage tutoring and summer programming as potential mitigation strategies. The district noted graduation-rate gains (the 2024 cohort graduated at about 77.6%, roughly 1 point below state average) and credited intervention work and teacher continuity in part for gains.
The board asked for school-level disaggregated reports to identify disparities between campuses and to target supports where growth lagged.
