Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Student Performance topic
No spam. Unsubscribe anytime.
Broward schools report modest FAST PM2 gains while board presses for plan to lift C-rated elementary schools
Summary
District staff presented midyear FAST PM2 results showing modest districtwide gains and continuing gaps for Black and Hispanic students; board members pressed for targeted plans to accelerate students in C-rated elementary schools and for follow‑up on acceleration and tutoring strategies.
Broward County school staff on March 4 presented midyear results from the Florida Assessment of Student Thinking (FAST) Progress Monitoring 2 that show small, districtwide increases in proficiency but persistent gaps for historically underserved student groups.
The presentation, led by the district academic team, summarized ELA and math PM2 results, regional trends and subgroup breakdowns. Chief Academic Officer Ms. Hollingsworth and other staff said the data show some positive movement between PM1 and PM2 and credited targeted interventions, but they also stressed the need for continued support for students far below grade level.
Why it matters: Board members said the numbers validate investments in tutoring, data-driven instruction and acceleration but signaled urgency that the gains are uneven and not adequate for many Black, Hispanic and special‑education students.
District staff said PM2 proficiency has improved slightly overall since 2023, and that score trends are stronger in math for several grade bands after regional coaching and “crunch time” interventions. The academic team described a combination of strategies: targeted professional learning for teachers, high‑dosage tutoring pushed into the school day, small‑group instruction, and acceleration pathways into higher‑level math where appropriate.
Board members focused on subgroup outcomes and early‑learning readiness. At a board question, Dr. Holness cited slide 7 and the PM2 level‑3-or‑higher percentages shown there: 36% for Black students, 45% for Hispanic students and 61% for white students. "We need to address the disparity so we can narrow the gaps," Holness said. Superintendent Hepburn and Dr. Fulton said the district sees progress within groups but agreed the gaps remain and that work must start in early learning and kindergarten.
Math acceleration and testing practices drew particular scrutiny. Board members asked why district PM2 results for eighth‑grade math lag the state average. Staff said many districts accelerate level‑3 students into Algebra in middle school; Broward’s approach places level‑3-and‑above students into Algebra or higher to support acceleration metrics and post‑secondary options. That practice reduces the pool of higher‑performing students who remain to take the grade‑level FAST math, which affects year‑to‑year comparisons, staff said. The academic office outlined short‑ and long‑term steps: targeted supports for current eighth‑grade students in grade‑level math, strengthened elementary foundational instruction and expanded middle‑school exposure to pre‑algebra content.
Board members asked for more detail on several fronts. Several asked that staff return with a plan focused on improving outcomes at C‑rated elementary schools, noting those schools enroll a disproportionate share of Black and brown students. Board member Dr. Zeman urged the superintendent to bring a “formal plan” to lift C‑rated elementary schools and to specify funding needs and implementation steps; Superintendent Hepburn committed to follow up and to provide a timeline and materials to the board.
District staff also committed to return with additional follow‑up information requested by the board, including (but not limited to) details on regional practice sharing, acceleration pathways, tutoring scale and a plan to address the kindergarten readiness gaps highlighted in the PM2 slides.
Board members praised school teams and teachers for year‑to‑date improvements while pressing for a clearer, resourced strategy to close persistent racial and subgroup gaps.
Looking ahead: Staff said PM3 results (the next statewide window) will provide a fuller picture and that the district will continue to align school‑level supports, accelerate students where appropriate and expand targeted interventions for English learners and students with disabilities. The superintendent agreed to return to the board with an item on targeted supports for C‑rated elementary schools and broader implementation details in the coming weeks.
