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District reports mixed results on STAR benchmarks; early literacy shows gains
Summary
District staff presented fall STAR benchmark data showing reductions in the lowest proficiency levels for early literacy and reading (grades K–8) and largely unchanged Star math scores over three years; a parent/attendee later raised concerns about cultural bias in the test.
Michelle Martin, Director of Data Reporting and Programs, reported results from the fall benchmark window (Sept. 3–20) at the Oct. 24 board meeting, explaining the district uses Star Early Literacy for K–2, Star Reading for grades 3–8 and Star Math for all grades.
Martin said the three-year comparison showed improvements in Star Early Literacy with movement of students out of the lowest proficiency level and a decrease in the percentage of students at the lowest level in Star Reading from 2022 to 2024, along with a slight increase in students who met or exceeded expectations. "As you can see from this slide we are seeing improvements in this assessment especially in moving students out of the lowest level of proficiency," Martin said. She reported Star Math scores have "basically remained the same" over the last three years.
During public comment later in the meeting, Dr. Ryan Reed raised concerns about perceived cultural biases in the STAR assessment and asked what protocols or supports are in place to help minority students succeed on the test. Board members and staff recorded the comment for follow-up; no immediate policy change was made at the meeting.
