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District data team: Mill Creek students show proficiency gains; math and selected content areas identified for targeted work
Summary
District presenters reviewed 2024–25 PSSA/Keystone and AP results on Oct. 13. Elementary math and ELA proficiency rates ranged by grade; middle‑school math and high‑school algebra retest results showed areas for targeted intervention. AP participation rose and several AP subjects had high pass rates.
District instructional leaders presented 2024–25 state assessment and AP data to the Instruction & Student Services Committee on Oct. 13, describing areas of strength and identified needs across elementary, middle and high schools.
Brigitte Anthony (MIHS) and Kelly Brasek (Tracy) led the presentation. They reported elementary ELA proficiency (proficient or advanced) of 54% in grade 3, 64% in grade 4 and 59% in grade 5, with an overall third‑through‑fifth average of 59%. Elementary math proficiency averaged 66% (third grade 68%, fourth grade 68%, fifth grade 61%). Presenters said geometry is a consistent area for growth because the state testing window closely follows the district’s geometry units.
At the middle‑school level, presenters reported average ELA proficiency in the low‑60s across grades 6–8 and lower math proficiency (mid‑40s). For secondary Keystone exams, winter literature proficiency was reported at 55% (fall/spring windows varied), while spring literature results were 48% proficient/advanced; algebra showed a winter proficiency of 47% but a lower spring retest rate (22%), prompting administrators to revise retest practices. Biology results were higher (winter 64%, spring 52%), and presenters said biology performance was above the state average across assessment anchors.
AP participation increased: 364 students took 692 exams across gradations (including 7 ninth‑grade exams, 155 tenth‑grade, 302 eleventh‑grade and 228 twelfth‑grade exams). The report highlighted 100% of students scoring 3 or higher in three exams (Physics 1, Physics C and Research) for the cohort indicated.
Presenters emphasized that the district’s predictive analytics (PVAS/PBOS) suggest cohorts will outperform predicted growth and that staff will pursue targeted remediation and curriculum alignment where multiple buildings show the same areas of need. The district intends to refine retest procedures for Keystone algebra, continue building‑level data step‑backs, and report midyear on progress against growth targets.
The committee took the presentation for information; no action was taken that evening.
