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Glynn County schools report strong CCRPI results; high schools top state averages

Glynn County Board of Education · December 12, 2025
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Summary

A district presentation showed Glynn County’s high school content mastery score at 91.4 for SY25 and widespread performance above state averages; the report flagged attendance (15.9% of students absent 10%+ of days) as a concern and noted targeted instructional responses.

Mister Farah presented Glynn County’s College and Career Readiness Performance Index (CCRPI) findings for school year 2025, saying the district’s high schools posted a content mastery score of 91.4 — well above the state average of 69.2 — and that most elementary and middle schools remain above their state counterparts.

Farah outlined how the CCRPI is calculated and emphasized that it is one tool among many: “The CCRPI is Georgia’s statewide accountability system and one source of information about a school’s performance,” he said. He explained that content mastery, progress and readiness make up the core components at the elementary and middle levels, and that high schools carry an additional graduation-rate component.

At the elementary level Farah singled out Golden Isles, Greer, Oglethorpe Point, Satilla Marsh and Saint Simons Elementary as exceeding the state’s elementary content mastery score. He said Goodyear Elementary has produced statistically significant gains over a three‑year trend. At the middle-school level he named schools that exceeded state averages for content mastery and progress, and at the high-school level he said both district high schools outperformed the state across content mastery, closing gaps, readiness and graduation-rate measures.

Board members asked for context on the comparison group; Farah clarified the district’s comparison set covers the first district group totaling 19 districts. Members also pressed on attendance: a board member noted roughly 15.9% of students were absent 10% or more of enrolled days — down from about 19.5% previously — and urged continued community focus on attendance because it counts toward readiness scores.

Respondents described district interventions for schools with declines: targeted professional learning for teachers, sharing strategies through professional learning communities and a curriculum change at the middle-school ELA level intended to better align instruction with standards.

Farah stressed that some CCRPI components are not directly comparable year-to-year (the closing gaps metric was cited), and he offered to provide a more in‑depth briefing on calculations when the embargoed district single scores are released. The board did not take formal action on the CCRPI presentation; the district said it will continue monitoring and intervening where necessary.