Pennwood High and Middle exit state improvement designations; English‑learner subgroup remains a focus

District officials on the William Penn SD call announced that Pennwood High School and Pennwood Middle School received formal notification from the state that they have exited prior improvement designations after measurable gains in attendance, graduation rates and academic growth.

"Both the Pennwood ... school and the Pennwood high were recognized by the State Department of Pennsylvania in a formal letter for exiting their 2022 state designations," Mr. McArthur said. He highlighted two data points the district regards as especially notable: the middle school saw a 66% increase in regular attendance over the cited years, and the high school’s four‑year graduation rate rose from just under 75% to about 85% by 2023–24.

Mr. McArthur explained the difference between the two label types. ATSI (Additional Targeted Support and Intervention) applies to specific subgroups within a school; CSI (Comprehensive Support and Intervention) applies to the full student population of a school identified among the bottom 5 percent statewide. To exit either designation, schools must demonstrate continuous improvement on state achievement indicators, increases in cohort graduation rates (for high schools), improvements in attendance and submission and use of an annual improvement plan supported by district professional development.

He noted a continuing need for targeted work: Pennwood High was designated in 2025 for an English‑language learner subgroup with a combined math and ELA achievement rate near 9% and an English‑language proficiency rate around 9.3%, both of which the high school plans to address in its improvement plan. The middle school, which exited the 2022 designation, was redesignated under the 2018 baseline and will need further improvement over a three‑year cycle to exit the new CSI designation.

The district outlined a timeline for next steps: steering committees will be formed, a root‑cause analysis will begin in February, root causes will be identified in March and phase‑one/phase‑two work will continue through April, with action plans drafted in April and submitted to the chief of schools in May for approval.

Principal Chicano and other leaders credited staff and families for progress but reiterated sustained work is required. "Our work to support students is never done," Mr. McArthur said, adding that the state’s designations are cyclical and relative to statewide baselines.

The district invited school leaders on the call to share additional details and said it will support the schools as they complete analysis and implement action plans.