Volusia schools report graduation rate rise to 93.7%; district outlines multiple pathways and new supports to keep students on track

Volusia County Public Schools on Jan. 28 told the school board the district's four‑year graduation rate rose to 93.7% for 2023–24, an increase of 2.1 percentage points from the prior year, and that nine of 10 traditional high schools improved their rates.

The presentation, led by Superintendent Dr. Balgobin and executive director Mike McAuliffe, framed the increase as the result of a districtwide approach that combines data dashboards, targeted interventions, expanded career and technical education (CTE), international programs (ACE/Cambridge and IB), and new Graduation Academies intended to catch and support students at risk of falling off the four‑year track.

The report matters because the district said graduation rates are one component of school and district accountability and because a standard diploma — as defined under Florida law — affects students' college, career and military options. McAuliffe and other presenters repeatedly emphasized that the district's work is intended to move students to the standard diploma rather than a certificate of completion, which they said carries limits for post‑secondary enrollment and military enlistment.

District officials cited specific findings and programs. Reeser and other directors said Volusia now offers multiple pathways to a standard diploma, including the 24‑credit standard diploma and the 18‑credit accelerated option, ACE/Cambridge and IB diplomas at select schools, CTE pathways with industry certifications, and dual‑enrollment coursework with Daytona State College. Reeser said Deltona High posted a 100% rate and Pine Ridge High showed the largest one‑year gain, 4.4 percentage points. The district said it ranked in the top 10 among 67 Florida districts for graduation rate.

Officials described program growth in measurable terms. Presenters cited increases in CTE and advanced offerings (examples given in the presentation included programs rising from 48 to 56, honors courses from 74 to about 100, career academies from 19 to 37, and career pathways from 23 to 64). They said industry certification offerings rose from roughly 32 to 120, and reported large increases in students taking and passing advanced exams — figures the presenters attributed to expanded access to college‑level and international curricula. The district also reported substantial dual‑enrollment enrollment (presenters cited roughly 1,500 students enrolled in a fall semester snapshot) and highlighted students who earn college credentials during high school.

On supports, McAuliffe described the district’s data tools (the REA data dashboard and the “Project 10” and individual student “baseball card” views) that identify at‑risk cohorts, monitor progress and drive interventions. He said the district tracks students by cohorts, runs biweekly project reports, holds monthly trend reviews and requires graduation teams at schools to produce individualized plans, credit checks and regular progress checks for students who are behind. Reeser and other presenters detailed the Graduation Academy model — an on‑campus or site‑based program that provides focused credit recovery, daily monitoring and personalized success plans for students who have multiple course failures, credit deficiencies or attendance concerns.

Board members asked about program access and equity. Board member Jessie Thompson asked whether smaller or more remote schools would be offered ACE/Cambridge or similar advanced programs; Reeser said the district has added such programs incrementally and that expansion is evaluated based on demand and capacity. Several board members and the superintendent thanked teachers, principals and operations staff for hurricane response work and for developing supports that officials said helped avoid greater disruption to learning.

Presenters also explained Florida's graduation requirements under Florida Statute 1003.4282, including credit, GPA (2.0) and state testing expectations. They reviewed how students who do not pass an End‑of‑Course (EOC) or grade‑10 ELA assessment may meet graduation requirements through concordant scores (SAT/ACT/other approved alternatives), by passing alternate assessments where eligible, or through approved waivers for students with disabilities or recent ESOL entrants under specified conditions.

In Q&A, board members pressed for continued outreach and for public explanations of how the district uses assessments and data to identify needs. Superintendent Dr. Balgobin said staff will continue to present improvements and adjustments to testing and monitoring timelines. No formal action was required; the presentation was informational and board members expressed support for continuing the district's multi‑pathway approach.

The district said it will continue to expand CTE partnerships, maintain and grow dual‑enrollment and international diploma offerings where they invest resources effectively, and use the Graduation Academies and individual student monitoring to reduce the number of students who finish without a standard diploma.