District reviews graduation rates, postsecondary-readiness steps for students
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Summary
District administrators reviewed graduation-rate data, explained Hathaway and pathway requirements for college readiness, and described expanded concurrent/dual-enrollment credits and ACT voucher distribution.
District administrators reported graduation rates and explained the components used to measure postsecondary readiness at the February board meeting, emphasizing expanded concurrent and dual-enrollment opportunities and targeted academic supports for students.
Assistant Superintendent Jason Horsley and secondary director David Horsley (presenters) outlined the district's definition of college, career and military readiness. The district uses course pathways (the Hathaway curriculum for college readiness in Wyoming), test scores (ACT, AP), industry credentials for career readiness and ASVAB scores for military readiness.
Farron Hatterley, Star Valley High School principal, reported that 42 students have taken or scheduled concurrent/dual enrollment courses this school year and that 424 college credits will be earned in trimesters two and three at no cost to participating students because of grant funding. "Because of this grant funding at no cost to the student," Hatterley said, "we're pretty excited." He also said the district distributed 122 ACT vouchers at no cost and that more than 70 students sat for the ACT during a recent Saturday administration.
District graduation statistics presented by Jason Horsley show the district 4-year graduation rate at roughly 85.66% (2023–24 cohort), with the 5-year rate approaching 90%. Horsley and other administrators noted that federal reporting rules require inclusion of certain transfers and life-skills certificate students in the denominator; staff said they are discussing those counting rules with the Wyoming Department of Education.
Trustees discussed how seat-time and course-credit requirements affect the college-ready indicator. Administrators said some students fall short of the college-ready indicator because the district currently requires three math and three science credits for graduation, whereas college-ready status frequently requires four credits in those subjects; some students opt for electives such as shop or music when graduation-seat requirements are already met.
Why it matters: The discussion outlines the district's strategy to increase postsecondary success through expanded concurrent enrollment, tutoring, Friday-school sessions and academic-support hours. Trustees asked staff to continue identifying students who can benefit from additional courses or credentialing to meet college, career or military-ready indicators.
What's next: administrators will continue to refine reporting, seek state guidance on counting rules and press for ways to help students access additional credits or credentials where appropriate.
