Romulus schools show elementary gains but steep drop at middle school, district data coach says

Scott Wirk, the district data coach for Romulus Community Schools, told the board on Oct. 13 that 2024–25 state assessment results show steady gains at several elementary schools but weak performance at middle and high school levels.

Wirk said the presentation covers M-STEP (ELA and math) for grades 3–7, PSAT 8/9 and PSAT/SAT results for grades 8–11 and compares the district with Wayne County, the ISD and the state. “My name is Scott Wirk. I am the district data coach. Tonight, I’m here to present to you our 2024–25 state assessments data,” he said.

Wirk highlighted elementary improvements: Romulus Elementary rose to 44 percent proficiency in ELA (up from 41 percent the prior year and 34 percent two years earlier), and Wick Elementary rose to 36 percent from 16 percent two years earlier. Barth Elementary has remained in the low‑to‑mid 40s for ELA; Hell Creek was reported at 29 percent. At the district level, overall ELA proficiency was essentially flat year to year.

But secondary results lagged. Wirk reported Romulus Middle School at about 27 percent ELA proficiency and Romulus High School around 30 percent; RBLC (alternative program) and high‑school math proficiency rates were much lower (he cited single‑digit percentages for many math measures). In mathematics, he said third grade was strong (he reported 51 percent proficiency), while fourth grade dropped to 13 percent and middle school grades showed steep declines (sixth grade math as low as 5 percent in some measures; Romulus Middle School reported 9 percent overall in one summary).

Board members and administrators discussed possible causes for the drop after elementary school. Wirk cautioned that different tests use different proficiency thresholds (M‑STEP vs. College Board benchmarks) and that year‑to‑year comparisons are grade‑level snapshots rather than strict cohorts. He pointed to changes in instructional staffing and programmatic transitions (for example, a one‑year bump during the year the STEAM program launched) as possible influences.

Superintendent Benjamin P. Edmondson and other administrators said middle‑school leadership teams are reviewing transitions from fifth to sixth grade — including changes in instructional environment (students moving from one teacher to multiple teachers), instructional rigor, and reading and multiplication fluency that staff identified as routine weaknesses. District staff stressed that diagnostic follow‑up, stronger leadership routines, a guaranteed district curriculum, and expanded PLC (professional learning community) practices are planned to address the gaps.

Wirk outlined district strategies tied to those findings: strengthen curriculum implementation and monitoring, standardize instructional leadership routines and classroom observations, build PLC cycles with specific short‑term goals, continue MTSS (multi‑tiered system of supports) alignment across buildings, and evaluate the impact of extended‑learning time funded by the district’s 23g grant for after‑school tutoring.

Board members asked about whether higher‑performing students leave after fifth grade and about use of paraprofessionals to support “students on the bubble.” Wirk and district staff said middle school leadership is investigating those questions and that the district will return with more targeted analysis. No formal action was taken; the presentation was received for information.

The board president thanked Wirk for the presentation and said staff will continue follow up with building leadership and the TLP (Teaching, Learning and Professional Development) team.

Ending

District leaders said they will bring targeted follow‑up to the board after building‑level reviews and as PLC and MTSS practices are implemented and monitored.