Springfield Township SD presents student performance update; data show gaps for economically disadvantaged students

Dr. Damien Johnston, assistant superintendent for Springfield Township SD, told the Academic Affairs Committee on Oct. 6 that while most students report a high sense of belonging, the district’s latest assessment data show persistent achievement gaps for students who experience economic disadvantage.

District demographics presented by administrators showed the student body as 73 percent white, 6.5 percent multiracial, 8 percent Hispanic, 9 percent Black, and 3.4 percent Asian or Pacific Islander. Program enrollment figures included 23 percent of students identified as experiencing economic disadvantage, 2.4 percent as English language learners, 22 percent receiving special education services and 0.5 percent identified as homeless or experiencing unstable housing.

On statewide assessments, the district reported the following proficiency rates for 2024–25: 67 percent of students scored proficient or advanced on the PSSA English language arts assessment compared with 46 percent of students who experience economic disadvantage; 56 percent overall in PSSA mathematics versus 34 percent for economically disadvantaged students. On Keystone end‑of‑course exams, 72 percent scored proficient or advanced in literature (54 percent for economically disadvantaged students) and 50 percent scored proficient or advanced in algebra (33 percent for economically disadvantaged students).

“Most students express a high level of belonging in their experience in school,” Dr. Johnston said, adding that the district’s priority is to bring that sense of belonging together with more equitable academic outcomes. Administrators emphasized that the 23 percent figure for economic disadvantage likely understates the total number of students facing financial barriers because some families do not opt into program identifiers; staff said the group was chosen for focused analysis because it encompasses multiple overlapping subgroups (multilingual learners, students with disabilities and others).

The committee heard results from the preACT and PSAT program: district averages consistently outpaced national preACT averages (district math above the national preACT math average of 19 and reading over the national average of 20) and the district reported rising AP participation and improved rankings on U.S. News & World Report (using lagged Keystone data). Administrators also reported progress on graduation planning and postsecondary outcomes.

Building leaders presented localized plans to address gaps. Enfield Elementary (K–2) is continuing year‑two implementation of the CKLA ELA program with weekly grade‑level planning and targeted reading supports delivered by reading specialists. Erdenheim Elementary (3–5) has refreshed its WIN (What I Need) intervention block to make daily interventions more purposeful and committed to monthly PLCs and weekly CKLA planning. The middle school narrowed intervention targets to two specific standards—“key ideas and details” in ELA and “expressions and equations” in math—using five WIN rotation days with two intervention days and progress monitoring through LINQET. The high school reported a focus on reducing Ds and Fs (a recent review reduced the list from 127 students to 97) and rollout of a districtwide grading structure (60% summative, 30% formative, 10% Habits of Learning). Administrators highlighted district‑funded access to the PSAT, preACT, SAT during the school day and AP coursework to reduce barriers to participation.

Student services and special education leaders said they will produce clearer, community‑facing guidance on intervention resources and progress monitoring tools and will align IEP goal writing to Pennsylvania’s essential elements for alternate assessment students. The Office of Support Services said it will double down on MTSS processes, disaggregated data analysis, and professional development for teachers of multilingual learners.

Committee members asked clarifying questions about subgroup overlap, progress monitoring and publicity for acceleration/credit recovery opportunities. Dr. Johnston said building administrators will return with progress updates aligned to the district strategic plan and that the committee will meet again Nov. 24 for further updates on scheduling and a Bridlemont (?) school project update.

Ending: The committee did not take formal votes Oct. 6; members endorsed the district’s focus on combining strong belonging outcomes with targeted instructional strategies to reduce performance gaps.