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Resident asks North Penn SD to publish data showing whether equity efforts have improved student proficiency
Summary
At the ECI meeting a resident, identifying himself as Jason Leneer of Lansdale, urged the district to release data he says show declining Keystone proficiency since equity/DEI work began and said his RTK requests were not fulfilled. Board members acknowledged the concern and said the topic has been discussed at length.
A Lansdale resident urged the North Penn School District to publish data showing whether cultural proficiency and equity initiatives have improved academic outcomes.
During public comment, Jason Leneer identified himself as "Jason Leneer, Lansdale" and asked the board to provide the data behind its equity and inclusivity work. He said state Keystone proficiency figures he reviewed suggest proficiency has dropped since the district began equity work and said he previously requested records (RTKs) but did not receive the data he sought. “Where’s the data that supports these efforts?” he asked, urging the district to make the information public.
Leneer criticized what he called a prevalence of "platitudes" and said that if the data do not show improvement the district should reconsider its approach, emphasizing standards and higher expectations. He asked specifically for evidence that DEI efforts have been beneficial and said he had shared his data with the board and administration previously.
Board members acknowledged the comment and reiterated that inclusivity and rigor must work together to secure student buy‑in and growth. The chair said the issue has been discussed at length and that follow‑up with administration may occur. The meeting record shows no immediate formal response or data release during the session; the request was made in public comment and stands as a citizen request for district data.
