The Dublin City School District received letter grades ranging from A's to D's on the latest Ohio Department of Education report card.

Dublin scored an A for its graduation rate, with a 97.5 percent four-year rate, but it received its lowest marks in the area of progress and gap closing.

The progress category is a measurement of growth students are making based on past performance. Dublin received a D.

The district also scored a D in gap closing, a measurement that shows how well schools are doing in closing the achievement gap of students based on income, race, ethnicity or disability.

The district was given C's in achievement, which represents the number of students who passed tests and their test performance, and K-3 literacy improvement.

The district received a B in prepared for success, a measurement of how well prepared students are for college and technical training.

The annual report card is only a "minor measure" of what the district is looking to achieve, said Dublin Superintendent Todd Hoadley, and the results must be put into context.

"We have fabulous teachers," he said.

Hoadley said he was frustrated with the frequency with which the metrics used in the state's grading system changed.

A few years ago, for example, the district received an A in the area of gifted education, while now, since metrics changed, it received a D, he said.

And while 98.9 percent of the district's third-graders met the so-called third-grade reading guarantee, the district only received a letter grade of a C -- an average rating, said Jessica Kroetz, the district's coordinator of data.

"In no school that I know of is a 98.9 percent a C," Hoadley said.

In regards to the district's two D letter grades, Hoadley said the district would not make an abrupt change to its strategies because a component of the report card is not where it needs to be.

"This is one of many ingredients," he said.

"One of the things that we're seeing across the board is that achievement levels are up," said Chris Woolard, senior executive director at the Ohio Department of Education.

The K-3 literacy component, which looks at how successful a district is at getting struggling readers on track to proficiency in the third grade and beyond, was listed as "not rated."

Woolard said the proper context is needed to understand the grades.

"We encourage parents and community members to talk to teachers and talk to principals," he said.

ThisWeek staff writer Thomas Gallick contributed to this story.

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