Superintendent presents mixed K–12 assessment trends; district cites AP growth and MTSS work

The superintendent of Ballston Spa Central School District presented a districtwide review of K–12 assessment data at the Jan. 8 board meeting, summarizing results dating to 2018 and outlining next steps for improvement.

The presentation reported gains in several elementary and middle-grade math cohorts and a five‑year high in Advanced Placement (AP) exam participation. “We’re committed to delivering high quality curriculum instruction to our students,” the superintendent said, crediting Margaret Keller, the district’s chief information officer, for compiling the data.

The superintendent explained state testing cut points used in the report: New York State grade‑3–8 tests count level 3 and 4 as proficient; AP exam scores of 3, 4 and 5 are treated as college‑credit‑eligible; and Regents proficiency was defined as scores of 65 and above. For grade‑level highlights the superintendent cited: improvements in grades 3–5 math across the three‑year trend, a spike in 7th‑grade math proficiency, and that 8th‑grade math proficiency reported at 51% would rise to about 68% if students taking Algebra I were included in the calculation.

On English language arts (ELA) the district saw some gains and some declines: 3rd grade rose from about 44% to nearly 48%, 5th grade rose to about 51% in 2024, while 6th grade showed a downward trend that the district said it is investigating with middle‑school staff. “We need to really explore why there’s a downward trend in 6th grade,” the superintendent said, noting possibilities such as whether writing instruction in grades 3–5 is adequately preparing students for 6th‑grade assessments.

Science results were described as roughly steady, with 5th and 8th grades near 53% proficient on the state’s new science exam. The superintendent said the district is reviewing curriculum timing to ensure students receive content before the spring tests.

Advanced Placement: the superintendent reported a five‑year high in AP exam participation at the high school, saying 425 AP exams were taken last year and 352 of those exams received scores of 3, 4 or 5. The superintendent said district staff are working to expand AP access for students with disabilities and to add AP offerings in fall 2026, along with supports to increase confidence and access for underrepresented cohorts.

Regents and high‑school results were summarized against regional suburban council schools: Algebra I proficiency was stated at 83%; Algebra II at 93%; Chemistry at 88%; Physics at 98% proficiency; U.S. history at about 83%; and English near 89% proficient. The superintendent noted that some courses place the district in the middle of the regional comparison and identified social studies writing and literacy as target areas for improvement.

The presentation emphasized that attendance and Multi‑Tiered System of Supports (MTSS) are district priorities. The superintendent described planned intervention work: intervention teams will meet Jan. 28 to begin assembling a playbook of effective interventions by grade level and to make MTSS resources more accessible to staff. The superintendent also noted district goals that integrate MTSS, absenteeism reduction, and partnerships with families and community organizations.

Board members asked for additional breakdowns during the question period, including whether the AP numbers represent exams or students, the number of students taking AP exams versus exams taken, demographic breakdowns of AP participation, and the relationship between MTSS movement and proficiency. The superintendent said staff would provide the requested breakdowns and demographic data.

The superintendent closed by stressing that the district will continue targeted strategies — early interventions, MTSS improvements, and attendance initiatives — to raise proficiency and mastery rates across grade levels.

The board opened questions after the report; no formal action was taken on the assessment item during the meeting.