Reynoldsburg City Schools earned an A for meeting all 24 standards on the state's new letter-grade state report card, but the district did not earn top grades on all of the new components.
The Ohio Department of Education released new state report card data Aug. 22.
A system of letter grades replaced ratings such as "excellent with distinction," which Reynoldsburg earned on last year's state report card.
The district's performance index score was 100.9, meaning it received a B for that category, which falls under the achievement component, along with the grade for meeting all 24 state standards.
Under the progress component, which measures whether students made a year's progress in math and reading in an academic year, the district earned an overall value-added grade of A. The score in in the value-added subcategory for gifted students was much lower -- a D -- indicating those students did not make a year's worth of academic progress.
The grade for disabled students' progress was a C, which meant those students did achieve one year's academic progress. For students in the lowest 20 percent, the district earned a B, indicating those students made more than one year's worth of academic growth.
The district received a B grade on the gap-closing component, which includes annual measurable objectives (AMO). Gap-closing replaced adequate yearly progress for student ethnic groups, students with disabilities, students who have limited English skills and students from low-income families.
In both its four-year and five-year graduation rates, Reynoldsburg scored a B.
"Overall, our performance was comparable to last year," said Tricia Moore, district director of shared services and partnerships.
"We earned A's in achievement and growth measures, similar to what resulted in our 'excellent with distinction' rating last year," she said. "We are also proud of our B in AMO, which indicates we are making good progress in addressing the needs of students, regardless of income, race, disability or language.
"We are proud of the progress we are making, but we won't be satisfied until every child meets his or her fullest potential," she said.
Moore said this year's state report card provides "a much more granular look at schools' performance with specific groups of children.
"We believe that's a good thing and it highlights areas where we can improve," she said.
She said district leaders are discussing strategies aimed at improving that D grade for the progress of gifted students.
"Our gifted students are performing very well on the state tests and other measures, but they aren't making the amount of academic progress from year to year that we would expect," she said. "We had an indication last year that our value-added for gifted students might not be as high as we would expect."
Moore said the district's first strategy will be an expansion of gifted programming so that more students have the opportunity to participate.
"We have invited parents to a meeting in early September to discuss other strategies aimed at increasing the rigor of instruction for gifted students in both our gifted programs and general education classrooms," she said.
Beginning with the 2015 state report card, the state will give districts letter grades in third-grade literacy and prepared for success, which measures students' college and career readiness.
The state also will give districts an overall letter grade starting in 2015, averaging the individual component grades, with some weighted more than others to make up the overall grade.