APS postpones early-literacy progress review after board finds report lacks disaggregated data and rationale

The Albuquerque Public Schools Board of Education postponed consideration of progress monitoring reports for interim goals 1.1 and 1.2 (early literacy for targeted vulnerable groups) until Aug. 6 after members and the meeting facilitator said the district report lacked disaggregated data and clear rationale for its planned actions.

Member Dominguez, who facilitated the monitoring session, told the board, “No. I do not have enough information to assure the board that we are on track,” and said the report presented only aggregate graphs rather than the disaggregated results for the Yazzie‑Martinez groups and African American students that the interim goals require. Dominguez asked for graphs that compare each vulnerable subgroup to the aggregated population and for a rationale explaining why the administration’s actions…