East Allegheny officials cite large interim gains in Algebra I and say district may exit CSI designation early
June 08, 2026 | East Allegheny SD, School Districts, Pennsylvania
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Board president said the East Allegheny School District is seeing measurable improvement under its Comprehensive School Improvement (CSI) plan and that state officials told district leaders the gains could make the district eligible for an early exit from the CSI designation.
The update, delivered at the board meeting, highlighted interim assessment (CDT) results at the high school: Algebra I proficiency rose from 37% at the end of quarter two to 58.9% at the end of quarter three. The speaker also said the composite score for algebraic concepts moved from 25% to 45% over the same period. "Our significant growth efforts are leading to the possibility of an early exit from the designation," the board president said.
Why it matters: CSI designation signals that a school must take state-prescribed improvement steps; an early exit would reduce state oversight and reflect measurable classroom gains. Board members said improved attendance, schedule changes (moving ninth-grade Algebra I to longer block periods) and targeted instruction are driving the progress.
District leaders said they and Dr. Long met with state representatives and that attendance and multiple growth measures are improving. The board cited the district's use of the CDT interim assessments as a way to track progress more frequently than annual state tests.
Officials credited teacher-led interventions and district participation in the AASA cohort and the League of Innovative Schools for exposing staff to practices used in other improving districts. No final decision on the CSI designation was recorded at the meeting; the board said the district had been "notified" by the state that early exit was possible based on its growth trajectory.
The board did not provide a formal timeline for a state decision or for any required follow-up actions; the meeting record instead reported interim data, program participation, and a commitment to continue measuring progress.
The update, delivered at the board meeting, highlighted interim assessment (CDT) results at the high school: Algebra I proficiency rose from 37% at the end of quarter two to 58.9% at the end of quarter three. The speaker also said the composite score for algebraic concepts moved from 25% to 45% over the same period. "Our significant growth efforts are leading to the possibility of an early exit from the designation," the board president said.
Why it matters: CSI designation signals that a school must take state-prescribed improvement steps; an early exit would reduce state oversight and reflect measurable classroom gains. Board members said improved attendance, schedule changes (moving ninth-grade Algebra I to longer block periods) and targeted instruction are driving the progress.
District leaders said they and Dr. Long met with state representatives and that attendance and multiple growth measures are improving. The board cited the district's use of the CDT interim assessments as a way to track progress more frequently than annual state tests.
Officials credited teacher-led interventions and district participation in the AASA cohort and the League of Innovative Schools for exposing staff to practices used in other improving districts. No final decision on the CSI designation was recorded at the meeting; the board said the district had been "notified" by the state that early exit was possible based on its growth trajectory.
The board did not provide a formal timeline for a state decision or for any required follow-up actions; the meeting record instead reported interim data, program participation, and a commitment to continue measuring progress.
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