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Upper Dublin reviews 2024–25 achievement data; board considers retesting to improve Keystone algebra outcomes
Summary
District staff presented comparative PSSA and Keystone results showing strong elementary performance and noted Keystone Algebra outcomes for current seniors may be affected by retesting practices in other districts; the board discussed exploring retesting and interventions and will receive a March update on root-cause work.
Upper Dublin’s education committee heard a data presentation on Jan. 7 that compared the district’s 2024–25 PSSA and Keystone outcomes with regional peers and reviewed internal work to address areas of concern, particularly secondary math.
Renner and district staff said elementary math averages place Upper Dublin near the top of Montgomery County and that the district did not appear to suffer an implementation dip after adopting a new elementary math resource. At the secondary level, administrators reiterated that Keystone Algebra scores are banked and reported for seniors; other districts may retest students multiple times, which can affect comparative outcomes. "Many districts that appear to be outperforming us here have that practice," a presenter said.
Board members asked whether retesting windows and the practice of intervening and retesting are factors upper management should consider. Staff explained that Pennsylvania offers three retest windows (summer, winter and spring) and that Upper Dublin does not participate in the summer window; retesting generally can occur up through the end of 11th grade. Staff said they are conducting a root-cause analysis (using the state's "Digging Deeper" tool) to better understand alignment, course sequencing and intervention opportunities for secondary math and will return with a March update.
Board members asked for longer-term trend data and more granular retesting and success-rate figures to inform policy choices. Administrators said they will attempt to compile additional years of trend data where available and will present a progress update in March with potential recommendations in May.
What’s next: Root-cause work on secondary math will continue, the district will analyze benchmark and intervention data from the January assessment window, and administration will return to the board in March with further analysis and potential intervention proposals.
