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Plymouth‑Canton principals report rising course‑credit rates but flag gaps for multilingual learners and urge careful rollout of equitable grading
Summary
High school administrators told the board semester credit pass rates are generally high while achievement gaps remain for Black, economically disadvantaged and long‑term multilingual learners; sense of belonging survey participation was low and equitable grading at the high school will be phased carefully.
High school principals told the Plymouth‑Canton board they are seeing improvements in semester credit attainment across core subjects but acknowledged persistent gaps for Black students, economically disadvantaged students and students with individualized education programs. Administrators said multilingual learner (MLL) outcomes have worsened recently and that a focused program update is planned.
Why it matters: board members said credit attainment, graduation, attendance and belonging data drive resource and instructional decisions. Administrators warned that equitable grading in high school—the district's next step after middle‑school pilots—could affect GPAs, scholarships and college admissions, so the district plans a multi‑year, consultative…
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