Dr. Smith, a district presenter, told the Marshalltown Community School District board on Aug. 4 that the district showed modest year‑over‑year gains on required Iowa statewide assessments and on the FAST screening tool, and that science scores at several grades rose sharply. Joe Kramer, an assessment consultant from Central Rivers AEA, said later in the work session that absenteeism correlates negatively with student outcomes and that the correlation strengthens as students get older.

The presentation covered ISASP (Iowa Statewide Assessment of Student Progress) results and FAST screening data. Dr. Smith said the district is “54% proficient” overall on summative state tests this year, a 1‑point increase from the prior year, and highlighted increases in third‑ and fourth‑grade literacy and double‑digit gains in eighth‑ and tenth‑grade science after new curriculum materials were introduced. “It is a privilege to sit before you and share our district data from the 2425 school year,” Dr. Smith said at the start of the report.

Kramer described correlation analyses the district requested to examine attendance and performance. “A correlation is a measure of the relationship between 2 variables and the relationship does not necessarily mean that there’s a cause and effect relationship,” Kramer told the board, then summarized findings: most correlations between absenteeism and ISASP or FAST screening scores were negligible, but attendance and GPA showed the strongest relationship, reaching a moderate negative correlation (around 0.4) in secondary grades. Kramer added, “All correlations are negative with a pattern of increased strength as students get older.”

Nut graf: The board heard two linked findings: instructional changes and new materials correspond with bright spots in science and some elementary measures, while data analysis indicates chronic absenteeism is associated with lower GPA and a growing negative relationship with assessment outcomes in older grades. That combination shaped subsequent discussion of attendance‑focused interventions.

Board and staff discussion and supporting details
- Dr. Smith and principals noted specific grade‑level patterns: third and fourth grades showed literacy gains; fifth‑to‑sixth and ninth‑to‑eleventh grade transitions remain a challenge; Miller Middle School posted notable gains in middle grades.
- The presentation differentiated tests that feed the state profile (ISASP) from district screening (FAST) and stated FAST covers K–11 while ISASP begins in third grade.
- Kramer emphasized paired‑data correlation methods and cautioned that most correlations were weak except for GPA, which merited further study. He said the district plans additional analysis using growth (scale scores) once more longitudinal data are available.
- Board members asked whether mobility, transitions between school levels, or cumulative chronic absence explain the dips in certain transition grades. Kramer and Dr. Smith said mobility (15–20% annually in district buildings) and increasing absentee rates with age both likely contribute; they recommended further cohort and growth analyses.

Data and limitations
- The district presented percentage‑proficient figures (e.g., 54% overall on state tests, 51% K–6 literacy on FAST) but did not present an exact count of individual tests in the board presentation. Dr. Smith said she could provide raw totals on request.
- Kramer cautioned the board that correlation does not prove causation and that some relationships were “negligible” statistically; the district will pursue analysis of growth scores and of students with continuous enrollment to refine conclusions.

Ending: The district said it will continue implementation supports (curriculum coaching, targeted PLC work, literacy and math grants and conferences) and pursue more detailed cohort and growth analyses to better separate attendance effects from other factors such as mobility and transitional grade structure.