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Wallingford‑Swarthmore reports mostly strong PSSA results; achievement gaps persist in disaggregated groups
Summary
District officials presented preliminary 2025 results for PSSA (grades 3–8) and Keystone exams (high school). Overall proficiency rates are high in many grades and elementary math exceeded pre‑COVID 2019 averages; however, gaps persist for historically underserved subgroups and the district is working on targeted profiles and interventions.
Lehi Pratt, the district’s assessment lead, presented an update on preliminary 2025 PSSA and Keystone results to the Wallingford‑Swarthmore Education Affairs Committee on Oct. 14, reporting strong overall achievement alongside persistent gaps for some historically underserved student groups.
Pratt said the district uses a data rhythm — MAP and AIMSweb cycles plus PSSA/Keystone reporting — to analyze results as soon as preliminary figures arrive in July and to finalize and act on results in the fall. He emphasized that the slides show several ways to view the data: current percent proficient/advanced, change from the prior year, and change from 2019 (pre‑COVID).
Top‑line results
- Elementary ELA (grades 3–5): more than 80% of third and fourth graders and over 75% of fifth graders scored proficient or advanced on the 2025 PSSA. The district noted slight declines in grades 4 and 5 compared with prior years but overall high achievement.
- Middle school ELA (grades 6–8): about 80% of middle school test takers were proficient or advanced overall; some year‑to‑year drops compared with 2019 remain in grades 6 and 8, while the seventh‑grade cohort improved relative to its prior year.
- Elementary math (grades 3–5): over 83% of third through fifth graders scored proficient or advanced in math; the district reported that elementary math exceeded 2019 averages, which staff said is notable versus statewide and national trends.
- Middle school math (grades 6–8): roughly two‑thirds of students (about 66%) in grades 6–7 scored proficient or advanced; grade 8 dipped to 58% but remained above the 2019 level.
- Keystones (high school): 72% of test takers were proficient or advanced on the literature Keystone; algebra 1 test takers at the high school were 54% proficient or advanced (the algebra chart also showed that most middle school students taking algebra 1 in eighth grade scored advanced); 68% of biology test takers were proficient or advanced.
Gaps and district actions
Pratt and district leaders emphasized that disaggregated subgroup counts are small, so percentage swings can reflect only a few students; yet gaps are visible and persistent. For example, among elementary grades the Black/African‑American subgroup represents roughly 60 students across grades 3–5; a relatively small number of students moving between categories materially changes subgroup percentages.
To address gaps, the district described several steps already under way:
- Curriculum and instruction: district adoption and phased implementation of the Arts & Letters literacy program and the Reveal math curriculum — both cited as intentionally designed for equity (low‑floor/high‑ceiling tasks and scaffolded grade‑level access).
- Targeted supports: for grades 6–9, the district built full data profiles this summer for every student in the Black/African‑American and economically disadvantaged subgroups; middle school instructional leadership teams used those profiles in fall planning to identify students for interventions.
- School‑level structures: use of a math specialist/TOSA, academic seminar time, professional learning communities and ongoing instructional leadership team (ILT) data work to target supports and track progress.
Data access and next steps
Pratt said the district is working to make PSSA and Keystone results more accessible in PowerSchool and to integrate family math reports where feasible. He noted that science PSSA results were field tested this year and are not reportable for instructional decisions until the new standards are implemented in 2026.
The district plans continued data review with ILTs and annual baselines; board members asked for growth data (cohort growth), which Pratt said will be presented when available. Several committee members pressed for clarity about interventions, attendance effects and how the district will measure growth in coming reports.
Who spoke (selected)
- Lehi Pratt, assessment lead, Wallingford‑Swarthmore School District - Dr. Russell Johnson, Superintendent - Committee members: Miss Blaine, Miss Ulbert, Miss Lane, Miss Vincent - Curriculum and math staff referenced: Emily Benzen, Mr. Gabriel, Mikaela D’Sordo, Michelle Miles, Kyla Brento
Ending
Committee members praised the clarity of the presentation and requested future reports to include growth data and attendance context. Pratt said growth measures and the Future Ready Index (including participation rates) will be incorporated in later briefings; the district will present additional attendance information and the Future Ready Index at the Nov. 4 meeting.
