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Lyon County schools report steady assessment results, big gains in work‑based learning and a drop in chronic absenteeism
Summary
The district reported near‑target K–8 growth, flat 9–10 MAP results attributed partly to spring testing fatigue, significant increases in work‑based learning opportunities and a drop in chronic absenteeism from about 35% to 26.6% over three years; board approved submission of the district report to the state.
Deputy Superintendent Dr. Stacy Cooper told the board that out of eight district goals for 2024–25, the district achieved or nearly achieved seven. Highlights included near‑target K–8 reading (57% vs. a 58% target), steady 9–10 MAP performance (52%, unchanged), an improved district graduation rate (87.6%), and notable expansion of work‑based learning and WorkKeys participation.
Dr. Cooper and executive staff cautioned the board that high school testing schedules clustered late in the spring — ACT, CTE assessments, NCRC/WorkKeys, MAP and finals — and that “testing fatigue” may have constrained MAP growth for grades 9 and 10. Several trustees described the same pattern: heavy assessment windows and concurrent finals can flatten spring growth measures even where learning occurred.
On workforce and career readiness metrics, the district reported large year‑over‑year gains. Work‑based learning “experiences” rose from 25,396 to 73,771; reported work‑based learning participation opportunities rose from 1,966 to 13,623 after a concentrated implementation push and new reporting processes. All high schools implemented WorkKeys as a district baseline.
Attendance was a strong performance area: chronic absenteeism fell from approximately 35.2% (2023–24) to 26.6% (2024–25), driven by incentives, outreach, data‑coding improvements in Infinite Campus and increased home visits by school resource officers. Dr. Cooper credited site teams, principal leadership and a working group of assistant principals for new monitoring practices and localized interventions (so‑called “mini‑SABs”).
Trustees commended the teams’ work while noting remaining challenge areas: scheduling of assessments, translating preliminary ACT gains into validated gains, and sustaining reductions in absenteeism. The board voted unanimously to approve the district performance report for state submission and to move forward with next‑year priorities.
The district will continue to refine testing windows, expand professional learning tied to the science of reading, and maintain intervention work that supported the attendance gains.
