Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Student Assessment topic
No spam. Unsubscribe anytime.
District reports midyear gains in reading and math; board asks for school-level data
Summary
District staff reported midyear assessment gains across elementary and middle grades, including roughly 19% third-grade reading growth and notable eighth-grade language usage gains; the board requested school-site comparisons and state benchmarking.
District staff presented midyear assessment results to the Moriarty-Edgewood School Board on Jan. 20, reporting measurable gains across elementary and middle grades and asking the board to view the data as midyear benchmarks.
Gatson Beatty, who presented the district’s compiled results from an NMPED‑approved assessment, said third-grade reading rose “about 19%,” fourth grade about 16% and fifth grade about 9%. Language usage growth at the elementary level included 14% in third grade, 4% in fourth and 5% in fifth. In elementary math Beatty reported third grade up 5%, fourth grade up 3% and fifth grade up 19%.
At the middle-school level, Beatty reported reading changes of roughly 0% for sixth grade, +4% for seventh and +8% for eighth; middle-school language usage gains were +3% (6th), +6% (7th) and +20% (8th). Middle-school math gains reported were +10% (6th), +8% (7th) and +4% (8th).
A staff member reminded the board that the district’s strategic goals call for at least 3% annual growth in English language arts and 5% annual growth in math; the presenter said the midyear benchmarks are intended to indicate trajectory toward those annual goals. A principal noted that IMASA/benchmark assessments measure the full year’s curriculum at each benchmark (beginning, mid and end of year), which can affect midyear proficiency figures.
Board members asked for comparisons to statewide results and school-site breakdowns; the presenter agreed to provide state comparison data and a school-by-school drilldown at a future meeting.
The district framed the results as promising midyear indicators rather than final judgments; principals and staff said targeted instructional supports and professional development remain priorities.
