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Lockport's academic report: AP and dual-credit access up; district targets SAT gaps with in-house prep
Summary
District leaders reported rising AP and dual-credit participation and high graduation rates but noted that many students who take rigorous coursework still fall short of state SAT cut scores; the district plans targeted Compass-based test prep pilots, continued AP/dual-credit expansion, and research on academic return on investment.
The Lockport Township High School District 205 board received its annual student academic progress report, which highlighted expanded Advanced Placement and dual-credit opportunities, strong graduation rates, and areas for targeted improvement on college-entrance testing.
Superintendent Dr. McBride framed the district's "North Star" goal: all students graduate with college credit, military service, an industry credential or viable employment history by 2025. The presentation illustrated that while participation in AP and dual-credit courses has grown substantially'—boosting the College and Career Readiness Index'—many students who earn credit and participate in rigorous coursework did not meet Illinois' SAT "meet or exceed" cut scores.
Parent Lori Ann Freire described the experience for her daughters, saying early AP access created an "AP identity" and opened university recruitment and scholarship opportunities. "...the idea that they can use their day, that they can connect with their teachers, that they know how to manage their time... is was an absolute critical game changer for the opportunities that my daughters have had," Freire said. (Lori Ann Freire, SEG 2440-2446)
District staff and board members discussed possible drivers of the SAT gap, noting demographic changes (an increase in low-income and newcomer ELL students among test-takers) and that the SAT is a norm-referenced test that can understate mastery shown in class-based or state criteria-referenced assessments. The presentation noted the district continues to show year-over-year growth in SAT domains even where students have not yet reached cut scores.
As next steps, the district plans to pilot targeted test-preparation during Compass time (in-house rather than third-party, to reduce barriers to access), expand AP and dual-credit offerings, and conduct an "academic return on investment" research project this winter to guide resourcing and staffing decisions. The superintendent emphasized that growth measures are positive but that the district must be intentional in translating course-level gains into improved performance on national entrance exams.
The board commended teachers and parents for work expanding student access and endorsed deeper analysis of special populations (English learners and students with IEPs) and growth measures at upcoming committee meetings.
