Three Rivers Local posts record 91.7 report-card score; board flags early-literacy and preschool gaps
Summary
At its Oct. 14 meeting, the Three Rivers Local School District reported a record 91.7 district score (4.5 stars) while trustees and staff flagged weak early-literacy performance, low preschool participation and uneven enrollment trends as priorities for next year.
Three Rivers Local School District officials told the board on Oct. 14 that the district’s state report-card score rose to 91.7 — the highest in the modern era under the current system — and the district retained a 4½-star rating.
District staff said the score reflects gains across multiple student groups but also highlighted a persistent weakness in early literacy and low preschool participation that may be contributing to later gaps.
Why it matters: The score carries performance and funding implications for the district and was tied directly to a one-time state payment tied to report-card performance. Trustees and staff framed early-literacy improvement and outreach to preschool providers as priorities to protect and extend the gains shown in the report card.
District staff member (presenter) said the district’s overall score was 91.7, “and that is a record for the modern era since we've been doing it this way,” noting the district moved from 89.6 last year to 91.7 this year. The presentation summarized growth on multiple indicators: a performance index near the low 80s, a growth index described by staff as “a pretty confident number” (4.3), and a graduation rate of 97.6 percent for the class of 2024.
But early literacy remained a concern. The presenter said, “We only have 3 stars in that area,” and described results that show gains in some cohorts but declines in others; staff linked part of the problem to low preschool participation and to a change in promotion/retention and exemption rules for third- and fourth-grade literacy measures.
Board members pressed staff for specificity about the preschool pipeline and kindergarten readiness. A trustee noted the district has “only 101” kindergarten students identified in the fall snapshot and asked how many children attended preschool before kindergarten. The presenter said the district does not yet have a full breakdown on preschool origins and committed to collecting that information so the board can target outreach.
Staff outlined several actions under consideration: expand outreach to local childcare providers and preschools, increase targeted tutoring and retake opportunities for students who do not meet readiness thresholds, and track individual teacher data to identify practices associated with gains.
On subgroup performance, staff said the district improved gap-closing measures and showed growth among both lower- and higher-performing students — gains staff described as districtwide rather than concentrated in one subgroup. The presenter cautioned that some measures (for example, the new college-credit/readiness indicator) are newly defined and may depress rankings elsewhere until districts become familiar with the rules.
Quotes from board members emphasized celebration and caution. Board member Mister McDonald (Board member) said the result was “a big deal” and praised staff and teachers; Board member Missus Miller (Board member) asked for continued attention to students who fall into the middle band — those who pass state exams at proficient levels but do not earn some of the postsecondary-readiness points.
Ending: Staff said they expect to share more granular, teacher-level and preschool-origin data in coming weeks and that the board will revisit literacy strategies and early-childhood outreach as part of ongoing academic planning.
