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Board hears 2023–24 student achievement report: SAT, AP and SEL trends
Summary
District staff presented the annual student achievement report covering SAT trends, Advanced Placement participation and scores, dual‑credit participation, and social‑emotional learning (SEL) metrics; the board received the presentation and asked follow‑up questions about growth and subgroup trends.
District staff presented the 2023–24 student achievement report, summarizing college readiness, college‑level coursework and social‑emotional learning (SEL) metrics for Adlai E. Stevenson High School.
Presenters summarized three district goals: college readiness, college‑level coursework participation (AP/dual credit), and SEL. On the SAT, staff said the district’s average declined slightly but at a slower rate than state and national averages; staff emphasized growth measures and reported a reduction in the share of students not meeting growth benchmarks in both English and math.
AP and college‑level participation Staff reported record AP participation and exam counts: the district reached an all‑time high in the number of AP exams administered and in the number of test takers. The presenters reported that roughly two‑thirds of juniors and seniors took AP exams and that 94 percent of students earned at least one score of 3 or above (presenters said that was their highest rate). Staff also described that approximately 642 students took dual credit courses and that articulation agreements run with College of Lake County, Harper College, Loyola and North Central College.
SEL, climate and belonging On social‑emotional learning, presenters cited the Panorama student voice survey and said classroom belonging rose to about 76 percent favorable, a gain from earlier years and a result staff credited to sustained professional development and schoolwide efforts. Staff said that when compared with demographically similar schools, the district sits near the 99th percentile for the classroom‑belonging benchmark.
Board questions and next steps Board members asked for clarifications on cohort comparisons, survey samples, and the causes behind upticks in coach–athlete relationships and other SEL measures. Staff said more detailed data can be provided and that some patterns reflect multi‑year professional development and targeted work with coaches and collaborative teams. Staff told the board they will follow up with deeper breakdowns, historical comparisons and any requested subgroup analysis.
Ending The board did not take action on the student achievement report; staff said they would return with further data on requested points at a future meeting.
