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Lewisburg Area SD presents 2025 assessment data: strong growth in grades 4–8, mixed results for early grades
Summary
Superintendent Vince and staff presented 2025 assessment data showing high regional rankings, strong growth indicators at multiple grade levels and a 100 growth score for LinnTown in ELA and math, while third-grade ELA and some Keystone growth targets warrant attention and follow-up.
Superintendent Vince presented the district’s 2025 data review, telling the board enrollment and demographic categories were broadly stable while noting small increases in economically disadvantaged counts and changes in special education and English-language learner populations.
Vince walked the board through local reading assessments at Kelly Elementary and district PSSA, Keystone and Future Ready PA index results. He highlighted strong outcomes in several buildings (regional first–third rankings in multiple categories) and particularly strong growth measures at the elementary and middle-school levels. “At LinnTown in ELA as well as math, we are at a 100 [growth score],” Vince said, citing the district’s growth site predictive data.
Administrators acknowledged that cohort differences complicate direct year‑to‑year comparisons but pointed to consistent gains in grades 4–8 and a promising trajectory in math achievement in multiple grades. For early grades, Vince noted that intervention time and a new literacy coach were implemented last year and credited those changes for improved kindergarten and first‑grade reading outcomes.
Keystone and course-sequence findings prompted further discussion. Vince said some proficiency trends in algebra and biology require attention and that retesting and remediation are used for students near proficiency thresholds. He also recommended a review of the math sequence—particularly the two‑year algebra pathway—to evaluate whether it serves students’ long‑term preparation.
The board asked for additional disaggregated data, including socio‑economic subgroup breakdowns and crosswalks between test performance and report‑card grades. Vince and staff agreed to provide more detailed subgroup data (SES, special education and ELL) and follow‑up analysis for areas flagged as below interim targets.
What’s next: administrators will provide more disaggregated data and convene math teachers and administrators to review the algebra sequence and potential scheduling implications before recommending any curricular shifts.
