Page 38 - Superintendent Annual Report 2023-24

Across subgroups, students in accelerated courses outperform students in regular courses. Tables 5 and 6 detail the
difference in the percentage of students scoring on grade level between students in accelerated math courses compared to
those in regular math courses by subgroup.

Table 5
Percent of Elementary Students Scoring Level 3 and Above on FY24 FAST Math by AMP vs.
Regular Math Instruction, Spring Progress Monitoring
Total Grade 3 Grade 4 Grade 5
Group AMP Reg Math AMP Reg Math AMP Reg Math AMP Reg Math
All Students 84 50 76 49 88 50 97 51
Asian 95 70 93 69 95 67 100 73

Black 72 40 62 41 80 41 95 39
Hispanic 78 47 70 46 83 46 95 48
Multi 92 61 89 63 93 59 99 62
Native 80 50 81 44 75 51 88 52
White 92 66 87 64 93 66 99 66
Female 82 48 73 48 87 47 97 50
Male 86 52 79 51 89 53 98 52
ELL 58 35 52 37 74 34 90 32
Non-ELL 88 57 82 55 89 57 98 58
SWD 65 32 56 32 85 33 92 31
Non-SWD 86 55 79 54 88 55 98 56
FRL 75 44 66 43 82 44 95 44
Non-FRL 91 60 86 60 92 60 99 62

As a District, progress monitoring tools such as FAST Progress Monitoring assessments ensure students’ placement in
accelerated mathematics courses and supports their academic success along an accelerated pathway. Teachers of
accelerated courses are provided annual professional learning to ensure they have the tools and strategies to support
students in rigorous coursework and above-grade-level expectations for learning. In FY24, 358 teachers attended monthly
professional learning sessions focused on the specific content and strategies integral to the academic success of the students
they teach. Through professional learning and support, the District has seen a 2.5% increase in enrollment in accelerated
coursework across all grade levels and subgroups.

38 Superintendent Annual Report 2023 - 2024