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Hernando County Schools maintain B grade, post gains across several measures including AP pass rates
Summary
District officials reported July 29 that Hernando County Schools maintained a district B with a higher percent of points than 2024, improvements across multiple achievement and learning‑gain components, growth in AP exams and several schools improving letter grades; staff described targeted supports for lower‑performing schools
Hernando County Schools maintained a district grade of B for the 2024–25 year, district officials reported at a July 29 workshop, and the district improved its total percent of possible school‑grade points to 61% from 59% the prior year.
Assistant Superintendent Gina Michalica and research and accountability staff presented a summary of the district report card, noting gains across multiple components that contribute to school grades. The district recorded increases in English language arts achievement (+4 percentage points), math (+5), social studies (+5) and science (+3). Learning gains also rose: math learning gains increased by 3 points and ELA learning gains by 2 points; the district exceeded the state in ELA learning gains and math learning gains for the lowest 25% subgroup.
Officials highlighted college‑ and career‑acceleration progress. The district reported that 2,225 students took 2,905 AP exams and that 48% of the exams earned scores of 3 or higher, which typically qualify for college credit. Springstead High School’s IB program also improved modestly, and districtwide initiatives placed every junior in a college credit course (ACE general paper) in the prior year, a program officials said they plan to continue.
At the school level, several schools improved letter grades: five schools moved from C to B (including Powell and Parrot middle schools and Central High School among others) and Best Academy moved from C to A, a two‑letter improvement. Four schools maintained A status and five maintained B status. The presentation detailed schools with substantial point gains and double‑digit increases in specific components.
Officials said they have already begun targeted follow‑up meetings with principals of lower‑performing schools and noted a tiered support model in which academic services staff and coaches provide regular, on‑site assistance, facilitated lesson‑planning support and tailored professional learning. Some schools are also recruiting their own literacy or instructional coaches and may use differentiated allocations or Title I funds to supplement coaching time.
District staff noted an ‘escalator clause’ in state calculations that raised threshold percentages for some school levels; for high schools and K‑8 schools the A threshold rose to 65% as part of recent state changes. Officials said the district’s current goal is to continue improving components and pursue targeted strategies for schools with subgroup shortfalls.
No formal board action was taken during the presentation; the district said it will continue school‑level support and return with progress updates.
