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District presents student performance data: enrollment, AP success and testing participation
Summary
District administrators presented student performance metrics, reporting an October 2024 enrollment of about 1,424 students, rising rates of economically disadvantaged students (18.3%), strong AP participation with 87% scoring 3 or higher on exams, and concerns about state assessment refusal rates affecting accountability figures.
District leaders presented a multi-part look at how they measure student progress, emphasizing both high-level outcomes (AP and Regents results) and classroom-level monitoring tools used to support students.
"I am old, but, we have 1,424 students," the presenter said while describing the October snapshot the state uses for enrollment figures. The presenter and assistant superintendent for curriculum and instruction described subgroup trends, noting economically disadvantaged students rose to 18.3 percent and that special education and ELL populations have been relatively stable.
Assistant Superintendent Corinne Ryan explained how the district uses I-Ready as a universal screening tool for grades K–8 and combines that data with state scores and classroom assessments to design interventions. "I want you to note that 37 percent of our 8th grade students do not take the 8th grade math state assessment, since they take the algebra regents," she said, explaining that a state waiver allows those students to sit for the Algebra Regents instead and that refusal/waiver rates affect reported proficiency.
The presentation highlighted Advanced Placement performance: last year the district had about 220 students in AP classes (roughly 45% of high school enrollment), administered more than 600 AP exams, and reported that 87% of exam takers scored a 3 or higher. The district noted it received a College Board "platinum" recognition and additional AP access and diversity awards.
Speakers described data-team processes used to track individual students and cohorts, threshold criteria (I-Ready: below 25th percentile; classroom assessments: scores of 70 or below), and the district’s practice of monitoring progress across years rather than relying on a single test result. Trustees asked questions about post‑graduation outreach and how COVID-era administration changes affected longitudinal comparisons; administrators said some cohort-level comparisons are complicated because assessments or administration (optional tests in 2021, no tests in 2020) changed during the pandemic.
Administrators said the district will continue using multiple measures (state tests, I-Ready, classroom assessments, AP participation and graduation rates) to evaluate programs and plan interventions.
