District Continues to see Steady Improvement on the State Report Card

While looking forward to the results of the 2019 State Report Card, we somewhat expected that a change in how the state calculated graduation rates this past year might impact our overall report card grade.

While the overall report card grade may not be what we were hoping for we know from looking at the individual report card components and other data, our student achievement has steadily increased over the past five years. Since 2014, despite increased standards and increases in cut-score thresholds, the District has improved its performance in three of the key state indicators (Gap Closing, K-3 Literacy, and Student Progress). We also have maintained the same report card letter grade on the Performance Index Score and on our graduation rate measures.

Over the past five years, every school has improved its state report card grade in at least two of the five state indicators, with many improving by two or more grades over the five-year period. In fact, six of our ten schools have improved their ratings by more than three grade levels in various state measures, and eight of our ten schools have achieved an overall grade of a “C” on the 2019 state report card.

One of the most significant measures of student achievement on the state report card is the Student Progress component (formerly referred to as Value-Added). This score represents the amount of learning that a student acquires over the course of one school year. This year, Groveport Madison Schools earned a "B" letter grade on the overall progress measure. Also, the District received "B" letter grades for the academic growth of its students who have struggled the most (the lowest 20% of achievers), for students with disabilities, and for students who receive gifted services. 

Since 2014, the District’s Gap Closing grade has increased from an “F” to a “C.” This measure indicates how we are meeting the performance expectations for students of various ethnicities, abilities, English language proficiency, and socio-economic conditions.
We know the academic improvement plan we have in place is working. We will continue focusing on academics, being intentional in our lessons, teaching practices, and professional development. We also will continue to improve our school climate and culture, creating environments where students feel safe and well-cared-for and where they believe in their ability to take the necessary action to accomplish the tasks before them.

We are excited about our potential to continue these improvements over the course of the for the 2019-202 school and for the years to come.  

* Ohio launched new achievement tests beginning in the 2015-2016 school year.

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