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Fayette County schools report meeting multiple 2025 CDIP goals; district posts strong graduation and reading/math indicators
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Summary
Assistant Superintendent Bill Bradford told the board that Fayette County Public Schools met or exceeded several Comprehensive District Improvement Plan goals for 2025, reporting higher indicator scores in reading, math and combined content areas and a 4-year graduation rate of 92.4%. The presentation also named schools requiring federal support and next steps for targeted subgroup work.
Assistant Superintendent Bill Bradford told the Fayette County Board of Education on Nov. 24 that the district’s 2025 Kentucky summative assessment results met or exceeded the goals set in the district’s Comprehensive District Improvement Plan.
Bradford said the district’s combined reading and math indicator for elementary students showed 52% of students performing at or above grade level, above the state average of 49%. He added that middle and high school indicator scores followed similar patterns and highlighted that English learners performed at rates above comparable districts in some grades: “Our English learner performance at 34% is greater than our like district JCPS as well as the state average of 31%,” Bradford said.
On postsecondary readiness, Bradford reported a readiness rate without bonus of 82.2% and with bonus of 89.2% and said the district’s combined accountability score for 2025 was 94.9. He also reported a 4‑year graduation rate of 92.4% and a 5‑year cohort rate of 94.4% for 2025, and said those figures exceed long‑term CDIP targets set for 2028.
Bradford reviewed federal identifications tied to the Every Student Succeeds Act: Russell Cave Elementary was listed as comprehensive support and improvement (CSI); Arlington Elementary and Tates Creek Elementary were identified for targeted support and improvement (TSI); and 12 schools received additional targeted support and improvement (ATSI) designations, primarily for gaps affecting students with disabilities and English learners.
Board members pressed for more detail on subgroup trends and asked what additional resources the district planned for English learners and Hispanic students. Bradford said the district is expanding a “push‑in” support model, deploying teaching strategies aligned to scientifically‑validated resources and building family engagement into the CDIP. He said the revised CDIP, to be presented next month, will raise family engagement targets and include specific strategies and supporting activities targeted at reducing subgroup gaps.
Bradford and other presenters emphasized that some year‑to‑year gains reflect targeted investments including dual‑credit expansion — he reported 6,330 students enrolled in dual credit coursework in 2025 — and rollout of high‑quality instructional resources for reading and math. The presentation concluded with a pledge to continue focused implementation of four strategic priorities: professional learning communities, assessment, acceleration and culture/climate.
The board did not take any formal action on the accountability presentation; the district said it will bring the revised CDIP back to the board for review in December.
