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District presents end-of-year strategic data: graduation up, freshmen-on-track improves, attendance recovering
Summary
DeKalb CUSD 428 staff gave an extensive end-of-year strategic plan update including benchmarks (MAP, ACT), graduation totals, freshmen-on-track, attendance and suspension data; presenters highlighted progress and continuing equity gaps.
District staff presented the end-of-year strategic data, including benchmark and accountability measures, to the DeKalb CUSD 428 Board.
The superintendent’s presentation and subsequent department reports included these highlights cited by staff: - Graduation: 504 students graduated this year, up from 427 the prior year (reported as an 18% increase). Staff characterized this as the largest graduating class in district history. - Freshmen on track: The high school reported a freshmen-on-track figure of about 77%, an indicator staff said is highly predictive of on-time graduation and factors into the state summative designation. - Attendance: Districtwide average attendance was reported at approximately 92%, described as improved from the immediate post-COVID period. - Suspensions: Staff reported almost the same number of students suspended as the prior year but a higher number of suspensions overall, which indicates an increase in repeat suspensions per student. The district noted progress reducing disproportionality for African American students by about 10 percentage points compared with prior years but said disparities remain. - Benchmark assessments: MAP growth and percentile charts were shared for K–12 and for subgroups; staff noted areas of growth (middle-school math and third grade growth among bright spots) and continuing areas for work, particularly in secondary literacy and opportunity gaps by race and income.
Presenters said the district will continue initiatives including interdisciplinary unit implementation, PLC development, investments in targeted coaching and supports, and facility projects (Mitchell Elementary opening) intended to free classroom space and improve instructional conditions.
Board members asked clarifying questions about how the data are presented (requesting counts alongside percentiles), how middle-school advanced math placement interacts with performance data, and where intersections of race and income are shown in the materials. Staff said some cross-tabulations exist but that the presentation format aims to be accessible and that the strategic planning committee will review presentation formats going forward.
Staff emphasized both progress and continued areas of need; they told the board the strategic-planning committee will continue refining data presentations and supporting targeted interventions.
