Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Accountability Apr topic
No spam. Unsubscribe anytime.
Hillsboro R-III sees three-year composite APR of 82.3%; current-year points dipped to 79% with subgroup declines
Summary
A district administrator told the board that the district's three-year composite APR is 82.3% and that the district's one-year total points for the current year were 79%, a decline from prior years.
A district administrator summarized the Missouri Annual Performance Report (APR), noting that the state this year began reporting a three-year composite score that averages 2022, 2023 and 2024. The district's composite was reported as 82.3%; the administrator said the district's one-year total points for the current reporting year were 79%, down from 84.7 the previous year and 81.6 in 2022.
The APR presentation broke the composite into two components: performance (weighted 70%) and continuous improvement (weighted 30%). The district earned a high score in continuous improvement (reported as 96.6) and a lower share of points in performance (reported around 76.2). The administrator said this is the first year the composite will be used for classification and that the classification based on the composite score will not take effect for two years.
The board heard that some subgroups saw a significant drop in assessment outcomes; the administrator cited declines in historically lower-performing student groups, specifically students with disabilities and low-income students. The administrator explained the assessment's "status" metric is a snapshot of achievement for tested students and that growth measures use a statistical comparison of the same students across grades.
College- and career-readiness measures remained a strength, the administrator said: 75% of eligible students met proficiency on designated CCR assessments (ACT, ASVAB, ACT WorkKeys, SAT or industry-recognized credentials), and the district reported its advanced-credit and IRC (industry-recognized credential) measures positively. The district also reported participation rates of 99% on the KEA (kindergarten entry assessment) and 98% for ICAP participation at the junior-high level, and the district received bonus points for CTE expansion.
Board members questioned data comparability and whether all districts include the same student groups; the administrator responded that reporting depends on cell sizes and that some districts do not have enough students in certain subgroups (for example, English learners) to generate a separate cell.
The board did not take action on the APR; the presentation served as an informational report and context for ongoing curriculum and improvement planning.
