Cincinnati board approves adding K–6 reading and math levels to report cards after amendment

The Cincinnati Public School Board voted Nov. 24 to add students' current reading and math level to K–6 report cards, a measure supporters said will give families clearer, actionable information about their children's academic standing. The board approved the policy with a friendly amendment requiring teachers to provide additional context about a student's progress, interventions or enrichment.

Board member Lindy, who introduced the policy, said the change responds to data showing students sometimes receive high grades while testing below grade level. "When the report card comes home, in addition to the grades the students receive, this district would also make sure that the students' current reading level and current math level go home on the same report card," she said, arguing that the information would help parents partner with teachers.

Parents who addressed the board during public comment pressed for the same transparency. "This is not a challenge, it's an academic crisis," said Terena Boyd, executive director of We Excel Cincinnati, citing elementary proficiency rates she described as 37% for reading and 28% for math and urging the board to "vote yes today." Other parents described confusion interpreting current report cards and urged clarity to allow earlier interventions.

Board members debated the scope, implementation timing and how to avoid unintended labeling. Vice President Bolton said she supported transparency but remained concerned about effects on students with individualized education programs (IEPs) and said she would vote against the motion. Some board members favored beginning with K–6 because it aligns to the district's I‑Ready benchmark and is a manageable pilot; others urged a path to broaden the work to middle and high school as comparable assessment data becomes available.

Crossett proposed and Lindy accepted a friendly amendment to the policy language to require teachers to provide "additional context on progress, interventions, or enrichment," rather than simply listing a level. The amendment was intended to prevent the grade-level indicator from becoming a static label and to encourage constructive teacher–parent conversation.

On the final roll call, the board voted yes: Craig, Crossett, Linde, Mapp, Weinberg and President Moffitt; Vice President Bolton cast the lone no. The policy will be implemented as a K–6 pilot this school year, with an annual review and further planning for parent outreach and data-literacy supports, including materials to help families interpret I‑Ready and other assessment results.

Board members and district staff said next steps include developing the report-card language, testing delivery timing with principals and teachers, and building parent-facing explanations and supports before the indicators are released more broadly.

The board approved the change during its Nov. 24 business meeting and will review implementation results and whether to expand the practice in future years.