Groveport Madison and its State Report Card results

By Rick Palsgrove
Southeast Editor

Groveport Madison Schools officials are sifting through the results of the 2019 State Report Card and its ever changing rules and measurements.

“The State Report Card is a constant, complicated moving target,” said Groveport Madison Superintendent Garilee Ogden. “There are so many misconceptions about these measurements.”

Groveport Madison Schools earned an overall grade of “D” on the annual State Report Card, which was recently released by the Ohio Department of Education.

“It’s disappointing,” said Ogden of the result. “But we’re not giving up. We are committed to make this better.”

Ogden noted that, though the district’s overall grade was “D,” eight of the district’s 10 schools individually earned an overall grade of “C.”

“Over the past five years, every school improved its State Report Card grade in at least two of the five indicators, with many improving by two or more grades over the period,” said Ogden. “Six of our 10 schools improved their ratings by more than three grade levels in various state measures.”

Groveport Madison’s overall results
Ogden said that, while the overall report card grade is not what the district hoped for, the individual report card components and other data indicate student achievement has increased over the past five years.

“Since 2014, despite increased standards and increases in cut-score thresholds, the district has increased its performance in three key state indicators – Gap Closing, K-3 Literacy, and Student Progress,” said Ogden. “We maintained the same report card letter grade on the Performance Index Score and our graduation rate measures.”

The State Report Card gives each school district in the state an overall grade after factoring in six component grades. The overall grades for Groveport Madison are:

•Achievement – “D” This represents whether student performance on state tests met established thresholds and how well students performed on tests overall.

• Progress – “B” This score represents the amount of learning a student acquires over the course of one school year.

“This year, the district earned a ‘B’ on the overall progress measure,” said Ogden. “Also, the district received ‘B’s’ for the academic growth of its students who struggled the most (the lowest 20 percent of achievers), for students with disabilities, and for students who receive gifted services.”

• Gap Closing – “C” Shows how well schools meet the performance expectations for the most vulnerable students in English language arts, math, graduation and English language proficiency.

“Since 2014, the district’s ‘Gap Closing’ grade increased from an ‘F’ to a ‘C,” said Ogden. “It indicates how we are meeting the performance expectations for students of various ethnicities, abilities, English language proficiency, and socio-economic conditions.”

• Graduation Rate – “D” Looks at the percent of students who are successfully finishing high school with a diploma in four or five years.

Groveport Madison’s graduation rate for 2018-19 was 81.1 percent graduating in four years and 85.9 percent graduating in five years.

When asked by Groveport Madison Board of Education member Nancy Gillespie why the graduation rate is low, Ogden said there are several factors, including: some students do not want to be in school; some students are affected by outside influences or have to leave school to help support the family; and some families move away without notifying the district they are officially withdrawing their kids from Groveport Madison.

“When they withdraw without notifying us it shows up statistically as that they dropped out,” said Ogden. “Often we cannot find where they went.”

• Improving At-Risk K-3 Readers – “C” This component reviews how successful the school is at improving at-risk K-3 readers.

• Prepared for Success – “F” Looks at how well prepared Ohio’s students are for future opportunities.

Looking ahead
“We know our academic improvement plan is working,” said Ogden. “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.”

Visit to review the State Report Card.

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