DUBUQUE, Iowa (KCRG) – Seven of 18 schools in the Dubuque Community School District are rated “acceptable” or better by the Iowa Department of Education based on data from last school year.

State performance profiles for 2023-2024 are noted Iowa Schools with a new section. Chronic absenteeism and student science skills and development are among the latest additions to the formula. The report also considers graduation rates, postsecondary readiness, and proficiency and growth in math and English Language Arts (ELA) or literacy.

Based on their performance in these categories, schools received ratings of “priority,” “needs improvement,” “acceptable,” “commendable,” “high performing,” or “outstanding.”

Following the State’s implementation of the updated methodology, 186 Iowa schools have been classified as ‘priority’ the lowest level of performance. In the 2022-2023 school year, 45 Iowa schools received a “priority” ranking.

“It’s difficult when you look at previous designations and this designation system because it’s a completely different measure,” said Lisa Feltes, Dubuque’s superintendent of elementary education. “There is context and perspective that comes with every data set. As a parent, do not hesitate to talk to the schools, to the teacher. What does my student’s data look like? How are they?

In this week’s report, 11 Dubuque public schools received a lower performance rating compared to the 2022-2023 school year, while no schools improved their performance. Audubon, Lincoln, Marshall and Prescott elementary schools; Thomas Jefferson Middle School; Dubuque Senior and Hempstead high schools; and Dubuque Online School received “priority” designation.

In the Dubuque Community School District:

• 66.6% of students master mathematics. The statewide average is 69.8%.
• 66.5% of students mastered literacy. The statewide average is 72.7%.
• 60.2% of students master science. The statewide average is 61.5%.
• 49% of students develop their math skills. The national average is 50%.
• 50% of students develop their literacy skills. The national average is 50%.

In middle school and high school, mastery and growth in a subject are given equal weight in the school’s evaluation. A misstep, according to Feltes.

“I may be three years below grade level, but I may have grown two full years. It’s important. This shows that we are meeting the needs of students; however, regarding this measure we are not yet competent,” explained Feltes. “We’re getting there, so measuring growth, weighted equally, paints a completely different picture.”

For example, at Prescott Elementary School, 34.1% of students are proficient in English; however, its growth rate is 51%.

“That’s what I’m really proud of. We are ready to welcome every student who comes to us and we meet them where they are and we make progress in those areas. That doesn’t necessarily show up in the school’s performance profile,” Feltes said.

24.2% of students in the Dubuque Community School District experience chronic absenteeism, defined as an absence of 10% or more from the school year. Repeated school absences are a critical problem at Thomas Jefferson Middle School, where 45.7 percent of students are chronically absent. The state average is about one in five students.

“There are various reasons why students are not in school, but we always make those phone calls and communicate with families,” Feltes said. “Sometimes it’s difficult. A lot of our families work two jobs and it’s hard to get them to that meeting and ask, “Hey, what’s going on?” How can we be a partner in all of this? Ultimately, that’s what we want. We want to work together and have that great, connected relationship between home and school.

The district plans to work with a public consultant to address its gaps and develop strategies to improve student outcomes.

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