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Avon Grove presents student-assessment results showing strong growth, mixed achievement
Summary
District staff told the board that students are showing strong year-to-year growth on state measures (growth scores often reported at or near 100 vs a state benchmark of 75) though some achievement measures remain below targets; enrollment shifts (rising economically disadvantaged and English learner populations) and delayed state data releases complicated county comparisons.
At its Nov. 11 meeting the Avon Grove School District presented a comprehensive review of student performance, emphasizing both achievement and growth measures across grades and subgroups.
Administrators told the board they compiled local PSSA (grades 3-8) and Keystone (high school) data from multiple systems while awaiting the full statewide 2024-25 comparative releases. They emphasized a consistent pattern: achievement in early tested grades is often below state averages but growth measures (how much students improve year to year) are strong districtwide. Presenters said district growth averages were near 100 in several domains while the state's growth benchmark was 75.
The presentation highlighted demographic shifts that staff said factor into outcome interpretation: higher percentages of economically disadvantaged students, English language learners and students with IEPs in the district's incoming kindergarten cohorts compared with older grades. Presenters warned that those changes affect aggregate achievement and will be a focus of intervention and resource allocation.
On specific assessments presenters reported: PSSA ELA showed a positive trend across grades 3-8 after the post‑2019 reset; PSSA math results showed similar patterns with strong middle-school subgroup growth; Keystone Literature proficiency was cited slightly above the state (presentation slides showed about 67% district vs about 63% state), and the district reported high-school proficiency measures around 81% for making students proficient on that metric, while noting state averages were lower.
For science, staff cautioned that standards and tests have recently changed, complicating year-to-year comparisons. Administrators said they were continuing to drill into subgroup and building-level data through local data dives and the district's MTSS (multi-tiered systems of support) process.
Board members asked about alternate assessments and accommodations for students with IEPs; presenters said alternate-assessment eligibility is narrowly defined and that accommodations must appear in students' IEPs and be used throughout regular instruction. Members also pressed staff about delays in state and county comparison data; presenters acknowledged delays and said local student-level reports were available but broader benchmarking remained limited until state releases.
Administrators proposed follow-up work including cohort (longitudinal) analyses, deeper benchmarking with neighboring districts once releases are available, and more targeted presentations on specific questions such as third-grade reading comprehension and transition-related curriculum impacts. No formal policy changes or votes were taken during the presentation.
