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Parkrose board reviews test-data disparities and pilots targeted math interventions
Summary
District staff told the Parkrose board that graduation-on-track rates are high for some subgroups but show persistent racial/ethnic disparities; the district plans targeted math specialists, after-school pilots and summer programs to accelerate recovery from pandemic-era learning loss.
Board members probed district testing and report-card data at length as administrators described where students are on track and where targeted supports are needed.
Mister Goodloe (teaching and learning) reviewed report-card data and explained that some state measures rely on small denominators—particularly 11th-grade SBAC participation—which can distort subgroup percentages. The district reported a high on-track-to-graduate rate (about 90% overall) but said subgroup gaps persisted: Asian students showed higher on-track percentages while Hispanic/Latino subgroups had larger drops in on-track status (district staff cited figures showing on-track-to-graduate in some subgroups as low as the mid-70s percent for the cohort shown in the report).
Staff described interventions that are producing positive signals: a half-time math specialist at Sacramento and targeted support at Russell produced measurable math-change growth and the district is piloting additional interventions and after-school support (SUN, targeted summer programs) to scale what works. Board members discussed trade-offs, including the scheduling challenges of middle schools (period-based schedules complicate pull-out interventions) and how limited targeted-support dollars typically do not fund full-time positions.
Board members asked for midyear diagnostic data and more frequent growth reporting so the board can monitor progress beyond three-year averages. Staff promised updated diagnostic results in January that will show fall-to-winter growth and clarify how interventions are affecting on-track and proficiency measures.
The board emphasized the urgency of taking action to support students while noting constraints on staffing and funding. No formal votes were taken on classroom interventions at the meeting; staff said pilot programs and targeted funds would be prioritized in upcoming budget conversations.
