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District test scores mixed; chronic absenteeism falls as some schools show big gains
Summary
Division reading scores were flat while math and science improved over three years; chronic absenteeism declined from 17.7% to 11.8%. Subgroup achievement gaps — particularly for Black students — remain a concern and will guide budget and program decisions, staff said.
Assistant Superintendent Patrick (Pat) Mclofflin presented a three‑year performance review showing mixed academic trends and notable declines in chronic absenteeism.
Mclofflin said division reading results have been "primarily flat" over the last three years and noted persistent achievement gaps for Black students in reading. Math and science showed gains: math rose from 69% to 74% and science from 67% to 70% over three years. The division's chronic absenteeism rate declined from 17.7% three years ago to 11.8% last year.
Mclofflin highlighted several local success stories: Brownsville Elementary posted strong gains in reading and math, and Monticello High significantly improved Algebra I pass rates. He also reported progress on Bellwether audit recommendations, saying the division had completed 89 of 92 recommended components.
Board members pressed for further analysis of subgroup overlap (economically disadvantaged, race and special education), asked how to scale successful interventions and discussed funding tradeoffs for tutoring, summer school and early‑childhood strategies.
Staff said the state All‑In tutoring program has been used to support before/after‑school and intercession efforts, and that summer school was supplemented in recent years to reduce class sizes and run algebra bridge work. Central‑office teams are providing targeted supports for low‑performing schools such as Woodbrook, and the board requested continued data‑driven plans and reporting in October and November.
