FCPS staff present Goal 4 and ABLE data showing gains in course persistence but persistent gaps for some student groups
Loading...
Summary
Staff told the school board that ABLE transcript analysis shows improvements in advanced course access and early increases in math persistence at some schools, while multilingual learners and students with disabilities continue to lag; principals described school‑level advising, heritage‑speaker pathways and vertical articulation as responses.
Fairfax County Public Schools staff presented their annual Goal 4 report to the school board on May 7, highlighting academic‑intensity measures derived from the ABLE transcript analysis and describing targeted school strategies aimed at increasing students’ readiness for postsecondary study.
ABLE, a transcript‑based analysis tool, was presented by data staff as focusing on three “momentum” metrics — academic intensity, grade‑point average and test scores — with academic intensity measured across five subjects on a 25‑point scale. Dr. Gehring said the district looks for combinations of advanced coursework, persistence and higher‑level STEM sequences that predict postsecondary momentum: “The 3 biggest indicators are the academic intensity, the GPA, and the test scores,” he said.
Staff reported that roughly 74% of students met the academic‑intensity threshold at baseline, but that the rate varies substantially by student group and subject. Ms. Neal told the board that while 82% of the most recent senior cohort completed advanced coursework or earned CTE completer status, the overall rate declined from baseline and the division is not yet on track to meet 2030 targets for most groups.
Principals from four high schools described how they are using ABLE data at the school level. Amy Goodlow of Chantilly High School said the school changed advising language and expanded pathways to encourage math persistence, reporting a 7‑percentage‑point increase in rising‑senior math persistence and that “91 percent of our seniors are currently opted into a math course for next year” (with an adjusted estimate closer to 98% for twelfth graders when accounting for exits and alternative programs). Raven Jones of McLean said ABLE revealed a stark gap at her school — 87% of students overall were identified as ready or highly ready, but only 19% of multilingual learners and 45% of students with disabilities were identified as ready — prompting targeted advising, a Spanish heritage‑speaker honors offering and vertical articulation with feeder schools.
Other principals described interventions that include intensive family advising sessions (Chantilly held grade‑level Zoom meetings that reached more than 400 families), early AP workshops for first‑time AP students, and small‑group executive‑functioning supports during school time to help students persist in rigorous coursework.
Board members pressed staff on what systemwide measures will follow school pilots. One board member asked for concrete budgeted options, saying: “If it’s so great, what is your plan, doctor Reed, to make it more accessible?” Staff acknowledged that scaling differentiated and wraparound supports will require budgetary tradeoffs and additional coordination with state education leaders, and they offered follow‑ups on teacher endorsements, Title I breakdowns and plans to expand ABLE to middle schools.
The work session concluded with board requests for further data — including program audits, appeals and screening counts, Title I comparisons, and capacity numbers with and without temporary classrooms — and staff indicated they will return with details at future work sessions.
