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Forsyth County Schools present 2025 Georgia Milestones results, outline next steps for literacy and math
Summary
At a Sept. 9 workshop, Amy Bartlett and Tim Keiser presented 2025 Georgia Milestones EOG and EOC results showing Forsyth County Schools ranked first among large systems in multiple subjects and outlined curriculum, screening and professional-learning steps to raise proficiency further.
Amy Bartlett, a member of the district’s teaching-and-learning team, and Tim Keiser, described as the district’s accountability coordinator, presented results from the 2025 Georgia Milestones testing to the Forsyth County Schools board during its Sept. 9 workshop. Bartlett said the presentation “share[s] with you the results of the 2025 Georgia Milestones comprehensive assessment program.”
The presenters reported that Forsyth County Schools “achieved the highest scores in the state among large systems” in multiple math EOG grades and in several high-school level EOC subjects, and noted that several schools placed in the state’s top 20 for EOGs and EOCs. Keiser explained the district compared systems that tested 1,000 students or more and used both proficiency rates and mean scale scores for rankings; Bartlett and Keiser emphasized the presentation uses both metrics to evaluate instructional effectiveness.
On reading and English language arts, the district highlighted strong proficiency rates across grade bands, with American literature (11th grade) singled out: presenters noted an 87.2 percent proficiency figure for that measure. Keiser and Bartlett cautioned that the state’s new ELA standards are being implemented this year and that direct year‑over‑year comparisons are limited; Keiser said the state attempts to equate tests but “it can’t be 1 to 1 comparison.”
In math, presenters said Forsyth County ranked first in mean scale scores at every grade level shown and described longitudinal gains since 2022. Keiser said the district is expanding rigorous math access, citing a systemwide rollout of Beast Academy after a pilot program to better serve gifted and high‑level learners.
For science and social studies, presenters described curriculum alignment and instructional changes: the district adopted a new K–5 science program, PhD Science, and is using document‑based questions and free‑response practice to strengthen literacy in social studies. Keiser noted the district’s practice of offering a high‑school physical science course to eighth graders so they may earn credit in middle school, and he described how differences in who takes certain courses across systems can complicate direct comparisons.
Both presenters framed the results as a starting point for targeted action. Bartlett said the goal is “not just a summary of the data, but as a result of this data, what action steps are we taking moving forward to continue to improve,” and outlined actions including expanded universal screening through eighth grade, use of I‑Ready for interim monitoring, new curriculum maps, and grade‑banded professional learning modules for teachers.
Board members thanked the presenters and one member cautioned against complacency despite top rankings, urging continued focus on the students who remain below proficiency. The presenters told the board the district will follow this with a late‑fall presentation on the College and Career Ready Performance Index (CCRPI), which will provide a related view that includes subgroup flags and additional readiness indicators.
The board did not take formal action on the results during the workshop; presenters said action steps are incorporated into school improvement planning and will continue to be implemented and monitored.
