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Rogers Park presenter reports test gains, outlines targeted strategies to close achievement gaps
Summary
At a Danbury Board of Education meeting, a Rogers Park school representative presented student-performance data, described interventions for high-needs students and multilingual learners, and cited recent gains in science and EL exits while noting persistent gaps in math and ELA.
A Rogers Park school presenter told the Danbury Board of Education that the school is seeing measurable improvement on several metrics and outlined strategies intended to close persistent achievement gaps.
The presenter said Rogers Park enrolls about 885 students, roughly three-quarters of whom meet the district’s definition of “high needs,” and described recent gains including a roughly 9-percentage-point increase in science proficiency this year and the exit of 76 English learners from EL status this school year.
The context: Rogers Park’s leadership framed the progress as the result of sustained instructional changes and supports targeted at students with high needs and multilingual learners. The presenter said the school’s…
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