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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 ownership and lesson pacing that led teachers to truncate student work time and reduce use of text‑dependent questioning. To address the gaps, curriculum teams described summer foundational‑skills institutes, coaching cycles, Spanish‑language pathway institutes and MTSS planning to strengthen tier‑2 interventions.
On middle‑grade math, staff described five algebra pilot models (algebra as elective, algebra for all, compression, online, summer) and noted that roughly 40% of this year’s eighth‑grade cohort participated in one pilot. Preliminary STAR Math comparisons show students in pilot models generally outperforming district averages; staff cautioned selection bias and limited sample representativeness. The board heard that the district has engaged Stanford researchers to run a pre‑analysis plan and a longitudinal difference‑in‑differences study, using prior years’ data and additional outcomes (course grades, attendance), with results expected in 2026.
Commissioners asked about scale‑up, credentialing and equity (which students are included and where pilot offerings are located). Staff said secondary math teachers need a single‑subject math credential to teach algebra and pointed to contractual scheduling constraints that can affect who can pick up courses; staff also said an algebra elective and an automatic enrollment (opt‑out) model both have tradeoffs and that the forthcoming analysis will examine causal effects and equity implications before district‑wide expansion decisions.
No formal action was taken at the meeting; the board asked staff to follow up with more disaggregated data and to consider equity and geographic access in any scale‑up.
