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District reports literacy gains and preliminary algebra pilot gains; Stanford hired to evaluate pilots
Summary
Staff reported solid K–2 growth tied to curriculum adoption and coaching, but said student academic ownership and pacing need work; preliminary algebra pilot results favor pilot models and the district has contracted Stanford for a rigorous difference‑in‑differences evaluation.
District curriculum and research staff reported progress monitoring results for literacy (K–2) and previewed preliminary findings from algebra pilot models used in middle grades.
For early grades, staff said STAR interim results show consistent growth across the year but fell slightly short of ambitious interim targets (example given: 59.1% proficiency vs. a 62% interim target). Instructional learning walks (99 classrooms) showed widespread use of adopted HMH materials and strong classroom culture; staff identified gaps in student academic…
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