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Hopkins presents fall achievement data: graduation rates, ACT gaps and a surge in AP participation
Summary
District leaders provided the first half of the fall data report, citing a 2023–24 MDE graduation rate of about 85.6%, significant racial disparities on ACT benchmarks (notably in math), and a 32% increase in AP exam participation with improved pass rates.
Hopkins Public Schools presented the first installment of its quarterly fall student-achievement reports at the Aug. 19 board meeting, showing mixed signals across graduation, ACT and AP data.
Superintendent Mary Pirie Reid said the quarterly updates are intended to provide transparency and to inform instructional adjustments tied to Vision 2031. “These quarterly updates will allow us to report progress over time,” she said.
Data leads described graduation-rate calculations, noting different rates depending on cohort definitions. The Minnesota Department of Education reported a 2023–24 graduation rate of 85.6% for Hopkins; district analysts showed variation when excluding students who transferred or dropped out, and outlined next steps to align internal coding in Infinite Campus with state classifications.
Presenters highlighted ACT participation (529 students in spring 2025) and a composite score that matched the state average (20.7 for the class of 2024). Board members and staff focused on racial disparities: white students posted the highest average composite (23.6), while Black/African American students averaged 17.1, and Black students met the math benchmark at far lower rates (13.7% vs. 54.8% for white students). Dr. Anne Ertle and colleagues urged program reviews and targeted supports, including embedding ACT preparation in daily lessons and reviewing which students are accessing preparatory resources.
Advanced Placement participation increased substantially: tests taken rose from 883 (2024) to 1,166 (2025), a 32% jump; the number of students taking at least one exam rose from 558 to 705, and the proportion of exams earning a passing score was reported at 76%.
Board members requested additional disaggregation (for example, percent of juniors taking the ACT and AP participant demographics) and asked staff to investigate whether course-taking patterns and access to rigorous instruction explain disparities. Administrators said follow-ups would include cohort analyses, class-level correlations with ACT outcomes and targeted interventions.
Next steps: district staff will supply more granular cross-tabs (race/grade/course) and return at a later meeting with deeper analysis and proposed interventions to address observed gaps.
