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APS reports early-reading gains but board presses for root-cause analysis and parent engagement
Summary
Superintendent Duran Blakey told the board APS met interim early-literacy targets—1st grade 29.2% and 2nd grade 33%—but board members sought more detail on principal coaching, root-cause reviews for lagging cohorts, access to GLAD professional development and supports for families.
Superintendent Duran Blakey told the Albuquerque Public Schools Board of Education on July 15 that the district met its interim early‑literacy goals for first and second grade this year.
"Our 1st grade students reached 29.2% proficiency, which is well above our interim target of 23%," Blakey said, adding that second‑grade proficiency reached 33% versus a target of 24.3%. She described the results as “encouraging gains” while cautioning that not all student groups experienced the same improvement.
Those gains, district leaders and board members said, matter because early reading proficiency is a foundational predictor of later academic success. The presentation framed the interim goals as milestones through 2026; the district will propose new interim targets for the final phase of its 2028 outcomes.
Board members immediately focused questions on implementation details that could explain and sustain the gains. Board member Rebecca Benson asked how "principal coaching" actually works in practice and whether principals have time to coach teachers. Chief Academic Officer Sherry Jett responded: "Our principal coaching is focused with our assistant superintendents and associate superintendent coaching our principals in the work of the 90‑day plan... Priority schools do receive coaching once a month; emerging schools have coaching four times a year; distinction and acceleration have fewer visits." Jett said coaching is aligned to principals’ professional development plans and to the district's observation rubric.
Board members also pushed the district to make clearer the district’s approach when goals are not met. Jett and Associate Superintendent Anna Chavez said the district conducts root‑cause analyses when targets are missed and will pull the ten schools that showed the strongest growth for case study in the coming year to identify replicable strategies. The district said it will provide the board with school‑level lists and additional analysis at the beginning of the school year.
Access to GLAD (Guided Language Acquisition Design) professional development drew particular attention from board members concerned about English‑learner outcomes. An executive director with expertise in English‑learner supports explained that GLAD training seats are funded with Title III funds and are shared regionally. "We have to allow anybody in the metro area; we're sharing those funds," the executive director said, adding that APS tries to centralize costs and expand capacity but must work within the availability of PD providers.
Several board members urged stronger family engagement to reinforce early learning at home. Blakey said conferences and family‑liaison roles are primary levers now and that the district will explore more consistent, in‑person supports and outreach—especially for grandparents and caregivers who may need extra help using technology or navigating school resources.
What’s next: district staff said they will provide the board with further school‑level data about which schools drove the gains, the results of initial root‑cause work, and recommendations for which interim strategies will continue. The board indicated it wants school‑level evidence that coaching, instructional materials and family‑engagement investments are translating into sustained classroom practice.
