District report: mixed post‑pandemic recovery, attendance decline flagged as key factor

Ann Arbor Public Schools staff presented the district’s 2024 student achievement annual report at the Nov. 6 board meeting, reporting partial recovery in some grades and subjects since the pandemic and continued challenges in others.

District assessment leads reviewed M‑STEP, PSAT and SAT results. The presentation found that math scores in grades 3–6 show improvement toward pre‑pandemic levels, while reading and ELA results in several grades remain stagnant or have slipped. Eleventh‑grade performance across ELA, math, science and social studies showed downward trends post‑pandemic.

Officials emphasized subgroup analyses: Asian, White and students of two or more races generally score above district averages, while Black/African American students, economically disadvantaged students, English learners and students with disabilities scored lower and in some cases are at or below county or state averages. The presentation noted that gaps mirror statewide trends but also highlighted where the district outperforms the county and state.

Attendance emerged as a central concern. Staff presented data showing that, on average, students now miss about 11.2 more days per year than they did pre‑pandemic — a change staff called substantial and linked to the recovery challenge. “These mean decreases were greater among some groups than others,” the district presenter said, adding that attendance declines and increased mental‑health needs are partly responsible for lower achievement measures.

To address the issues, the district reviewed interventions under its Multi‑Tiered System of Supports (MTSS): universal Tier 1 improvements (curriculum adoption, culturally affirming instruction), targeted Tier 2 interventions (small group supports, vocabulary and scaffolding for English learners), and Tier 3 intensive supports (building achievement teams, individualized plans). The district also described systemwide moves such as a district‑wide social‑emotional curriculum (TRAILS), screening tools for behavioral and mental‑health risk, and investments in intervention tools (Lexia, DreamBox, Delta Math) and professional development.

Board members asked for more granular trend data for subgroups, cohort tracking and evidence about which interventions are working; district staff said those analyses exist or are being developed and offered to return with further study sessions focused on intervention efficacy. The board did not take action that night but directed staff to continue analysis and to provide updates in committee and study sessions.

The presentation and Q&A underscored two policy priorities for the board: improving attendance and ensuring interventions yield measurable gains for the groups lagging behind district averages.