CMSD board reviews math proficiency data, interim goals for Algebra 1; approves consent agenda

The Cleveland Metropolitan School District Board of Education at a work session reviewed district math proficiency data and interim goals aimed at increasing first-time Algebra 1 proficiency, and the board approved the work session consent agenda by voice/roll call.

District academic staff told the board the district has seen notable proficiency gains across tested subjects last year, including a 12.3 percentage-point gain in Algebra 1, but presenters flagged a troubling drop for a specific cohort now in fifth grade and gaps for students with disabilities and English learners.

Dr. Morgan, who led the presentation, told board members the board goal for Algebra 1 is for first-time test takers to reach 50 percent proficiency by August 2030, up from 26 percent in August 2024. Dr. Morgan said fall benchmark results put current predicted proficiency at roughly 24.3 percent and that the district is “on track” only if winter benchmark growth mirrors last year’s fall-to-winter gains. He added, “these are students. There are faces behind this. What are we doing for them?”

Why this matters: Algebra 1 proficiency is a district board goal because success in that course is used as a predictor of later academic outcomes and postsecondary readiness. The district’s presentation tied the Algebra 1 goal to interim CEO measures and the state report card measures that affect school ratings.

Key details from the presentation

- Districtwide gains: Presenters said the district posted year-over-year proficiency gains last school year of about 12.3 points in Algebra 1, 8 points in geometry, roughly 5 points in K–8 math and an overall average gain of 6.2 percentage points across cohorts. The presenters said Algebra 1 proficiency has exceeded pre-pandemic levels.

- Algebra 1 goal and interim measures: The board goal is that the percentage of first-time Algebra 1 test takers who are proficient increases from 26 percent (August 2024 baseline) to 50 percent by August 2030. Interim CEO measures use benchmark assessments (NWEA for high school; I‑Ready for elementary grades) to predict whether cohorts are on track for that target.

- At-risk cohort: The presentation highlighted a cohort of current fifth graders who are projected to take Algebra 1 in 2030; predicted proficiency for that cohort on a fall diagnostic stood at about 17.6 percent, a sizeable drop from their third-grade OST results. Presenters described that drop as the second-largest decline in more than five years and said it merits targeted intervention.

- Assessment and participation issues: This school year the district is using I‑Ready for some elementary benchmark work; presenters noted that I‑Ready is adaptive and that comparison with prior assessments (NWEA) is limited but necessary. The team also reported elevated “untested” rates in some high schools (network 2) and emphasized that students cannot register proficiency if they do not take required assessments.

- Subgroup gaps: Presenters identified persistent proficiency gaps for students with disabilities and English learners and said the district is studying interventions and Tier 2/3 supports, citing feedback from a Council of the Great City Schools special education review.

- Strategies and supports: The district described actions already under way or planned, including implementation of a single vetted Algebra 1/geometry curriculum at the high school level, district pacing guides and a curriculum portal, a math walk-through tool for classroom observation, bimonthly Algebra 1 teacher cohorts to deepen curriculum understanding, expanded use of OST benchmark checkpoints and personalized learning platforms (IXL), and emphasis on data-driven instruction (DDI) and MTSS (multi-tiered systems of support).

- Access to Algebra in middle grades: The presenters said only a small number of elementary schools currently offer Algebra 1 in eighth grade (7 of 61 schools) and reported about 770 students enrolled in Algebra 1 out of roughly 2,319 eighth graders. The district said “Building Brighter Futures,” a scheduling/enrollment strategy, is intended to increase equitable access but cautioned changes will come over multiple years.

Board action taken and other procedural items

- The board approved the work session consent agenda, which the presenter said included minutes from two prior meetings and “resolution 4.14 0.01 approving the general fund forecast.” The roll call recorded six affirmative votes and the motion passed.

What the board asked staff to do

Board members asked for more detail on the new I‑Ready assessment and on concrete examples of the district’s DDI protocols and professional development for teachers. Staff said they will provide sample DDI protocols, share teacher-cohort work and continue deeper, cohort-by-cohort analysis of the fifth grade group flagged as off track.

Next steps and context

Presenters said winter benchmark results will give clearer evidence of whether current fall gains continue, and staff emphasized the district will use the next several monitoring reports to study cohorts in detail. The board noted the math monitoring ties to its broader district goals and signaled follow-up at future meetings.

The meeting also included routine procedural business. The board adjourned and the chair announced the next regular board business meeting would be on Tuesday, Oct. 28 at 6:30 p.m. at Garrett Morgan High School.