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Jackson Public Schools reports a 10.3-point rise in graduation rate, narrows gap with state
Summary
Jackson Public Schools says its graduation rate climbed from a 2019–20 baseline of 75.1 to an 85.4 accountability rate, a 10.3-point gain; officials credited targeted interventions, subgroup supports and dropout-prevention strategies while noting remaining gaps for specific student groups.
Jackson Public Schools reported a districtwide graduation rate of 85.4 for the 2025 accountability year, an increase officials said represents a 10.3-point gain from the 2019–20 baseline. The superintendent and assistant high‑school superintendent framed the rise as the result of targeted interventions, graduation coaches and new program offerings.
Assistant Superintendent Dr. Marsha Thomas told the board the district’s graduation rate rose from 75.1 in 2019–20 to 85.4 — calling it a 10.3-point improvement — and said that, by the district’s strategic benchmark, the goal is 90% by 2029. "Since 2019–20 we've had a 10.3 point increase in our graduation rate," Dr. Thomas said. She added that the district’s dropout rate has fallen from a 2020 high of about 19% and that some schools and subgroups have seen especially large gains.
Dr. Thomas highlighted examples: Lenir Junior‑Senior High showed a 28.1‑point increase (from 59.5% to 87.6%), Callaway rose from 66.4% to 85.5%, and Forest Hill improved into the high eighties. She also noted subgroup progress: students with disabilities improved by about 25.8 points since 2019–20, while limited‑English‑proficiency and homeless students continue to trail the district average. "Our students with disabilities graduation rate is 67.6," she said, and the district continues to include those subgroups in the dropout‑prevention plan.
Board members asked about the lag between the graduation cohort and the accountability year; Dr. Thomas explained that reported accountability figures reflect the prior cohort and that data timing can cause apparent mismatches. The board also pressed for details on how students classified as dropouts are tracked; when students move without documentation the district may carry them as dropouts if state deadlines for transfer confirmation are missed. "We have to produce evidence by a particular date for the state to remove a student from the dropout list," she said, adding district staff sometimes locate students later but after the deadline.
Board members and administrators pointed to a set of district strategies — virtual learning options, graduation coaches, expedited supports for students working or with health needs and participation in career‑focused programs — as key contributors to the improvement. "These are kids. These are people," one board member said, urging continued effort despite recent gains.
The board received the presentation and asked for follow‑up materials on subgroup trends, the methods used to validate transfers, and any planned actions to accelerate progress toward the 90% strategic goal.
