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District reports gains in reading and numeracy, expands literacy lab and numeracy supports
Summary
At a March 10 presentation, district staff reported reading and numeracy gains for several student groups, described expansion of the literacy lab, detailed summer program limits due to funding, and outlined numeracy interventions including an audit of algebra/prealgebra instruction and an expanding data science program.
District administrators and teachers presented an annual literacy and numeracy update at the March 10 meeting, reporting areas of growth alongside continuing needs and new interventions.
Lede data and classroom supports - Reading: Presenters reported that incoming freshmen’s grade‑9 STAR reading scores were higher overall than the previous three years. The presenter noted particular gains for students described in the presentation as "brown" students (an increase of about 10 percentage points) and Black students (about a 5 percentage‑point increase) on incoming screener results. - Literacy Lab: The literacy lab enrolled about 64 students in 2024–25 and staff anticipated 5–7 additional students by year’s end. The lab is referral‑based and this year added a numeracy component. - Summer Lift: The district ran a Summer Lift program in summer 2023–24 serving about 28 students; staff said the program will not be offered next summer because District 65 funding was not available. Staff reported average growth of about one year for students in that summer cohort and singled out a student who read 16 books during a 15‑day program.
Numeracy findings and interventions - Assessments: District staff reported PSAT 8/9 to PSAT 10 cohort growth and described expected growth metrics. They reported a 6.5% increase in Hispanic/Latino mathematics achievement between PSAT 8/9 and PSAT 10 and noted increases on SAT benchmarks for several groups: Black students from 13% to 17% meeting benchmark; Hispanic students from 19% to 28%; White students from 67% to 71%; Asian students marginally decreased 71% to 70%. - Algebra/prealgebra: The math department reported a shift from four teachers focused on algebra/prealgebra to roughly 14 teachers now teaching those courses, creating the need for coordinated collaboration and a working group. The district deployed a numeracy interventionist on a 0.2 release to work with algebra and prealgebra students in the literacy lab; staff reported a decline in failing grades for students who received the intervention. - Data science and AP precalculus: The district expanded data science offerings (three sections this year, six planned next year) and reported large AP precalculus enrollment with approximately 70% of students passing (score of 3 or higher).
Articulation with District 65: ETHS staff described ongoing collaboration with District 65 to define Algebra I learning targets and assessments so middle‑school outcomes align with high school expectations; staff said District 65 will move to a standards‑based assessment for algebra next year.
Board questions and concerns: Board members asked for clearer outcome measures connecting programs (for example, how Summer Lift participation would be expected to reduce later literacy lab enrollment) and requested more disaggregated outcome data where sample sizes allow. Staff explained that some impact would show only when students who participated earlier reach high school and that funding limitations constrained program continuity.
Why it matters: The work addresses post‑COVID learning gaps, places literacy and numeracy at the center of equity goals and expands curricular pathways such as data science that serve college‑level preparation.
Next steps: Staff will conduct classroom audits, student and teacher surveys and continued articulation work with District 65; they will also continue to seek funding for summer supports.
