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State testing shows mixed results; district flags K–3 literacy reporting glitch
Summary
Miss Clark presented preliminary county results: ELA and eighth-grade math declines in places, and a reporting mismatch with ODE and student-information systems made K–3 literacy diagnostics appear missing though district files show tests were administered.
Miss Clark (speaker 2) presented preliminary county test results spanning 2022–24 and told the Northwest Local School District board that scores are mixed across grade levels. She said district scores rose in some areas and fell in others; in particular, third-, fourth- and eighth-grade ELA showed declines in some districts and eighth-grade drops as large as 12–15% in places. Math scores for eighth grade and algebra also trended lower in the preliminary data.
Miss Clark cautioned that some third-grade data were delayed because those districts administered paper tests; those paper results arrive later in the reporting cycle. She also described a K–3 literacy reporting issue: a change in how the Ohio Department of Education expects diagnostic-assessment data to be reported, coupled with how the student-information systems exchange files, made it appear that kindergarten through second grade had not been tested. Miss Clark said the district has the underlying files showing students were tested and that staff are working with the state to resolve the display and reporting mismatch.
The presentation included a multi-year trend sheet back to 2016 (with no 2020 data due to COVID cancellations) and a county-level comparison sheet. Miss Clark said curriculum directors are already examining item analyses and alignment issues; she noted that some staffing transitions can affect year-to-year performance but that the county-wide pattern on the eighth-grade test suggested a systemic factor rather than local staffing changes alone.
Board members asked for follow-up and context. Miss Clark said the formal report card will not be finalized until after state cleanup in August, and she reiterated the district’s goal-range of 85–90% proficiency. The board directed staff to dig into item-level analysis for ELA and math and return with recommendations.
What happens next: staff and curriculum directors will analyze item-level results, investigate alignment and instructional implications for K–8 ELA and math, and expect final report-card changes after state corrections in August.
