Downingtown Area SD highlights high proficiency in several grades; fifth grade tops Chester County
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Summary
District staff presented four years of assessment data showing growth in math proficiency across multiple grades and top county rankings in several measures; the board discussed assessment changes, diagnostic tools (i-Ready) and a planned multi-year curriculum review.
Dr. O'Donnell and district data lead Lou presented a student achievement report on Jan. 14, summarizing proficiency and growth in math, English language arts and biology across the Downingtown Area School District. The presentation highlighted multiple year-over-year gains and county- and state-level rankings.
Lou said the district saw "increases in math in grades 3, 4, 6, 7, 8, and 11," and noted that "fifth grade, 76% proficiency last year, 76% proficiency this year," adding that the district's fifth grade ranked No. 1 in Chester County. The STEM Academy was reported to have the highest math proficiency in the county, and STEM also led biology proficiency for county assessments.
Presenters noted differences between proficiency and growth metrics. Lou explained that growth is calculated from multiple data points and can vary by cohort; he cautioned against attributing swings to a single cause. On a recent drop observed in a fifth-grade proficiency graph (to about 70%), he said district staff are "doing a little bit of digging" and suggested the change may be partly related to administering that grade's assessment online last year.
The presentation described how the district will use additional diagnostic and benchmark data to guide instruction. Dr. O'Donnell and Lou said the district is implementing i-Ready benchmarks in grades 3–8 (including new algebra resources for secondary grades), piloting aligned curricular materials such as Amplify for grades 6–8 in 2026–27, and intends to review two to four years of data before making strong causal claims about any single resource.
Directors asked technical questions about PSSA/PVA growth formulas, cohort 'ping-pong' effects and the timeline for evaluating new materials. Lou described the district's six-year curriculum review cycle (two years of selection/research, two years of implementation, two years of evaluation) and said that two to four years of post-implementation data is typically needed to judge effectiveness.
The presentation concluded with a list of next steps: ongoing alignment work, increased midyear diagnostic usage to target interventions, and continued monitoring of Keystone and PSSA results. The board took no immediate formal action on the presentation itself; members were invited to submit follow-up questions to staff.
