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Oshkosh schools report modest gains and persistent gaps in math and reading
Summary
District leaders told the board that recent state and local assessments show small gains in ACT readiness and reading proficiency but persistent disparities by race, income, disability and ESOL status; the board pressed for urgent, measurable actions and follow-up midyear i-Ready comparisons.
District leaders presented a data review Wednesday showing modest improvements in some readiness measures but continued and substantial achievement gaps.
Director Colvin and literacy and math leads told the board the district remains at a two-star rating in both math and reading overall, with the forward exam’s recent cut-score changes limiting direct historical comparisons. The district highlighted targeted interventions underway: adoption or field testing of new curricula (Bridges 3rd edition for K–5 math, Illustrative Math for grades 6–8, StudySync for ELA), expanded professional development and student-centered coaching, and new data tools (Forefront Education) to coordinate math data and interventions.
Why it matters: Presenters emphasized that the data do not match the district’s expectations for student potential and said the results reinforce the need for investments in instructional materials, coaching and equity-focused strategies. Board members asked for clearer evidence of impact and faster feedback loops, noting that midyear i-Ready results and other interim measures will be important to assess progress.
Key figures and findings: Presenters said district proficiency shown on some measures is now the district’s new baseline because of assessment cut-score changes; they reported increases in ACT readiness (math readiness up 3.7 percent; ELA readiness up 2.5 percent) and modest increases in reading proficiency on I-Ready year over year (2.34 percent for grades 3–8). However, district staff stressed disparities: lower proficiency for students who are economically disadvantaged, students with disabilities and students of color.
District response and next steps: Staff described several targeted efforts: more frequent classroom observations with feedback, student-centered coaching cycles, monthly grade-level and school data meetings, use of common formative assessments to form targeted small groups, explicit training for special-education and ESOL staff on new curricula, and plans to scale a summer literacy 'summer lift' program. Directors pledged to bring midyear i-Ready data and descriptive disaggregated trends to the board so members can judge whether interventions are producing measurable change.
Board reaction: Several board members praised the direction of curricular investments but urged greater urgency and earlier evidence of progress. One member requested multi-year trend views where possible; another asked that the district strengthen community partnerships and outreach for targeted programs.
