Superintendents discuss education scorecard results

A recent study reveals Idaho's schools ranked 30th in math recovery and 38th in reading from 2019–2024. While some local districts show progress in the post-pandemic educational landscape, others continue working to create more stable learning environments.

The Education Recovery Scorecard, a joint effort between Harvard and Stanford universities, measures academic recovery following pandemic disruptions. Their third report, released earlier this month, showed 91% of Idaho students below 2019 math achievement levels and 96% below reading levels.

The study also examines district income levels, finding that academic recovery typically moves faster in higher-income districts.

Wallace shows math gains

The Wallace School District data reveals students averaging almost half a grade level ahead in math. Before the pandemic, they were slightly above grade level but managed to gain ground over the next four years.

WSD sits on the higher side of the median income, with 496 students enrolled and just over 41% receiving free or reduced lunch.

Superintendent Todd Howard credits his district's math success to strategic staffing changes at both schools.

"At the WJSH we hired an additional middle school teacher which allowed for smaller classes, provided additional intervention periods, and created a collaborative team that focuses on student data," Howard explained. "At the elementary school, there were changes made building-wide to our math intervention staff. For the 24-25 school year, two paraprofessional positions were combined, which allowed us to hire a certificated teacher."

These changes prompted curriculum adjustments that Howard said were not being addressed with our primary math curriculum. He then relied on his staff to research additional support materials and assessments.

While WSD had no reading data available for 2019–2024, Howard remains proud of his district's math performance.

"I am very pleased to see that our students are improving and performing at levels above the state average," Howard said. "Our intentions are to continue with the hyper-focus on math instruction and student performance into and beyond the '25-'26 school year."

Kellogg faces different challenges

The story differs for Kellogg School District, which serves 1,129 students across four schools. Nearly 76% of these students receive free or reduced lunch, the seventh-highest percentage among tracked districts.

According to the ERS, Kellogg is one of six districts that have fallen behind by more than one grade level in both math and reading since 2019. On average, KSD students were just below grade level in mathematics in 2019, but that number has fallen to 1.16 grade levels behind. Reading scores have seen an even steeper decline, dropping 2.15 grade levels over four years.

Superintendent Lance Pearson acknowledges the data but highlights the district's efforts to address these challenges, including implementing a 4-day school week for the 2024-25 school year.

"The 4-day week was chosen due to some of these numbers as a long-term solution," Pearson said. "Thus far, our testing numbers are higher than they have been post-pandemic, but it is too early to draw conclusions."

Pearson emphasizes that standardized testing in low-income areas often reflects challenges beyond schools' control.

"Research consistently shows that students from lower socioeconomic backgrounds tend to score lower on standardized tests compared to their higher socioeconomic peers," Pearson said. "One cannot separate test scores from lower socioeconomic factors."

The district has made progress in reducing absenteeism this school year, largely due to the 4-day schedule. Additionally, 100% of elementary and middle school students receive free lunch through a USDA grant, addressing food insecurity concerns.

Other challenges remain, including facility overcrowding and staff retention.

"We have tentative plans in place to help with easing our overcrowding in our elementary schools," Pearson said. "Because facility improvements often require running a bond, we would like to see more enrollment data to ensure our high numbers in our elementary schools are a trend as opposed to a bubble."

Despite the concerning ERS numbers, Pearson highlights areas of growth, including thriving music programs, high extracurricular participation, expanded CTE programs, and successful implementation of a new behavior program.

"While we do use the snapshot results of our testing, it is only one of a myriad of measures that we use to determine the effectiveness of our system," Pearson said. "Standardized tests often only measure a narrow range of skills, not the full scope of quality education... The Kellogg School District believes in the full scope of quality education, and we strive to educate the whole child."

For the full report on Idaho's Education Recovery Scorecard, visit www.educationrecoveryscorecard.org.