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District monitoring shows mostly flat reading, writing and social‑studies results; science‑of‑reading efforts continue
Summary
Racine Unified’s monitoring reports showed most measures rated 'improvement needed' except early childhood reading; district staff highlighted oral reading fluency gains for early grades, about 11% ACT writing growth for Black students, and persistent achievement gaps. Board discussed interventions, teacher training and participation drops in upper grades.
RACINE, Wis. — At a board work session, Racine Unified staff presented monitoring reports for reading, writing and social studies that show broadly flat performance across years and persistent achievement gaps despite pockets of progress.
Presenter Miss Decker told board members that she scored reading as “improvement needed” in most areas except early childhood and highlighted newly disaggregated oral‑reading‑fluency data for early grades. “We did just 1 consolidated ORF score last year. This year, we could break it up by first, second, and third…
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