Ogden School District reports enrollment trends, academic gains and expanded career pathways

Superintendent Rasmussen delivered an extended district update to the joint meeting, outlining enrollment trends, student demographics, recent academic gains and efforts to expand postsecondary and career pathways for Ogden students.

In a presentation that district leaders described as part update and part recruiting pitch, Rasmussen said the district had 10,045 students as of the October 1 count and noted a statewide downward enrollment trend. “We currently this year, we have about 10,045 students. That's as of October 1,” Rasmussen said.

Why it matters: The district is large, diverse and faces unique operational challenges—more than 65 percent of students are minorities, about 67 percent are economically disadvantaged, roughly 23–24 percent are multilanguage learners (MLL) and the district reports a 21.2 percent mobility rate. Those factors shape program design, early‑literacy strategies and retention efforts.

Key figures and programs cited by the superintendent: - Enrollment and demographics: 10,045 students (October 1); roughly 65 percent minority; 67 percent economically disadvantaged; 23–24 percent multilanguage learners; about 14 percent of students on Individualized Education Plans (IEPs). - Mobility: An average 21.2 percent mobility rate, meaning a substantial share of students change schools during the school year. - Early literacy: For the first time in district history, 60 percent of students in grades 1–3 achieved typical or better reading growth on the state assessment; district leaders reported a 9 percent increase in grades 1–3 reading growth year‑over‑year. - Graduation and equity: The district has improved graduation rates and, according to the superintendent, has closed a historical gap between Hispanic and white graduation rates; district representatives said Hispanic and white students now graduate at comparable rates. - Postsecondary and career access: The district reported 568 seniors enrolled in concurrent enrollment courses; AP participation has increased while pass rates were maintained; OTEC High School (a technical high school in partnership with the technical college) was described as providing industry certificates and up to 24–30 college credits toward an associate degree. - CTE and AP: The district said 77 percent of students engage in college‑ and career‑readiness or rigorous coursework (AP, IB, or CTE concentrator/completer status), above state averages. - Teacher retention: The district reported a retention rate of about 87 percent, improved from prior years when it had to onboard roughly 100 new teachers annually; over the past two years onboarding fell to around 30 new teachers per year.

Superintendent Rasmussen framed the work as part of the Nexus 2030 strategic plan and a broader “portrait of a graduate” approach focusing on academic excellence, positive behavior supports and talent development. He emphasized concurrent enrollment and CTE pathways as important avenues to postsecondary credentials and workforce readiness.

District staff identified several operational constraints, including the high mobility rate that complicates cohort‑based interventions, and funding differences relative to voucher subsidy proposals discussed at the state level. Rasmussen warned that per‑pupil funding differences could force hard choices if money is diverted away from public schools.

Board members and city leaders praised the district’s trajectory in literacy and graduation rates and urged stronger marketing of the district’s programs to families deciding among public, charter and private options.

No formal vote was taken on district policy during the presentation; the session served as a public briefing and planning conversation with city partners.