Huntsville district reports 'C' grade under new ATLAS summative measures
Summary
District officials presented how ATLAS spring summative exam scores, growth measures and graduation metrics translate into school and district letter grades; Huntsville reported a district 'C' with 357 of 1,284 ELA tests scoring a 3 or 4 (27.8 points), officials said.
HUNTSVILLE — District staff told the board on Dec. 2 that Huntsville School District earned a 'C' district grade under the new ATLAS summative exam and associated growth metrics.
An academic presenter explained that the ATLAS exam measures ELA, math and science and that district and school grades combine three sets of achievement results and growth measures. For elementary schools, the percentage of students scoring a 3 or 4 in each subject contributes points; the percentage who met targeted growth is also scored. The presenter said the district counts growth for students in the bottom quartile again to reward progress.
For high schools, the presenter said the system aggregates growth differently and includes on‑time graduation and 'merit or distinction' diplomas and success‑ready pathway metrics, though full implementation of merit/distinction pathways will not be in place until the class of 2027.
The presenter gave a numeric example: of 1,284 students tested in ELA, 357 scored a 3 or 4, yielding 27.8 points toward the district total. Using the nine component scores and the points table, the presenter said the district's overall result mapped to a 'C' grade. "We're at a C, which is average, but we know that we're on our way up," the presenter said.
Board members asked how letter grades are calculated; the presenter offered to provide further explanation about merit/distingished diplomas and suggested a follow‑up report if the board wanted more detail.
The district characterized the C as a baseline to measure progress year to year and emphasized the transition period as additional success‑ready measures come online.
Next steps: staff offered to return with additional explanation of merit/distinction diploma measures and how success‑ready pathways will factor into future grades.
