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Norfolk schools report mixed progress toward advanced-studies diploma goals; world language and math rates flagged
Summary
Chief Academic Officer Dr. James Pohl told the board Jan. 8 that the district's 2027 cohort is off track to meet the advanced-studies diploma target, citing lower course completion rates and foreign-language enrollment shortfalls; remediation and targeted counseling were proposed.
Dr. James Pohl, Norfolk Public Schools' chief academic officer, presented interim measures Jan. 8 showing the district is not yet on track to meet its board goal for an increased share of graduates earning an advanced-studies diploma.
For the class of 2027 (current 10th graders), Pohl reported that the cohort's 1st-quarter rate for being on track to earn an advanced-studies diploma is 7.9 percentage points lower than the comparable point last year; the highest percentage that cohort can reach this year based on current enrollments is 47 percent. For the class of 2026 (current juniors), the presentation showed the cohort's current maximum reachable percentage is 35 percent on the metric discussed.
Pohl identified English and mathematics as the subjects with the highest failure rates in Q1 and said limited enrollment in level-2 foreign-language courses by the start of junior year is a primary barrier: Virginia requires language study sequencing that often functions as a gatekeeper to the advanced-studies diploma. He said the district's next steps include using district-recommended remediation practices (Edmentum, Lexia, tutors), backward-design protocols to align curriculum and assessments, timely feedback to families, and centrally produced lists of off-track students so counselors can organize small-group and 1:1 supports. Pohl also recommended use of AP Potential (PSAT-based) to guide scheduling.
Board members asked for more subgroup-level root cause analysis and data tying failure rates to teacher vacancies and school-level staffing. Pohl said some subgroup breakdowns were not immediately at hand but described supports the district is deploying: university instructors, FEV tutors, teacher-led tutoring, 9th-grade reading tutors at high schools, and safety-net funds for in-school tutoring.
Why it matters: Advanced-studies diplomas influence graduation distinctions and college-readiness metrics used in state accountability systems; shortfalls can affect accreditation elements and future course planning.
Ending: Board members requested additional data on subgroup impacts and staffing correlations; Pohl said more detailed reports and student lists would be made available for counselor follow up.
