Three Village presents state report card data; enrollment decline eases, absenteeism remains above pre‑pandemic levels

District staff presented the Three Village Central School Districtstate report card overview at the boardmeeting on Jan. 22, detailing enrollment trends, chronic absenteeism, K9—8 through 8 assessment participation, Regents and SAT results, and graduation rates.

At the meeting, a district presenter said the sharp enrollment declines seen earlier in the decade have slowed and that elementary enrollment appears to be stabilizing while secondary enrollment continues a gradual decrease. The presenter also said subgroup shares have changed: the percentage of students eligible for free or reduced-price meals (described in presentation as "economically disadvantaged") has climbed over the past decade and the share of English learners has grown; the district reported 29 non‑English primary languages spoken by 324 students and students born outside the U.S. from 53 countries (267 students).

Why it matters: the presenter noted these demographic shifts affect staffing and program needs and the district will publish infographics to inform families. Board members pressed how those changes interact with other measures such as SAT performance and budget pressures.

Key details from the presentation included the district's chronic absenteeism rates as defined by the state (absent 10% or more of days enrolled): 7.5% at the elementary/middle level (down slightly from the prior year but more than double pre‑pandemic levels) and 7.2% at the secondary level (up from the prior year). The presentation said non‑chronically absent students average about eight days absent per year, while chronically absent students average about 24 days.

The presenter summarized K9—8 assessment participation and performance: state assessments require districts to test up to a 95% participation target set at the federal level; the district's participation has increased over the last three years but still falls short of the 95% target. The slides combined certain grade 79—8 math and science results with Regents exams when learners took the Regents in lieu of the grade 7/8 tests, which the presenter said mirrors the state data display.

At the secondary level, the district showed Regents, SAT and graduation data. The presentation said Regents and SAT outcomes overall are at or approaching pre‑pandemic performance and that the district's graduation rate has remained high, around 97%–98% for recent cohorts; the presenter cautioned the 2020 cohort remains unofficial until August because August graduates are not yet included.

Board members asked for clarification on the rise in the district's economically disadvantaged population and how that interacts with test results and classroom practice. The presenter and other staff described added supports (for example, multilingual counselors, social workers and faculty added at specific schools) and noted the district has placed additional internal benchmarks where families opt students out of state tests so staff can monitor cohorts.

The presentation materials and follow‑up infographics will be shared on the district website and social media, the presenter said, and the district will provide guidance to parents on contacts for support regarding chronic absenteeism.

Less urgent details: the presenter said New York State has modified the 39—8 assessments (teacher‑created, no time limits, not used for teacher annual reviews) and described performance level definitions used in the charts.

The board received the report and asked follow‑up questions; no formal vote was recorded on the report itself.