Haverford enrollment steady; district reports strong PSSA/Keystone and AP results while flagging targeted gaps

Haverford Township School District administrators reported that overall enrollment is steady and their projection model remains highly accurate while also presenting the district—s state and national assessment results.

Enrollment and projections The administration said total district enrollment remains roughly stable at about 6,500 students and that the district—s October 1 forecast for 2025–26 showed near‑perfect accuracy — a variance of less than one‑tenth of 1 percent. Elementary, middle and high‑school enrollments were generally within a few percentage points of projected counts, and charter enrollment remained stable; district staff emphasized cohort stability and ongoing use of enrollment data for staffing, budgeting and facilities planning.

Special education and English‑learner details Staff reported that of 652 new K–12 enrollments this year, 102 students were previously identified as eligible for special‑education services (about 15.6% of the new enrollments). The district also reported 132 students identified as English learners receiving direct instruction from district EL staff; 72 of those students participated in PSSA/Keystone assessments this year. Presenters said students with higher WIDA language proficiency tended to have higher achievement on state assessments.

State and national assessments District leaders presented PSSA and Keystone results and value‑added/predictive growth metrics (PVAS). Overall results were described as strong: the district reported high proficiency and growth in math and ELA across multiple grades and subgroups, competitive Keystone pass rates in biology and algebra, and rising AP participation and scores. Administrators noted that some elementary ELA measures (text‑dependent analysis and writing calibration) are a focus for targeted professional development and common scoring practices. Middle and high school leaders said conscientious curriculum work and iterative teacher collaboration were factors behind high performance.

College testing and AP High school staff described a school‑day SAT offering and increased AP participation. Administrators said roughly 350 students typically have SAT scores reported to the district and that school‑day testing increased participation; AP exam participation and the share of scores at 4–5 levels both increased in recent years.

Public comment and requests for support During public comment, Rich McGlory (Chestnut Walled community) urged the district to provide a reading specialist and more intensive reading supports for a middle‑school student with disabilities. He said current interventions are insufficient for that student and asked the district to add targeted services. Administration acknowledged the comment and noted student‑by‑student review processes through pupil services.

What happens next District staff said they will continue targeted professional development on writing and reading instruction, monitor subgroup growth, and return to the board with any policy or budget items that would be necessary to change staffing or programming.