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Hermiston school superintendent outlines academic and attendance targets for 2025–26
Summary
Superintendent Dr. Mooney presented district goals including K–2 attendance at 87%, third-grade reading proficiency of 60% on the Oregon State Assessment, eighth-grade math proficiency of 42%, freshman-on-track at 85%, and a four-year cohort graduation goal of 82%. Board members asked about assessments, opt-outs and the timeline for state data.
Dr. Mooney, Hermiston School District superintendent, presented a set of academic and attendance goals the board will use to guide the 2025–26 school year, including specific targets for early grades, state-assessed proficiencies and graduation rates.
The superintendent told the board the district will set a kindergarten-through-second-grade attendance goal of 87% and a district goal for third-grade reading proficiency of 60% "as measured by the Oregon State Assessment System." He also proposed an eighth-grade math proficiency target of 42%, a freshman-on-track rate of 85% (students with three credits after the first semester), a four-year cohort graduation goal of 82% and a five-year completer rate target of 89%.
The goals are intended to align with the district's integrated plan. "I have a kindergarten through second grade attendance rate of 87%," Dr. Mooney said while reviewing a handout of board goals. He said the third-grade and eighth-grade targets were set above recent state averages and district results.
Why it matters: the targets will guide curriculum, attendance outreach and early-literacy efforts across schools and form part of the district’s five-year strategic planning work. Dr. Mooney said some metrics will not be officially released by the state until late January, and clarified that cohort graduation rates depend on a state-defined denominator that can include students who enter or leave the district.
Board members pressed for context and how the district will raise proficiency percentages. One board member asked how students who are not proficient in math still reach graduation. Dr. Mooney attributed part of the gap to in-class interventions and credit-attainment efforts and emphasized assessment participation. "We are also moving toward MAPS as an interim assessment, which is aligned to the state assessment," he said, referring to Measures of Academic Progress testing intended to provide more frequent progress checks for teachers and students.
Dr. Mooney described participation and opt-out behavior as a factor in state proficiency rates, noting that increased participation can change reported proficiency without instructional changes. He told the board the district intends to emphasize the value of state assessments to families to improve participation.
Board members and staff referenced existing early-literacy grants and district work to align teacher expectations with state standards; Dr. Mooney and others said improvements will take time across a K–12 system.
The board did not take a vote on the targets during the special meeting; the presentation served as the set of recommended goals for the coming year and context for the district’s strategic planning process.
Ending: Dr. Mooney closed the presentation by inviting questions about the goals and their implementation timeline and said official state accountability releases for the year will determine final published rates.
