Cleveland Heights - University Heights School District officials say the new report card results show "consistent performance" but the results are not where the district wants to be.
The new report cards rate schools in nine different areas and districts will receive an A through F grade for each. While the district received Fs in three of the nine categories, the district also received four As. See the full results here.
"We refuse to be content with anything less than excellence, so we recognize that we have a great deal of work to do before our schools are performing to the level our community expects," said Superintendent Nylajean R. McDaniel.
Officials are hanging their hat on the four As, which came in the value-added categories. CH-UH Schools was the only district in Cuyahoga County and one of only eight in the state to receive As in all the value-added categories. Value-added analysis is a statistical method that measures the impact schools and teachers have on students’ academic progress from year to year.
"The value-added data shows us that while we are not meeting every indicator, we are helping our students grow and helping them meet and move beyond grade-level standards and expectations," McDaniel said.
"Whether the state uses letter grades or labels, the truth is always in the details. In this case, the details show that while we have a great deal of work left to do, our educational strategy is laying the groundwork for continued improvement in the future," she added.
Here are details from the report that school officials shared that show both the successes and the challenges ahead:
- CH-UH Schools is the only district in Cuyahoga County, and one of only 8 in the state of Ohio, that received A’s in all four value-added areas.
- Greatest gains are in grades 7 and 8 in math, reading and all tests.
- Wiley Middle School is one of only 3 schools in Cuyahoga County and 17 schools in the state to receive A’s in all four value-added areas.
- Each Value added subgroup – gifted, students with disabilities and students in the lowest 20 percent of achievement - showed great gains on all tests. The gifted group also had a high progress score in mathematics. Students with disabilities and students in the lowest 20% of achievement had high progress scores in reading.
- Proficiency ratings improved from last school year’s reading scores among 3rd, 7th, 8th, 10th, and 11th grade students.
- Overall, reading proficiency improved among the subgroups except Hispanic Students. Reading improvement was seen among All Students, Economically Disadvantaged, African Americans, Multiracial students, White students, and students with an IEP or LEP.
- Proficiency ratings improved from last school year’s math scores among 8th and 11th grade students.
- Proficiency ratings improved from last school year’s science scores among 8th and 11th grade students.
- Proficiency ratings improved from last school year’s social studies scores among 10th and 11th grade students.
- Proficiency ratings improved from last school year’s writing scores among11th grade students.
- The graduation rate increased for All Students, the Economically Disadvantaged, African Americans and students with an IEP.