District reports mixed results on state 'World’s Best Workforce' goals and launches summer learning design team

Saint Louis Park staff presented the district’s World's Best Workforce report on March 25, 2025, showing that several district goals were not met at the district level, though individual grade teams recorded notable gains. The board also heard an introductory report from the Phase 1 summer learning design team, which intends to plan an inclusive, identity-affirming summer program.

Data and outcomes: Dr. Becca Starr, the district’s data scientist and Title coordinator, summarized the four statewide WBW goals (ready for school, close achievement gaps, ready for career and college, and graduate). The district set modest year-to-year goals (generally a 2% improvement) for several metrics and reported mixed results:

- Early literacy (kindergarten): the district did not meet the target increase; Aquila Elementary met its own goal but other schools had declines in the measured fast-bridge early-reading composite scores.

- Achievement gap (Black/White reading and math proficiency measured by MCA/MTAS): the district did not meet its goal; the gap increased by 1% in the period reported.

- College/career readiness (ACT composite): target was a 2% increase (0.41 points); the district rose by 0.1 points. The district remains above Minnesota’s state average on ACT composite scores.

- Graduation: the district recorded a 0.4% increase in four-year graduation rates; the district rate is about 4 percentage points higher than the statewide average.

Starr and others highlighted notable localized gains that do not show up in single aggregated metrics: Aquila fifth-grade math proficiency rose by 14.6% and fifth-grade reading by 17.1%, and Peter Hobart fifth-graders increased math proficiency by 11.6% and reading by 13.1% (figures presented by Starr and discussed in data-team context).

Summer learning design team: the board then heard a Phase 1 update about a planned Summer Learning Academy presented by team members including Jenna Shad (academic testing/system support specialist), Phil Stern (Aquila teacher and parent), Kate Fother (middle-school science teacher), and others. The group described summer learning as an “extended school year” opportunity and said the design team’s equity purpose statement will prioritize access for students from historically marginalized communities. Team members said they will study research, consult with students and regional partners, and emphasize reducing administrative barriers that previously blocked some families from enrolling.

Why it matters: the WBW report is Minnesota’s statutorily required accountability report and informs district continuous-improvement planning. District staff said the single reported metrics do not capture classroom-level practice and urged families to ask principals and teachers for local context. The summer-learning design team said it will pursue inclusive registration policies and curricular approaches aimed at re-engagement and “spark”-oriented experiences.

What’s next: district staff said building-level continuous-improvement planning will continue, monthly principal-led learning walks and data-team meetings will monitor implementation fidelity, and the summer learning design team will continue research and community outreach this spring and summer.