Cleveland school board monitoring: district posts Algebra 1 gains but a fifth‑grade cohort falls to about 17% proficiency
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The Cleveland Municipal School District reported both notable gains and worrying gaps in math proficiency at a board work session, where academics staff said districtwide Algebra 1 results rose last year while a cohort of current fifth graders showed a steep decline to about 17.6% proficiency.
The update came during the board’s monthly monitoring of district goals. Dr. Morgan, the presentation lead, told the board the district saw "12.3 percentage gains in Algebra 1" and overall math growth of 6.2 percentage points across tested cohorts, and noted that Algebra 1 proficiency has exceeded pre‑pandemic levels. "This is the year of leveling up," Dr. Morgan said, adding that the district currently has "about 24.35 percent of students who are proficient now" on the benchmark that predicts Algebra 1 performance.
Why it matters: the board set a six‑year goal to raise the percentage of first‑time Algebra 1 test‑takers from 26% in August 2024 to 50% by August 2030. Staff described two interim CEO measures that use benchmark assessments (NWEA MAP and I‑Ready) to track whether cohorts are on pace for that 2030 target.
What the data showed: staff said fall benchmark data indicate ongoing year‑to‑year growth for many high‑school cohorts, but they highlighted a steep drop between fourth and fifth grade for a tracked cohort now at roughly 17.63% proficiency. Dr. Morgan said the district identifies that drop as the "second largest" of the last five years and called the cohort "off track," noting that the fall I‑Ready diagnostic was heavy on fractions and that only a small number of schools had reached that content early in the year.
Assessment and subgroup concerns: academics staff said the district is using multiple assessments. For high school and Algebra 1 benchmarking the district uses the NWEA assessment; elementary grades have newly adopted the I‑Ready diagnostic. Dr. Turner said, "8 schools have touched on fractions this early in the year," a point staff linked to lower early scores in some schools. Presenters also flagged lower proficiency among English language learners and students with disabilities and said the district received recommendations from a special education audit by the Council of the Great City Schools.
Strategies and next steps: presenters described steps the district is pursuing to raise proficiency: a single vetted high‑school curriculum for Algebra 1 and geometry, expanded use of curriculum pacing guides, a math walk‑through tool for consistent classroom observation, bimonthly Algebra 1 teacher cohorts for deep curriculum work, and strengthened data‑driven instruction (DDI) protocols. Dr. Morgan said the district will use cohort monitoring over the coming years to diagnose causes of the fifth‑grade drop and to target supports.
Access to Algebra 1 in eighth grade: staff said early Algebra 1 can be a strong predictor of higher OST (state test) proficiency — students who took Algebra 1 in eighth grade scored about 76% proficient on the OST last year — but that early access is limited. Presenters said just 7 of 61 elementary schools currently offer Algebra 1 and that the number of eighth‑grade students enrolled in Algebra 1 is small. Staff and board members discussed barriers such as very small enrollments at some schools and the need for “healthy enrollment” to sustain differentiated course offerings.
Board questions and clarifications: board members asked for concrete examples of the DDI protocols and evidence of program impact. Dr. Morgan and her team described the district’s intent to share sample protocols and acknowledged that some strategies (such as teacher cohorts and DDI with teachers) are newly implemented and not yet at full scale.
Formal action taken: the board approved the work‑session consent agenda — which the chair said included minutes and resolution 4.140.01 approving the general fund forecast — by roll call vote, 6–0.
Context and outlook: presenters emphasized that benchmark measures are predictive, not guarantees, and said winter administration of interim assessments will show whether fall growth translates to the OST and to the district’s interim targets. Staff highlighted Building Brighter Futures (the district’s initiative to change enrollment patterns and school organization) as a multi‑year lever to increase access to advanced courses but said any enrollment changes to expand eighth‑grade Algebra 1 will take time to implement.
The board adjourned after the monitoring presentation and a brief round of member questions. The next regular board business meeting is scheduled for Oct. 28 at Garrett Morgan High School, according to the chair.
The update came during the board’s monthly monitoring of district goals. Dr. Morgan, the presentation lead, told the board the district saw "12.3 percentage gains in Algebra 1" and overall math growth of 6.2 percentage points across tested cohorts, and noted that Algebra 1 proficiency has exceeded pre‑pandemic levels. "This is the year of leveling up," Dr. Morgan said, adding that the district currently has "about 24.35 percent of students who are proficient now" on the benchmark that predicts Algebra 1 performance.
Why it matters: the board set a six‑year goal to raise the percentage of first‑time Algebra 1 test‑takers from 26% in August 2024 to 50% by August 2030. Staff described two interim CEO measures that use benchmark assessments (NWEA MAP and I‑Ready) to track whether cohorts are on pace for that 2030 target.
What the data showed: staff said fall benchmark data indicate ongoing year‑to‑year growth for many high‑school cohorts, but they highlighted a steep drop between fourth and fifth grade for a tracked cohort now at roughly 17.63% proficiency. Dr. Morgan said the district identifies that drop as the "second largest" of the last five years and called the cohort "off track," noting that the fall I‑Ready diagnostic was heavy on fractions and that only a small number of schools had reached that content early in the year.
Assessment and subgroup concerns: academics staff said the district is using multiple assessments. For high school and Algebra 1 benchmarking the district uses the NWEA assessment; elementary grades have newly adopted the I‑Ready diagnostic. Dr. Turner said, "8 schools have touched on fractions this early in the year," a point staff linked to lower early scores in some schools. Presenters also flagged lower proficiency among English language learners and students with disabilities and said the district received recommendations from a special education audit by the Council of the Great City Schools.
Strategies and next steps: presenters described steps the district is pursuing to raise proficiency: a single vetted high‑school curriculum for Algebra 1 and geometry, expanded use of curriculum pacing guides, a math walk‑through tool for consistent classroom observation, bimonthly Algebra 1 teacher cohorts for deep curriculum work, and strengthened data‑driven instruction (DDI) protocols. Dr. Morgan said the district will use cohort monitoring over the coming years to diagnose causes of the fifth‑grade drop and to target supports.
Access to Algebra 1 in eighth grade: staff said early Algebra 1 can be a strong predictor of higher OST (state test) proficiency — students who took Algebra 1 in eighth grade scored about 76% proficient on the OST last year — but that early access is limited. Presenters said just 7 of 61 elementary schools currently offer Algebra 1 and that the number of eighth‑grade students enrolled in Algebra 1 is small. Staff and board members discussed barriers such as very small enrollments at some schools and the need for “healthy enrollment” to sustain differentiated course offerings.
Board questions and clarifications: board members asked for concrete examples of the DDI protocols and evidence of program impact. Dr. Morgan and her team described the district’s intent to share sample protocols and acknowledged that some strategies (such as teacher cohorts and DDI with teachers) are newly implemented and not yet at full scale.
Formal action taken: the board approved the work‑session consent agenda — which the chair said included minutes and resolution 4.140.01 approving the general fund forecast — by roll call vote, 6–0.
Context and outlook: presenters emphasized that benchmark measures are predictive, not guarantees, and said winter administration of interim assessments will show whether fall growth translates to the OST and to the district’s interim targets. Staff highlighted Building Brighter Futures (the district’s initiative to change enrollment patterns and school organization) as a multi‑year lever to increase access to advanced courses but said any enrollment changes to expand eighth‑grade Algebra 1 will take time to implement.
The board adjourned after the monitoring presentation and a brief round of member questions. The next regular board business meeting is scheduled for Oct. 28 at Garrett Morgan High School, according to the chair.
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