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Oshkosh district keeps 3‑star rating as DPI testing changes complicate year‑to‑year comparisons; administrators outline literacy and math plans
Summary
District staff told the board the districtretained a 3‑star report card rating after Wisconsin Department of Public Instruction changes in tests and cut scores. Administration emphasized expanded literacy and math curricula, student-centered coaching, and targeted supports for Black, special education and ESOL students to close achievement gaps.
District staff updated the board on Dec. 18 that the Oshkosh Area School District retained a three‑star rating on the Wisconsin Department of Public Instruction (DPI) school and district report card for the 2023–24 year, but cautioned the board that recent changes to tests and performance cut scores make direct year‑to‑year comparisons unreliable.
"These were aligned to the standards for English language arts that were adopted in 2020 and then the mathematics standards that were adopted in 2021... those changes ... created a situation in which we don't have comparable scores to previous years," Dr. Coleman said while presenting the district report card and technical context from the DPI.
Dr. Coleman summarized the district's strengths and priorities: growth remains a relative strength in the district's value‑added measures, and Oshkosh North and Oshkosh West high schools ranked among the top three in the Fox Valley conference by report‑card score (North: 78.8; West: 72.3). The district continues to "meet expectations" overall, he said, but noted clear equity gaps in math and literacy for Black students, students receiving special education services and English learners.
Officials described a multi‑pronged strategy to accelerate proficiency: field studies and phased adoption of universal elementary literacy materials (Core Knowledge Language Arts), adoption of updated elementary and middle‑school math curricula (Bridges 3rd edition and Illustrative Math), expanded student‑centered coaching cycles, and professional development emphasizing engagement and rigor. The district has begun field testing literacy materials in roughly 40% of elementary classrooms and plans to expand to all students next year.
Dr. Coleman listed the district demographic snapshot used in analysis: 9,113 students served; 16.5% identified as students with disabilities; 47.7% reported economically disadvantaged; 7% receive ESOL services. He said the report card score is composed of achievement (approx. 16–19% of total), growth (about one third), target group outcomes and an "on track to graduation" measure.
Board members pressed for clarity on how growth is calculated and how parents should interpret the report card. Dr. Coleman explained growth is a value‑added measure intended to control for factors such as socioeconomic status and language needs and that the DPI uses a multi‑year (three‑year) averaging approach and a value‑added conversion model. Several members asked administration to provide a plain‑language explanation of growth and supplementary metrics (for example, i‑Ready results) that give more immediate, comparable information.
Education committee members asked administration to return to a future meeting with a detailed plan addressing three items: strategies for students in the bottom 25% (targeted interventions), a plan to engage community members in literacy efforts, and concrete steps to identify and close achievement and opportunity gaps. The committee scheduled a follow‑up on Jan. 2, 2025.
Board discussion included calls for accountability and clarity on timelines and milestones; several trustees said changes being implemented will take time but that the district must produce measurable results.
Ending: Administration committed to follow up with more detailed materials on growth, intervention strategies for the bottom quartile and community engagement plans, and to provide plain‑language materials to help parents interpret report‑card outcomes.
