The state's latest tool of measuring school-district performance reveals no surprises for the York City School District.
Having newly embarked on a state-mandated recovery plan that aims to improve academics and achieve financial solvency, district officials knew to expect low scores in the report released to the public Friday.
Known as school performance profiles, the new system awards a score from 0 to 100 to each school building in Pennsylvania based on state test scores and other data, such as graduation and attendance rates.
While the packaging of the data has changed, the message delivered remains the same, Superintendent Eric Holmes said.
The district's scores are low and need to improve.
"Of course, we're going to use it to help us grow. But it isn't new information for us, and there's nothing surprising in what we have here," Holmes said.
Each of the York City School District's six K-8 schools scored below 70.
With a score of 61.2, Davis scored the highest among the district's schools. At Davis, about 56 percent of students scored advanced or proficient in math. In reading, about 45 percent of students scored advanced or proficient.
Devers received a score of 56.6. About 52 percent of students at Devers scored advanced or proficient in math, and about 43 percent scored advanced or proficient in reading.
Jackson received a score of 49.4. About 42 percent of students at Jackson scored advanced or proficient in math, and about 41 percent of students scored advanced or proficient in reading.
Ferguson received a score of 44.8. About 41 percent of students at Ferguson scored advanced or proficient in math, and about 37 percent of students scored advanced or proficient in reading.
McKinley received a score of 42.8. About 32 percent of students at McKinley scored advanced or proficient in math, and about 31 percent of students scored advanced or proficient in reading.
Goode received a score of 39.5. About 35 percent of students at Goode scored advanced or proficient in math, and about 27 percent of students scored advanced or proficient in reading.
Scores for William Penn Senior High School were not yet available Friday.
"While these scores are certainly helpful, we already knew what they would be," Holmes said. "We're going to be following the criteria set forth in the recovery plan. We're confident that we'll be able to meet those goals."
Those goals include doubling the percentage of students who score advanced or proficient in reading and math standardized tests during the next five years.
To track their progress, district administrators are regularly visiting the district's schools and classrooms. They're using a point-based system that aims to identify areas of needed improvement, like attendance rates or student engagement.
The system was modeled after the student performance profiles, Holmes said.
If a school does not show adequate progress by the end of the 2014-15 school year, the district could elect to turn the building into a charter school.
- Reach Erin James at firstname.lastname@example.org.