Although she is generally pleased with the Marysville school district's grades on the revised state report card released Aug. 22, Superintendent Diane Mankins said it is difficult to say how the district did in a snapshot because the system is so new and detailed.
Gone is the rating system that produced "excellent with distinction" rankings for the district. The Ohio Department of Education is now handing out letter grades from A through F in various categories, although overall letter grades for districts won't be available until 2015.
Marysville's report card scores for the 2012-13 school year are:
* An A in standards met, for meeting 23 out of 24 performance indicators.
The only indicator not met was eighth-grade science. The state standard for passage in that category was 75 percent, Marysville scored 74.8 percent.
"You can't get much closer than that," Mankins said.
* A grade of B in Performance Index, which measures the achievement of all students enrolled for a school year. The district scored 101.8 points out of 120, giving it an 84.8 percent score.
* An A for its four-year graduation rate and a B for its five-year graduation rate.
* An overall grade of A in Value-Added, which measures how much academic progress students make in a school year.
The overall grade takes into account the grades the district receives for students with disabilities, gifted students and the lowest 20 percent in achievement.
The subgroup of students with disabilities received an A, but the subgroups of gifted students and students in the lowest 20 percent of achievement each received a C.
"When you get expected growth, which is only one year's growth, it's a C. It's average," Mankins said. "We're pleased with that overall. We certainly want to see more growth in 'gifted students' and the 'bottom 20 percent' but they did see a year's growth."
* A letter grade of B for gap-closing, which replaces Adequate Yearly Progress. It basically analyzes how the district is closing gaps among the subgroups.
Mankins said the gap-closing numbers are difficult to explain.
"For just anyone looking at it, at first glance it might be easy to be critical without understanding all the pieces and parts that go into it," she said.
In gap-closing scoring, schools have to meet particular goals for each subgroup, she said. However, each building is also rated and can have its preliminary grade lowered if other performance indicators are not met, such as participation and attendance rates.
"Overall, we're pleased," Mankins said of the latest report card. "This helps us recognize some areas where we need to improve. It reminds us that the achievement growth of every single student matters.
"We know and recognized that we have some subgroups that we need to continue to work on but they are growing. We weren't far off."