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Covington board hears SAT-transition results and district readiness data
Summary
District staff reported spring assessment results after Kentucky's transition to the SAT, saying the high school's reported average score was 84 and that roughly a third of students met SAT benchmark indicators; staff also reported 82% of graduates as "transition ready," with college/career breakdowns provided and additional STAR/Pearson results discussed.
The Covington Board of Education on Tuesday reviewed spring assessment results following Kentucky's statewide move from ACT to the SAT, hearing data staff said shows mixed shifts and signs of progress.
Mr. Magnar, who presented the data, told the board that "our average score at the high school is 84" and that district staff have seen increases in the share of students meeting college- and career-readiness benchmarks after the statewide test transition. He also said the district's internal calculations show about 32% of students "benchmarked on the SAT," a rise from prior ACT benchmarks as reported by staff.
The board heard additional readiness figures staff described as unofficial district calculations: 82% of graduates were reported as "transition ready," with breakdowns shown to the board of approximately 48% meeting the district's college-ready criteria and 53% meeting career-ready criteria. Board members pressed for definitions and supporting documentation; staff said those details and a more granular breakdown were sent by email and will be available for follow-up review.
District staff also reviewed STAR predictive proficiency data and Pearson-created science and social studies assessments. On STAR, staff explained how the tool predicts spring outcomes and noted the district outperformed STAR's expected growth in at least one cited measure by roughly five percentage points. On Pearson assessments, the presentation highlighted strong fifth-grade social studies performance at one elementary school as a promising example of effective classroom practice.
Board members, including Dr. El and Dr. Edland, asked about the evidence linking contracted interventions to student outcomes. In response, staff said the district has multi-year trend materials and teacher/leader reports showing positive direction with some partners but acknowledged that not all datasets are yet organized into complete student-level, measurable outcome reports for every contract.
The presentation ended with staff outlining next steps: continuing targeted interventions, expanding intervention time at the high school level and sharing more complete documentation with board members before the next meeting.
Ending: The board did not take formal action on assessment items Tuesday; members requested the detailed definitions and underlying reports be circulated in advance of the next board meeting so trustees can review the methodology and subgroup outcomes.
