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Superintendent: chronic absenteeism down, reading gains visible; division highlights tutoring and digital supports
Summary
Superintendent Dr. McDade presented a quarter‑2 update showing chronic absenteeism down roughly two percentage points and midyear reading gains; the division highlighted tutoring initiatives, digital supports and a FOCUS dashboard for targeted student interventions.
Superintendent Dr. McDade and research staff presented the Prince William County Public Schools quarter‑2 academic update on March 5, reporting a modest decline in chronic absenteeism and measurable gains in reading at midyear while noting continuing areas for improvement in mathematics.
Dr. Tim Neal, director of research, assessment and data services, said the district's active enrollment was "a touch more than where we started in quarter 1" at just over 91,000 students. He reported chronic absenteeism fell from a little over 17% in the prior comparable period to a little over 15% in the current year for the August‑to‑January span the district analyzed. Neal noted that early‑grade reading results showed substantial increases in the share of students assessed as on or above grade level on the HMH midyear measure.
Dr. Stephanie Sullivan, associate superintendent for teaching and learning, described supports the division is deploying: every K–8 school launched the All In tutoring program to provide high‑dosage tutoring before, during and after school (virtual and in‑person); more than 10,000 students are participating in that tutoring initiative. High‑school students have access to a digital curriculum for credit recovery, support and accrual (about 2,300 students currently enrolled in those options). The division also reported that more than 2,500 students had used the Varsity Tutors on‑demand resource and that Khan Academy resources (the College Board partner for SAT prep) are available to students. Lexia English was deployed as a research‑based support for English language development for EL level 1 and 2 students, and usage includes at‑home access.
Neal reviewed the Virginia Language and Literacy Screening (VALS) rollout and explained a testing detail raised by board members: for the current year the VDOE set parameters so that in grade 3 the middle‑of‑year re‑test is administered only to students who began the year in the high‑risk band; Neal said the division has provided feedback to VDOE about that approach and expects greater flexibility in future years.
Board members asked several follow‑ups. Ms. Wall asked why the third‑grade midyear VALS retesting covered only the high‑risk band; Neal said that is a VDOE expectation in the first year of VALS implementation though the division has provided feedback and anticipates broader flexibility later. Ms. Solomon (Dr. Solomon in presentation exchanges) and Ms. Wall also asked about home use of Lexia English; Dr. Sullivan said Lexia is an optional resource for families but that division data show strong at‑home usage and that teachers are using it in class as part of required ELD curriculum.
Board members and members of the public emphasized outreach to encourage students and families to use available tutoring resources. Multiple board members praised Varsity Tutors and urged active promotion so paid resources are fully used, noting the division hopes to expand awareness through communications and report cards.
The presentation included additional data highlights: vertical scaled scores in mathematics showed general improvement from fall to winter in several grades, the VALS early‑grade risk‑band distribution narrowed in the desired direction, and the division's FOCUS student support dashboard provides school staff with near‑real‑time risk indicators (grades, absences, aggregate risk) that can be filtered to identify individual students for targeted intervention.
