District reports modest academic gains, stronger graduation and third-grade reading gains; restroom safety and teacher PD flagged as priorities
Summary
District staff reported year-2 strategic-plan results: graduation rate rose from 77% to 83% over three years, large gains for students with disabilities, improved ninth-grade credit accumulation and third-grade reading gains; concerns included stagnant overall reading levels, teacher professional-learning buy-in and student safety in school rest-
Interim Deputy Superintendent Donna Elder presented Clarke County's year-2 results under the district's strategic plan and outlined year-3 targets.
Elder reported progress in multiple long-term indicators. Highlights included a three-year gain in the graduation rate from about 77% to 83%, an increase of roughly 10.6 points for students with disabilities and a 6.1-point increase for Black students. The district reported a notable result for ninth-grade success: 74% of first-time ninth graders earned eight credits by the end of ninth grade, a key predictor of on-time graduation.
On literacy and academic proficiency, Elder said the district saw mixed results. Over three years, ELA and math proficiency for Black students in grades 3—2 rose by roughly 2 points (ELA) and 5 points (math); overall math proficiency for grades 3—8 rose by four points. District-wide reading at-or-above grade level stayed roughly flat at 54%; however, third-grade reading rose to over 60% after multi-year implementation of high-quality early-literacy materials and the science-of-reading approach in K—5.
Elder identified challenges in professional learning and school climate. Teacher perception of professional learning dropped after a directive period required for literacy certification under the state's early-literacy law; staff told Elder they wanted more choice in learning options and localized, leader-delivered professional learning. The district plans to expand leader-delivered, job-alike professional learning and to replicate a successful self-selection model on the November district learning day.
Student safety emerged as another priority. The district's climate surveys showed students report feeling least safe in restrooms across grade bands. Elder said schools will include restroom-safety action steps in their school improvement plans, review duty schedules, and teach behavior expectations explicitly. Facilities and security adjustments (lighting, adult presence at high-traffic times, and scheduling) were recommended as part of the response.
Why it matters: The metrics track long-term outcomes (graduation, early literacy and ninth-grade credits) that predict student success. The mixed academic results and safety concerns point to targeted operational fixes in professional learning, master scheduling and facilities/security.
What comes next: District staff will align leader and teacher professional learning, monitor fidelity of curriculum implementation, require school-level restroom-safety plans in improvement plans, and present additional audit findings and alignment work later this year.
