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Marion County reports year‑end PM3 gains in ELA, math and science; board stresses attendance
Summary
District staff reported a 4‑point gain in both ELA and math on year‑end PM3 assessments, improvements at several previously D‑rated schools, and strong science gains; board members applauded instruction and urged continued focus on chronic absenteeism (reported at 30.7%).
District assessment lead Jolene Vining presented the Marion County Public Schools’ end‑of‑year Progress Monitoring (PM3) results on June 18, reporting overall gains in ELA, math and science and improvements among several previously D‑rated schools.
"ELA PM3 showed a 4 percentage point gain overall for students in grades three through 10," Vining said, adding that every grade level and cohort improved when compared to the prior year. She reported a similar four‑point gain in Fast Math, with the largest increases in third, fifth and eighth grades.
Vining highlighted that four of five formerly D‑rated schools improved ELA proficiency and that all five increased math and science scores. She called out a four‑point gain in second‑grade reading and the district’s strongest second‑grade cohort entering third grade as a positive sign for future outcomes.
The presenter said science results were the highest in recent years and attributed gains to increased science literacy and hands‑on learning. Social‑studies performance also improved, with higher civics and U.S. history scores.
Board members praised classroom instruction and the district’s focused strategies. Board Chair Dr. James urged the communications office to prepare a press release so the district can release its narrative when official school grades arrive: "I would love for Mr. Christian's office to have the press release ready... so that when we get the official data... we can beat the newspapers to telling the story."
At the same time, the board acknowledged continuing challenges. Several members emphasized chronic absenteeism as a priority. Board member Thrower cited a chronic‑absence rate of 30.7% and urged continued partnerships with truancy court, the sheriff’s office and community organizations as part of a long‑term improvement plan.
Next steps: staff will continue targeted supports (phonics, intervention, remediation, attendance initiatives), prepare communications materials ahead of school‑grade release and provide additional analyses (for example, linking chronic absence with proficiency levels) at board request.
