Page 40 - Superintendent Annual Report 24-25

Table 1
Comparison of Middle School Student Acceleration Rates (FY21 to FY25)
MASTER SCHEDULE COURSE ACCELERATION Change from Change from
FY21
FY25
FY23
Group
FY22
FY24
2021
2024
26.0%
4.2%
All Students
80.4%
69.6%
85.5%
The District Master Schedule Analysis system is part of the continuous improvement process for student sched-
63.7%
89.7%
uling. The goal is to strengthen and coordinate cohesive alignment across elementary, middle, and high schools
3.9%
30.8%
67.6%
58.6%
85.5%
89.4%
80.9%
Female - Black
by increasing access to accelerated courses for all students. Principals, school leadership teams, and principal
Female - Hispanic
78.0%
67.9%
62.0%
supervisors collaborate during the analysis process. 84.0% 89.3% 5.3% 27.3%
Female - White 76.6% 80.9% 89.9% 92.5% 94.0% 1.5% 17.4%
In FY25, the District improved the Master Schedule Analysis system through the following practices:
Female - ELL 31.0% 45.2% 61.9% 71.3% 80.5% 9.2% 49.5%
• Elementary principals provided feedback and recommended proposed coursework for students entering
Female - ESE 32.5% 42.2% 58.9% 68.3% 74.4% 6.1% 41.9%
grade 6, which increased enrollment in advanced coursework.
• Secondary principals continuously conducted in-depth analyses of course requests and scheduling,
Female - FRL 60.0% 71.4% 79.0% 85.3% 88.7% 3.4% 28.7%
focusing on the identification and removal of barriers to success in advanced coursework.
Male - Black 49.7% 60.3% 73.6% 79.8% 85.8% 6.0% 36.1%
• To support students in accelerated classes, school administrators collaborated to identify students who
Male - Hispanic 57.9% 61.5% 80.3% 87.0% 6.7% 29.1%
would benefit from additional resources. 72.0%
• Principals communicated to parents the importance of advanced coursework, emphasizing how these
Male - White 74.6% 77.2% 88.2% 90.5% 92.0% 1.5% 17.4%
opportunities help students better prepare for college and the Bright Futures Scholarship.
Male - ELL 30.2% 42.7% 56.9% 69.7% 80.5% 10.8% 50.3%
• Informational videos in English, Spanish, and Haitian-Creole showcasing students’ and parents’ testimo-
nials describing the benefits of advanced coursework were created and posted on the District website.
Male - ESE 31.5% 41.0% 57.9% 66.1% 71.7% 5.6% 40.2%
• Graduation data and scholarship dollar amounts were shared with families and the community.
Male - FRL 53.7% 64.3% 72.8% 80.8% 85.8% 5.0% 32.1%
Tables 2 and 3 show the middle and high school acceleration rates by subgroup from FY21 to FY25, along with
one- and five-year changes.

Table 2
Table 2
Comparison of Middle School Student Acceleration Rates (FY21 to FY25)
Comparison of High School Student Acceleration Rates (FY21 to FY25)
Change from Change from
Group FY21 FY22 FY23 FY24 FY25
2024 2021
All Students 46.7% 51.2% 59.5% 63.0% 67.5% 4.5% 20.8%
Female - Black 37.5% 44.5% 52.6% 55.8% 61.3% 5.5% 23.8%
Female - Hispanic 51.8% 56.0% 62.2% 66.7% 70.1% 3.4% 18.3%
Female - White 66.5% 69.4% 78.1% 79.5% 82.1% 2.6% 15.6%
Female - ELL 23.4% 31.3% 36.0% 39.6% 45.3% 5.7% 21.9%
Female - ESE 15.5% 21.2% 27.2% 32.4% 38.1% 5.7% 22.6%
Female - FRL 49.5% 53.2% 55.5% 60.5% 63.7% 3.2% 14.2%
Male - Black 23.3% 29.6% 36.0% 43.3% 49.8% 6.5% 26.5%
Male - Hispanic 38.3% 43.2% 50.4% 55.6% 61.2% 5.6% 22.9%
Male - White 54.0% 57.0% 67.3% 70.1% 74.2% 4.1% 20.2%
Male - ELL 18.8% 23.7% 28.5% 34.0% 41.1% 7.1% 22.3%

Male - ESE 11.8% 15.4% 21.3% 25.2% 33.2% 8.0% 21.4%
Male - FRL 35.6% 39.0% 41.9% 49.2% 54.0% 4.8% 18.4%

ELL - English Language Learners
SWD - Students with Disabilities

FRL - Free and Reduced Lunch
40 SUPERINTENDENT ANNUAL REPORT