Danville CCSD 118 leaders presented the district's 2025 Illinois report card to the school board, highlighting steady growth measures alongside low proficiency rates and a persistent attendance problem.

Associate Superintendent Marquisha Parker summarized district results, saying district ELA proficiency was 23% and math proficiency 13% while growth measures showed 40.7% ELA growth and 42.6% math growth compared with a 50% state growth benchmark. "So 40% of the students in our district are showing more growth than their peers across the state," Parker said. She added that chronic absenteeism improved to 31% this year (state average 25%).

Principals gave school-level breakdowns that illustrated divergent progress across the district. Edison principal (Unidentified Speaker 24) said Edison rose from a score of 43.89 to 67.82 and reported growth of 56.8, crediting staff for improving outcomes. Liberty's principal (Unidentified Speaker 20) noted ELA met rates increased from 12% to 17% and math from 4% to 14% but said the school's designation dropped to comprehensive because overall growth fell. At Northeast Principal Brent Lockhart highlighted a near-exemplary climate score and reported full proficiency in ELA on his building's slides.

Danville High principal Jacob Bretz told the board the high school earned a commendable designation with a house score of 40.71 and said freshmen-on-track and graduation metrics make up close to 60 of the 100 available house points. "Our graduation rate increased by 9% up to 78.8%," Bretz said, and he identified ELA and math growth as areas for continued work.

Board members and administrators repeatedly linked chronic absenteeism to the district's composite scores and singled out home-program interventionists and attendance staff for credit where rates improved. One building reported chronic absenteeism down from 31.3% to 15.8% year over year after targeted interventions.

The presentation ended with the board thanking principals and staff for data gathering and implementation. The district framed the results as progress with clear areas needing targeted support: raising proficiency percentages and narrowing instructional gaps.

The board did not take any formal action on the report card itself; principals will continue building-level interventions and district staff said they will monitor implementation of Multi-Tiered Systems of Support and other targeted strategies.