Monroe-Gregg principal flags low math proficiency, unveils Indiana College Corps and expanded CTE options

Monroe-Gregg School District officials reported mixed results from last week’s school-day SAT testing and announced a new Indiana College Corps (ICC) offering that could deliver up to 30 transferable college credits for students.

At the district’s regular board meeting, the principal reviewed four years of SAT and iLearn data, describing a steady shortfall in math proficiency at the high school level. "Our math achievement… it's gone 31%, 22%, 14%, and 17% at proficiency," the principal said during a data presentation, and added that turnover in the math department in recent years contributed to declines.

The principal said the district uses DOE data compiled by Navigator Analytics (Linkit) to break down subgroup performance and called out notable differences among groups: English-language learners rose to about 6% of the population and, in English, that subgroup scored about 50% at proficiency; economic-disadvantaged students and students with special needs showed lower pass rates in math (examples cited: 11% for economically disadvantaged in math; special-needs math proficiency near 10%).

Why it matters: the board heard that persistently low math performance affects college readiness measures and course placement, and that staffing continuity in math is a key driver the district plans to target.

The meeting also introduced the Indiana College Corps program for the district. The principal described ICC as "a block of 30 credit hours of college level general-ed coursework that transfers to all Indiana public institutions and some private institutions," and said the district is working with IvyTech to credential teachers and ensure course standards are met.

District leaders said the 30 credits could equate to roughly a $10,000 tuition value at Indiana public universities and that students will enroll through counselor meetings and an online database to track and transfer credits. Administrators described efforts to combine ICC with AP and other dual-credit offerings to exceed the 30-credit target in some cases.

The principal also highlighted expansion of career and technical education (CTE) pathways at the high school — moving from three pathways to as many as eight next year — and noted that much of the dual-credit work will be delivered by existing staff who have taken on credentialing responsibilities in partnership with IvyTech.

Board members asked about the relationship between eighth‑grade results and the juniors’ SAT outcomes and about sustaining teacher continuity to improve math outcomes. Administrators pointed to retention and consistent core math staffing as central to any sustained improvement.

Next steps: administrators said handouts and data will be made available to board members and staff, counselors will meet with students about ICC enrollment, and the district will post ICC enrollment details on its website as it works to finalize staffing and course approval with IvyTech.