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North Hills sees mixed PSSA/Keystone results; middle-school math open-ended items flagged as a major weakness
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Summary
Dr. Williams told the board that district PSSA results outpace state averages but reflect trends—ELA declines (~4–4.5% nationally) and math gains (~2–2.5%). She highlighted that 434 of approximately 1,100 middle-school test-takers (about 40%) scored low on math open-ended questions and outlined daily math help, focused practice and Study Island as interventions.
Dr. Williams presented the North Hills School District’s 2024–25 PSSA and Keystone results on Jan. 8, describing a mix of relative strengths and notable concerns and outlining targeted interventions for middle-school math.
"If you score poorly on the math open-ended questions on the PSSA, you will not achieve a proficient or advanced," Dr. Williams told the board, stressing that open-ended responses are an "Achilles heel" for the middle school. She reported that 434 of roughly 1,100 middle-school students who took the test scored in the below-basic or basic range on open-ended math prompts — about 40% of that testing cohort.
At the same time, Dr. Williams said district scores remain higher than state averages in most grades: she summarized that ELA nationally and statewide declined (about 4–4.5% last year) while math showed modest average increases (about 2–2.5%). She also noted a large local gain in Algebra I Keystone results, saying the district "jumped 18% in one year" for that assessment.
To address the middle-school open-ended weakness, the district plans an "intentional, accountable, evidence-based" set of steps including targeted practice using platforms such as Study Island and Firefly, daily math help during homeroom, spiral reviews, grade-level goals tied to data-team meetings and regular PSSA practice on iPads (this is the first year the PSSAs will be fully online). Dr. Williams also said staff will pilot a student math committee to gather sixth- through eighth-grade input on supports and test-taking strategies.
Board members asked whether parents can see open-ended scores and whether teachers can prompt students during testing. Dr. Williams said score breakdowns are available and that teacher prompting during PSSAs or Keystones is not allowed and can risk an educator’s license; because digital tests must be taken in order, districts cannot reorder items to give students open-ended prompts first.
Dr. Williams and the board framed the data as actionable: she emphasized ownership and plans to continue curricular review, professional development and math-task-force work to sustain gains and address gaps.
