FDR High leaders cite cohort effects for 4-year graduation dip; expand regents prep and attendance interventions

FDR High School Principal Mr. Ravella told the Hyde Park Central School District Board of Education on April 10 that the school's four-year graduation rate fell to 81% for the 2024–25 cohort, down from higher rates in previous years, and that school leaders are deploying several academic and attendance interventions to recover students and raise mastery on state exams.

The reduction reflected a small number of students who were off-track, Ravella said: 10 students in the cohort accounted for roughly a 4 percentage-point impact on the four-year rate. He said three students who earned skills-and-achievement commencement credentials, transfers who never entered the building, and students who reentered from out-of-district placements were the main drivers of the change.

"When you think about our cohort...10 students essentially impacted roughly 4% overall," Ravella said. "When we focus on improving our mastery level, we're going to see an improvement on the slide prior." He added that the district continues to enroll students after the four-year window and that the five‑year graduation rate was 89% last year.

Nut graf: The drop in the four-year rate was driven by a small number of students with credit or attendance gaps and by students who received alternative credentials. School leaders described targeted steps — expanded regents preparation, deeper data analysis, individualized attendance plans, and schedule changes intended to create an extra period for credit recovery — intended to limit similar declines and to improve performance on required Regents exams.

Most important details - Regents and mastery: Ravella highlighted weak points on state exams: algebra I (about 40% passing), living environment (about 64%) and a new U.S. history assessment that produced mid-70s passing rates. He said directors completed item analyses and staff are revising instruction. The school increased after‑school Regents prep sessions from about six to 12 for each exam and is using online programs (described in the meeting as "Magma Math" and a virtual Einstein regents-prep program) to provide instant student feedback and targeted support.

- Attendance and suspensions: Chronic absenteeism was listed as a priority. Last year the school ended at about 28.8% chronically absent (10% or more of days missed); the principal reported a current-year improvement to about 24% so far, roughly a 4 percentage‑point change at the time of the meeting. Ravella said 3.3% of students (38 students) accounted for roughly 69% of suspensions and described individualized multi‑tiered supports (home visits, counseling, home tutoring and virtual options) for those students.

- Scheduling: To create more time for credit recovery and team collaboration, the school leadership described a proposed shift to an eight‑period day with a single community lunch (a "freeze" after period 4). The design would add a true eighth period (allowing students extra credit opportunities) but requires further work with food services, facilities and the business office before implementation.

- Programs and student voice: The board heard brief presentations by student groups. Students and staff described Aim High (a new college‑readiness and leadership pilot), AVID program successes including a 100% college acceptance cohort and scholarship totals reported in the meeting, and ongoing clubs and activities that reach nearly 500 students across about 20 clubs. Students who spoke described leadership, college-preparation activities and classroom strategies (TRFs, note-taking, public speaking) as key program benefits. Maya Vela, one of Aim High's student founders, told the board, "Aim High means a lot to me," and student speakers outlined how peer mentoring and college contacts were part of the program's support.

- Metrics and next steps: Ravella emphasized mastery targets (mastery defined in the meeting as roughly 85% or higher) as the key lever for raising exam passing rates, and said the school will continue weekly attendance meetings, expanded after‑school regents prep through June, continued use of instant-feedback math tools, and further analysis of assessment item data. He also said the administration will continue to work with the board and central office on schedule and food-service implications before any schedule changes are adopted.

Quotations "When we focus on improving our mastery level, we're going to see an improvement on the slide prior," said Mr. Ravella, principal of FDR High School, discussing targeted instructional shifts.

"We're looking at roughly 24 percent for chronic absentee and thus far this year," Ravella said, describing interim attendance figures and the school's plans to lower chronic absenteeism.

Ending: The FDR update concluded with continued planning for schedule changes, expanded Regents supports, and attendance interventions. Board members asked for follow-up on summer-school plans and on how schedule changes would affect students who currently elect lunch periods; school leaders said summer programs were in development and that the proposed eight‑period model would be designed to add, not remove, credit opportunities for students.