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Beaverton district reports smaller summer program after state grant shortfall; staff braided funds to deliver targeted programs
Summary
District staff reported summer 2025 served 3,677 students — about half of last year — after not receiving a state summer learning grant. Programs targeted literacy, credit recovery and specialized populations; staff combined Title and other funds to operate hubs.
Beaverton School District officials told the board on Sept. 9 that summer 2025 programming served 3,677 students, roughly half the number served the prior year, after the district did not receive a state summer learning grant.
District staff said they braided federal Title funds (Title I, Title II, Title III, Title IV and Perkins/high school success grants) and general funds to operate summer hubs and targeted programs at elementary, middle and high school levels.
Program highlights given to the board: - Total students served: 3,677 (district staff said this was approximately half the previous summer). - Kinder Academy: served about 312 incoming kindergarten students; lengths varied by school (some 1‑day, others multiple days). - High school credit recovery and on‑track work: staff reported about 1,595 credits earned districtwide over the summer; intensive programs and online offerings were included. - Migrant and multilingual students: a district tabulation noted 208.5 credits were earned by students served through specific migrant/ELL summer sites.
The district said it prioritized literacy at the elementary and middle levels, using universal screeners to select students and research‑based curricula and platforms such as Lexia. Middle school hubs were invitation‑only, with schools and behavioral health teams identifying students who would most benefit. High school programming focused on credit recovery and a ninth‑grade readiness program called 8.5.
Officials said the program size shrank because they did not receive the summer learning grant; they asked the board and community to continue advocacy for stable, predictable funding.
Board members asked for additional breakdowns, including enrollment and participation by grade and focal groups, end‑of‑program assessment results and follow‑up data during the regular school year to monitor sustained impact. Teaching and Learning staff said they conducted end‑of‑summer assessments for elementary and middle students and would follow cohorts through the year.
