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USD 383 accountability report shows incremental assessment gains, board hears details on attendance and subgroups
Summary
At the April 1 meeting, district staff reviewed KSDE accountability metrics, noting incremental gains in state assessments for several subgroups, a district attendance rate in the low 90s, a 3.1% dropout rate (grades 7–12) and work to address chronic absenteeism and subgroup gaps.
Manhattan-Ogden USD 383 officials reviewed the district accountability report at the April 1 Board of Education meeting, presenting KSDE data and district indicators about academic performance, graduation, attendance and post-secondary outcomes.
Mrs. Titi walked the board through the publicly available KSDE performance accountability reports and explained that some measures (for example, post‑secondary success) use lagging data. She described the Kansas Star recognition process and said district teams had prioritized getting fundamentals in place before pursuing additional recognition.
The presentation included a snapshot of nearly 7,100 students and showed district trends for graduation rates, attendance and student achievement. Titi noted a district attendance rate in the low 90s (92.6% in 2024; 92.8% in 2025) and said chronic absenteeism — students missing 10% or more of the year — rose during COVID and is improving slowly as the district addresses data quality and interventions. The district's dropout rate for the most recent year was 3.1% (grades 7–12), with staff noting that exit-code complexities and GED completions can affect that measure.
On state assessments, the report highlighted growth in several areas and subgroups. Titi said the district is focused on increasing the share of students scoring at levels three and four and is emphasizing subgroup performance so that gains lift the whole system. Board members discussed cut-score changes tied to a new test and asked follow-up questions about subgroup strategies, gender gaps and building-level variation.
Board members praised staff for steady improvement but emphasized there is more work to do: ‘‘We want those subgroups to show growth and then that will lift our numbers for all of our students,’’ a board member said. Titi and board members agreed to continue using data-driven, team-based strategies and to review building-level results through the district's school-improvement model.
