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Greendale Board praises elementary gains but flags low 11th‑grade ACT scores
Summary
District presenters told the Greendale School Board that cohort ELA and math scores rose—some elementary grades hit their highest post‑pandemic levels—while the board pressed for follow‑up on an unusually low ACT result among current 11th graders.
Greendale School District officials on Tuesday presented a district scorecard showing gains across elementary and middle school cohorts while warning of weaknesses at the high school level.
Presenters said the district’s overall state report card score increased from 75.8 to 76.0 and that Greendale remains a four‑star district. ‘‘We have 64% of our students in the meeting and advanced proficiency levels’’ in ELA and 65% in math, the presenter told the board, and three elementary schools moved into the ‘‘significantly exceeds’’ category for the first time.
The report attributed much of the elementary growth to the district’s recent implementation of the CKLA curriculum, targeted short‑cycle professional learning community work and reteaching to mastery. The presentation noted that some internal assessments are comprehension‑based and yield ‘all‑or‑nothing’ scores on constructed responses, so snapshots can understate longer‑term performance: officials pointed out Canterbury’s fourth‑grade snapshot at 20% versus a standardized assessment result of 73% that month.
Board members pressed staff about a notable dip in 11th‑grade ACT math performance. One board member said, ‘‘I have an eleventh grader. What’s going on?’’ and asked whether neighboring districts saw similar drops. District staff said the current juniors did not benefit from a curriculum change delivered to ninth and tenth graders and agreed to provide benchmarking and projected GPA data to show beginning‑to‑end progress and to explain the ACT result.
The board requested additional follow‑up including: historic and trimester‑by‑trimester comparisons, projected GPAs for graduating cohorts, a breakdown of AP scores (how many 4s and 5s) and an explanation for declining rates of students completing algebra by eighth grade. Presenters committed to supplying those data points at a later meeting.
The report closed with action items for staff: provide benchmark district comparisons, disaggregate Panorama climate results by grade and gender, and return with the requested score splits and trend lines so the board can track recovery for the affected cohort.
