District presents strategic 'student learning' update: targets set for ELA, math, AP/dual‑enrollment and graduation rates

The New Rochelle City School District's assistant superintendent for curriculum and instruction, Dr. Ollivine Roberts, and Executive Director for Educational Leadership and Early Learning Dr. Nicholas Cracker presented an extensive update on the district's “student learning” direction, reviewing last year's goals, disaggregated outcomes, and objectives and setting new targets for the coming years.

Dr. Roberts said the presentation is grounded in the district's vision, mission and equity statements and tied to a five‑objective strategic framework addressing a coherent academic system, literacy, mathematics, access to advanced coursework, and graduation rates.

"Data makes the invisible, visible," Dr. Roberts said, explaining why the district is sharing disaggregated results and specific metrics publicly.

What the report covered

- Metrics and targets: The district presented composite baselines and five‑year targets. Examples cited in the presentation included an ELA composite baseline of 45.7% with a five‑year target of 64% and a math composite baseline of 48.4% with a five‑year target of 65%. - Year‑over‑year results: The district reported a modest 1 percentage‑point increase in overall ELA proficiency (to 46%), a 3 percentage‑point increase in overall math proficiency (to 56%), and larger gains on some Regents and region composites (for example, a 6% increase on high‑school ELA Regents and a 9% increase on math Regents composites). - Early literacy and targeted interventions: The district has implemented research‑based literacy programs (Amira, Orton‑Gillingham multisensory training, PAF reading program and LETRS cohorts) and a dyslexia screener; it said these investments are intended to improve outcomes in coming years. - Advanced coursework: Participation in at least one AP or dual‑enrollment course rose slightly (from 42% to 43% of high‑school students); the district reported 809 students took 1,529 AP courses and 442 students participated in 557 dual‑enrollment courses. The combined share of students scoring a 3 or higher on AP exams or earning college credit via dual enrollment rose, with 66.8% meeting the combined target metric (an increase of 4.8 percentage points from the prior year). - Graduation: The district reported the four‑year graduation rate is largely stable (incremental gains in some cohorts). Dr. Roberts acknowledged English language learners graduate at lower rates than other subgroups and described targeted actions to close gaps.

District actions and next steps

Dr. Nicholas Cracker outlined ongoing and planned strategies: continued implementation of K–12 scope and sequence documents in ELA, math, science and social studies; expanded multi‑tiered systems of support (MTSS) with new Tier‑1 instructional schema; expanded targeted interventions and summer readiness programs for English language learners; relaunch of instructional rounds for peer observation; and creation of a K–12 literacy plan and early warning system to identify students in need earlier.

The presentation also noted examples of positive programmatic work: expansion of the PAVE performing/visual arts audition process and summer music academy, an elementary 'All Kids Bike' expansion, the district's adoption of the New York State culturally responsive sustaining education framework, and Project SEARCH internships through Montefiore New Rochelle.

How the board reacted

Board members asked questions about disaggregated results, how state testing changes (online delivery) may have affected scores, and which interventions produced measurable gains. Dr. Roberts and school leaders said some progress is visible in targeted areas such as Regents math performance, and they promised follow‑up detail where the presentation provided only high‑level outcomes.

Ending

The district framed the update as year‑one of broader work. Dr. Roberts and Dr. Cracker said the district will continue to align curriculum maps, strengthen instruction across grade levels and expand early interventions, while monitoring outcomes and returning to the board with updates on implementation and disaggregated measures.