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Glendora High leaders cite academic strengths while trustees press for targeted action on math scores
Summary
Glendora High School leaders presented strong AP and college‑readiness metrics but acknowledged math and special‑education subgroup gaps; trustees asked administrators for a focused plan and a follow‑up meeting to address year‑to‑year declines traced to earlier instructional practices.
Glendora High School Principal Jamie Nurel and her leadership team presented the school’s annual report on academics, extracurriculars and campus culture, citing a 97.7% graduation rate and an 88% AP pass rate. The presentation highlighted robust extracurricular participation and a range of supports the school is expanding for English learners and students with disabilities.
At the same time, trustees pressed administrators on subgroup math performance. The 11th‑grade math standard‑proficiency measure reported in the presentation was 49.6% meeting or exceeding standards, with special‑education and certain subgroup scores notably below standard. Trustee Clifford requested a focused, near‑term plan and asked to meet with district instructional leadership to identify immediate supports for students ahead of spring testing.
Dr. Naro, executive director of teaching, learning and accountability, said the district is analyzing long‑term trends and told trustees that the math declines are not new. "The problem we're seeing in math started in 2017," Dr. Naro said, adding that improving foundational literacy and cross‑discipline instructional practices is part of a multi‑year approach that will feed math gains.
Administrators said they will use interim assessments, targeted interventions (including expanded math and ELL after‑school supports) and professional learning to address the gaps. Trustees requested a follow‑up meeting to develop targeted, actionable steps the district can support this school in implementing before next testing cycles.
What’s next: Trustees and district instructional leaders agreed to meet to identify immediate interventions and to track interim assessments in the 2025–26 planning process.
