Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Student Achievement topic
No spam. Unsubscribe anytime.
District presents Georgia Milestones results: strong high school reading, varied elementary and middle results
Summary
District staff outlined student-achievement results derived from Georgia Milestones testing, noting high-school reading gains, cohort improvements in elementary reading, middle-school math gains in some grades, and areas needing targeted support for lowest-performing students; no CCRPI rating was presented.
Glynn County Schools presented a districtwide review of student-achievement results from the Georgia Milestones at the Sept. 4 work session and said the full CCRPI rating was not yet finalized.
Cabinet presenters said the slides shared were student-achievement data (including all students) and not the final CCRPI ratings, which remove certain student categories (for example, students without a full academic year). They called attention to cohort-level improvements: the cohort that was in third grade two years ago rose from 61% to 68% at fourth grade and to 73% at fifth grade in the presenter’s ELA achievement metric.
Highlights and challenges staff cited: - Elementary: Third-grade ELA showed a slight dip year to year; fourth grade gained; fifth grade dipped slightly. Reading-status measures using Lexile cut scores showed cohort gains from third grade (65%) to current fifth grade (71%). - Middle: Sixth-grade math showed gains; seventh-grade cohorts were notably strong with a roughly 6 percentage-point rise in math proficiency; eighth-grade showed dips that mirrored statewide trends. The presenters noted Glynn County’s eighth-grade higher-level (levels 3–4) ELA percentage exceeded the state average. - High school: Reading status rose (Lexile measure), and American Literature scores showed a notable increase from school year 2024 to 2025, which presenters attributed to teachers and shared instructional practices. Staff cautioned that AP course participation affects EOC (end-of-course) comparisons because students in AP classes may not take the EOC and are weighted differently in CCRPI calculations.
Presenters said a persistent concern is that the district’s lowest-performing students were not showing the same growth rates as average and high-performing peers, and staff proposed targeted actions including data-driven teacher collaboration and increased reading instruction across grades.
Board members asked about curriculum adoption timelines; presenters said the district is in its third year using the Benchmark reading curriculum and has introduced a new middle-school math curriculum (Common Lehi 360 referenced in the presentation) to increase rigor.
Ending: Staff said they will continue disaggregating school- and grade-level data, meet with principals to share instructional strategies and return with more detailed analyses tied to improvement plans.
