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Norfolk Public Schools: Course grades pull down advanced‑diploma 'on track' rates; district doubles down on tutoring and course recovery
Summary
Presenters told the school board that course grades — not enrollment — are the main reason fewer students in the 2026 and 2027 cohorts are ‘‘on track’’ for advanced diplomas. Staff described weekly grade-and-attendance reports, expanded tutor.com use, counselor transcript reviews and work on within‑course recovery to raise successful completion.
Kristen McGarity, the division staff lead on graduation and credit recovery, told the board the 2026 cohort’s share of students “on track” for an advanced diploma fell to 30.8% when current course grades are counted, versus 33.7% when measured by course enrollment alone. McGarity said math is the area with the highest failure rate for that cohort and that course grades — not withdrawals — explain most of the drop.
McGarity and other staff described steps to identify and support students earlier in the year. Counselors and school teams review transcripts and schedules, the division sends weekly reports to schools with each student’s four‑core grades, and staff cross‑reference IEP designations to resolve mismatches that can block students from meeting diploma requirements. “So the 37 is that success piece,” McGarity explained when discussing the 2027 cohort’s figures.
District staff emphasized a mix of academic and wrap‑around supports: expanded access to tutor.com, more rapid identification of the roughly dozen students per school who are failing core courses, and plans to pilot within‑course recovery so students can make up a unit or quarter without repeating an entire course. Mr. Brady, who works on high school supports, said the 4x4 schedule allows teachers to provide daily help rather than every other day, which staff say improves continuity and remediation.
Board members pressed staff to show evidence of which interventions are working. One member framed the measure as focused on ‘‘successful completion, not just participation,’’ and requested reporting that distinguishes enrollment from course success. Staff said weekly and monthly monitoring is already in place and pledged to return with data on program effectiveness so the board can align budget priorities with proven strategies.
The board did not take any formal vote on policy during this presentation; staff described operational next steps and ongoing monitoring. The administration said final cohort determinations remain contingent on state data releases that were still embargoed at the time of the workshop.
