Norfolk school officials report progress on reading and math gaps but most subgroup targets remain unmet

NORFOLK, Va. — Norfolk Public Schools staff told the school board on April 24 that winter STAR and usage data show movement toward the division’s Goal 4 targets for reducing subgroup performance gaps in reading and mathematics, but several subgroups remain short of their winter goals.

Dr. Cole, a Norfolk Public Schools staff member who presented the interim measures, said “we’re moving in the right direction,” and walked the board through proficiency and urgent‑intervention band targets and current rates for students in grades 3–8.

The presentation summarized measure 4.1 (reading) and measure 4.2 (math). For reading proficiency, staff said winter proficiency targets call for increases such as Black students from 42.6% to 63% and students with disabilities (SWD) from 21.7% to 48%. For urgent intervention, the targets include reducing Black students from 36.9% to 20% and SWD from 62.1% to 40%. Dr. Cole noted similar subgroup targets for math: for example, moving Black students in math proficiency from 48.5% to 60% and SWD from 30.4% to 43% while reducing the urgent‑intervention percentages in each subgroup.

Why it matters: the measures are intended to close achievement gaps across race/ethnicity, disability status, socioeconomic status and English‑learner status by the end of the 2026–27 school year while keeping overall subgroup performance above baseline.

What the data show: the STAR and school software data (Lexia for reading; Zearn and Edmentum for math) showed divisionwide growth from fall to winter in most subgroups. Dr. Cole said all subgroups improved in STAR reading proficiency from fall to winter but that gaps increased for EL vs. non‑EL and Hispanic vs. non‑Hispanic students. For urgent‑intervention reading, all subgroups improved and met winter targets except SWD (reported as less than one point above target).

For math, staff reported growth in proficiency across subgroups from fall to winter. Dr. Cole said “students in all subgroups showed improvements in the proficiency scores from fall ’24 to winter ’25,” and that math platforms’ student usage rose substantially: divisionwide student usage of Zearn/Edmentum increased from 12% in the fall to 48.9% in the winter, average session minutes rose from about 34 to 42 minutes, and lessons completed per session rose from about 0.5 to 1.1.

What’s working: staff attributed progress to targeted interventions, reading specialists, coaching cycles, replicable professional development and the adoption and higher‑fidelity use of adaptive software. Dr. Cole said the English office logged more than 43 coaching sessions and reported a 2.5 percentage‑point increase in modeling and team‑teaching opportunities from fall to winter. Lexia usage was highlighted: presenters reported that 31% of students who began the year below grade level in Lexia Core5 had reached grade level by winter; 24% of students in Lexia PowerUp showed similar gains.

Remaining concerns: Dr. Cole and board members flagged persistent high urgent‑intervention rates for students with disabilities (reported at about 45% in reading) and for EL students (about 42% in reading). The black–white proficiency gap in math increased by 1.8 points despite overall gains; SWD gaps remain the largest across measures (for example, a cited SWD proficiency gap of 33.5 points in math). Dr. Cole said these areas need deeper, targeted work.

Board questions and staff response: board members asked about accelerating strategies, school‑level breakdowns and the adaptability of Lexia for ELs and SWD. Dr. Cole replied that late in the year there is limited scope to “accelerate” programs but staff are using diagnostic data to “hone in on specific standards for specific students.” On school‑level data, Dr. Cole said the division‑level reports shown were intentional for this briefing but that the board could request school‑level breakdowns; he said the office can run those reports and that the team would supply them on request. On Lexia’s applicability to EL students, Cole said Lexia differentiates instruction student‑by‑student and supports ESL teachers with more specific diagnostic information.

Next steps: the English and math offices will continue unit‑level analysis, maintain monitoring of Zearn, Edmentum and Lexia implementation, expand SIM (Strategic Instruction Model) cohorts and replicate evidence‑based interventions with learning support and ESL offices. The division will introduce a classroom observation tool focused on specially designed instruction and co‑teaching for administrators in 2025–26.

Board reaction and follow‑up: board members asked for school‑level or grade‑cohort data to examine staffing and resource patterns. Dr. Cole agreed to produce school‑level and grade‑cohort reports on request and to coordinate requests through the superintendent’s office.

The presentation closed with staff saying winter results show improved trajectories but that additional, targeted work will be required to meet the 2026–27 gap‑reduction targets.

Ending: staff emphasized continued monitoring, additional professional learning, and strengthened collaboration between content, ESL and special education teams as the division moves into spring testing and summer planning.