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Sioux City district reports gains and testing caveats as ELPA and ISASP data reviewed
Summary
District staff presented 2025 test results showing gains in ELA and reductions in chronic absenteeism, while noting changes to the ELPA speaking assessment and cautioning that test changes affect year-to-year comparisons; ELL students now account for roughly 24.8% of enrollment.
District staff presented the 2025 Iowa School Performance Profile and assessment results to the board on Oct. 13, highlighting areas of growth while warning that state assessment changes complicate year-to-year comparisons.
A staff presenter summarized the state accountability framework under the Every Student Succeeds Act (ESSA) and the Iowa School Performance Profile, explaining that schools receive numeric scores (700 points for elementary/middle, 900 for high schools) and ratings such as "commendable" or "needs improvement." The presentation noted the system identifies targeted or comprehensive schools when a subgroup falls in the bottom 5% statewide and described how subgroup designations can lower an otherwise acceptable point total.
Presenters said the district has seen reductions in chronic absenteeism and gains in ELA, math and science proficiency since 2021. They reported no comprehensive-designation schools this year and only one priority school. Staff cautioned that changes to the ELPA (English Language Proficiency Assessment) — including a shortened speaking assessment and inclusion of additional grade levels — affected composite scores across the state and complicated direct comparisons. "Those kind of changes in the testing ... is skewing what you're going to see about these scores," a board member observed during discussion.
District staff provided details about ELL results: the district’s ELPA composite now includes grades 1–12, the ELL population is about 24.8% of students, and the district recorded pockets of significant growth in middle-school ELPA subtests (for example, sixth-grade reading and eighth-grade increases noted in the presentation). Staff also reported increases in college-credit attainment and work-based learning participation for high-school students; the presentation listed roughly 64.8% of students earning college credit and a similar share participating in work-based learning activities, noting some students appear in both counts.
Board members asked questions about the selection of UEN peers and the comparability of neighboring districts; staff said the UEN comparison set was provided and that two higher-funded districts had been removed at the board leader’s request for the presentation. Presenters directed board members to online resources and offered to supply additional breakout data on request.
The board acknowledged the student-achievement report; no formal action was required.
