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District review of ACT/preACT shows strong overall performance but persistent gaps for students with IEPs and economically disadvantaged students
Summary
District assessment staff presented ACT and preACT results showing Pewaukee among the higher‑performing Wisconsin districts in several areas; staff highlighted that students with IEPs and economically disadvantaged students performed below peers but often above state averages, and described targeted actions including curriculum renewal, learning sprints and Methodize practice tests.
District assessment staff presented a detailed review of ACT‑suite results to the Pewaukee School District board on Nov. 1, showing overall solid performance while flagging gaps among subgroups.
Anthony introduced the report and said Candace (assessment staff) joined virtually to present state and local assessment findings. "Pewaukee is in the top 8% of Wisconsin school districts" on MAP scores and ranked near the top in English language arts for certain cohorts, the presentation said. Candace explained the difference between local assessments (grade 8 preACT local spring assessment) and state assessments (grades 9–11 preACT secure and ACT for grade 11) that feed the state report card.
Key subgroup findings: students with IEPs performed lower than students without IEPs across subjects but, in many comparisons, Pewaukee students with IEPs scored above state averages for those subgroups (examples cited: district IEP ELA proficiency exceeded the state IEP average reported by Candace). Economically disadvantaged students also trailed non‑economically disadvantaged peers by roughly 8–20 percentage points depending on grade and subject, with science repeatedly the lowest‑performing subject at several grade levels.
District staff said the results will inform curriculum renewal (math), school priority goals (literacy/reading), learning sprints and targeted interventions. The district described using Methodize for quick practice ACTs and Qualtrics to deliver teachers and administrators near‑real‑time item‑level data after a fall practice session so teachers can target instruction.
Why it matters: assessment results guide the district's curriculum renewal, targeted intervention and professional development decisions; staff emphasized growth‑focused measures and strategies to narrow subgroup gaps.
Next steps: the board will receive school report card details at the Nov. 11 meeting; staff will continue data reviews, learning sprints, and action planning for subgroups.
