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Raytown C-2 shows mixed results on 2023–24 state report card, superintendent presents data
Summary
District staff presented the Missouri Department of Elementary and Secondary Education 2023–24 report card results showing gains in ACT and reductions in dropout rate but shortfalls in attendance and math performance compared with state averages and benchmark districts.
Doctor Chris Greiner, presenting to the Raytown C-2 Board of Education on Jan. 13, said the district’s 2023–24 state report card showed mixed results across attendance, graduation, academic performance and follow-up measures.
Greiner told the board the district’s 90% attendance rate — the share of students attending at least 90% of days — was 65.3%, below the statewide rate of about 78% and short of the 70% threshold districts need to earn accreditation points on attendance.
The presentation placed Raytown C-2 second out of six comparable districts on overall attendance ranking but fifth on year-over-year growth for that metric. Greiner said the district’s four-year graduation rate rose by 0.7 percentage point, ranking fifth among its benchmark group, while the district’s dropout rate declined to 5.1% — a 4 percentage-point improvement from the prior year.
On student performance measures, Greiner said Raytown’s percentage of students at grade level in English language arts rose 1.7 points to a level that ranked fourth among comparable districts and tied for second in growth. Math proficiency improved roughly 3 percentage points to “a little over 19%” of students at grade level, which Greiner said placed Raytown fourth in the comparison set and third in growth.
Science proficiency fell 1.5 points to 19.8% and ranked third among the benchmark districts. American government (a junior-year social studies assessment) rose 5 points to 28.6%, placing the district second among its peers. Greiner also reported a 0.3 rise in the district’s ACT composite while the statewide score edged down, noting the district was second among its comparables for composite score and tied for second in growth.
Greiner attributed improvements to focused instructional work, professional learning and interventions. "We are trying to increase the amount of systematic interventions," he said, describing tiered supports for students who struggle and new site intervention teams that coordinate academic, social-emotional and family supports. He credited teachers’ collaboration, monthly building progress-plan updates and partnerships such as Marzano Strategies for changes in instructional practice.
Board President Burton publicly thanked Greiner and his team for their work and for supporting school leaders and teachers as the district seeks further momentum.
Greiner noted the report card data are for the 2023–24 school year and that DESE posts the state report card on a one-year lag. He linked the full report card in his presentation and said the district would continue using the data to guide school progress plans and to target professional learning and interventions.
