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District shares spring STAR assessment: reading growth strong overall but early‑literacy growth below district target
Summary
City Schools of Decatur reported spring STAR assessment results showing overall reading growth above the Renaissance benchmark (70%) but early literacy growth at 61.4%, slightly below the district growth goal of 65%. Staff described assessment coverage, subgroup patterns, and next steps for curriculum and professional development.
City Schools of Decatur staff presented spring STAR assessment results at the June 10 meeting, reporting mixed outcomes: district reading growth exceeded the benchmark while early literacy growth fell short of the district’s stated target.
Lede: the district reported that STAR Reading overall growth surpassed the Renaissance recommended 65% growth benchmark at about 70%, while STAR Early Literacy growth was 61.4%, below the 65% goal set by the vendor benchmark used for monitoring.
Nut graf: district leaders emphasized that STAR provides growth‑comparisons for students with similar baseline scores and that interpretation requires care—students who “exit” early literacy into STAR Reading are not counted in later early‑literacy tallies; site‑level and subgroup analyses will be refined using an implementation data tool.
Deputy superintendent Karen Newton Scott explained how STAR compares students to peer groups with similar fall baseline scores and ranks growth as low, typical or high. She noted that about 1,185 K–3 students participated in STAR Early Literacy this year, with roughly 700 students meeting the proficiency benchmark by fall and therefore excluded from spring early‑literacy testing; of the 322 K–3 students tested in both fall and spring, 62% met or exceeded expected growth.
At the elementary level, 73.2% of students demonstrated typical or high growth and 78.7% scored at or above proficiency on STAR Reading in spring; staff noted more students were transitioned to STAR Reading in spring than in fall, reflecting progress for many. At middle school, 71.4% met growth expectations and 82% scored at or above proficiency. High school reading growth was reported at 67.2% meeting growth expectations, with 73.7% at or above proficiency; staff cautioned that about 100 graduating seniors were not included in the spring dataset because of scheduling and timing.
In math, K–5 growth was 72.6% typical or high and about 70% were at or above proficiency; middle school math met targets at 69.2% growth and 64% proficiency. High school math showed 65% meeting growth expectations and 50% at proficiency, with the caveat that 108 graduating seniors were excluded from the spring dataset.
Next steps: Newton Scott said the district has adopted a new elementary reading curriculum (Written Wisdom) and is conducting targeted professional development and implementation‑focused walkthroughs. The district is also implementing EduClimber to integrate data for more nuanced subgroup and longitudinal analyses and planned a deeper dive on student data at the board retreat in August.
Ending: staff framed the spring results as actionable: growth was strong in several grades and subgroups but the early‑literacy shortfall will guide curriculum fidelity, targeted intervention and staff training before the new school year.
