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Caledonia-Mumford reports 100% graduation for 2024; mixed Regents results prompt targeted summer supports
Summary
District officials reported a 100% graduation rate for the Class of 2024, an overall average daily attendance of 94.56%, and mixed Regents outcomes: Algebra 2 mastery rose 16%, chemistry mastery rose 11%, living environment passing rose 14% (mastery up 30%), while earth science dipped; staff said they will flag students for targeted summer interventions.
District administrators presented the middle- and high-school performance report at the July 9 board meeting, highlighting a 100% graduation rate for the class of 2024 and a number of subject-specific changes in Regents and local assessment results.
The administrator leading the report said, "we had a 100% graduation rate with the class of 2024," and praised staff across the district for supporting students. The superintendent and staff described changes in state testing rules from the pandemic period and noted that last year's temporary low-pass option was removed, returning expectations to pre-pandemic standards.
Key data reported in the presentation included an overall average daily attendance (ADA) of 94.56% and several subject-level changes: Algebra 2 mastery increased by 16 percentage points, chemistry mastery increased by 11 points, living-environment passing increased by 14 points and mastery by 30 points, while earth science showed a dip compared with the prior year. The presenter also said Algebra 1 was a newly administered test and that the district finished third in the region in pass rate for that exam, while not all regional data had been fully entered.
The administration said teachers and counselors would identify middle-level students who need additional support and that guidance staff (named in the packet) will flag students for summer interventions. The presenter emphasized the need to continue building a culture that values mastery and suggested incentives and instructional changes to raise middle-level mastery rates.
The report included public thanks to departing or interim staff and recognition of teachers credited with gains in specific subjects. Board members had no substantive questions beyond requests to table an unrelated board-evaluation discussion until leadership is finalized.
The board received the report; no binding policy changes or budget votes were taken at the meeting on these items.
