The majority of River Forest District 90 schools earned the Illinois State Board of Education’s highest ranking of exemplary, a feat which only 10 percent of schools in the state achieved.

Lincoln Elementary School and Willard Elementary School were rated exemplary, while Roosevelt Middle School was named commendable, a ranking 70 percent of schools in the state earned.

“We are pleased with the way that the 2018 Illinois School Report Cards reflect the commitment that District 90 staff and families make to ensuring a high-quality educational experience for every student,” Superintendent Ed Condon said in a statement.

The state report card also included student scores in the Partnership for Assessment of Readiness for College and Careers test, which is administered in March to students in third through eighth grades in all public elementary schools in Illinois.

Although D90 continues to outperform the state in its annual test of students’ English language arts (ELA) and math abilities, students from low-income families and students of color continue to perform behind their white counterparts.

Seventy-one percent of D90 students either met or exceeded the Illinois State Board of Education’s standards in ELA, down slightly from the 73 percent of students last school year but still far above the state average of 37 percent. Sixty-three percent of D90 students passed the math, remaining essentially flat year over year, but still outpacing the state average of 32 percent.

Condon said D90 teachers and staff plan to analyze student test score data, looking for concepts that could benefit from increased focus and ways its curriculum can be strengthened.

“We are particularly eager to use the new student growth data to ensure that we are continuing to build academic capacity for all of our students, including those with diverse backgrounds, unique learning needs, and English learners,” he said in a statement.

The Illinois State Board of Education launched the new ranking system this year, as a way to measure PARCC growth. Designations are based on 10 weighted measures of student performance, including chronic absenteeism, performance on standardized tests and academic growth.

“These designations are facts, not judgments,” State Superintendent of Education Tony Smith said in a statement.

“The purpose of the designation is to drive resources to the students in the greatest need,” Smith said. “No single data point can capture what makes a school great. We encourage schools to use the designation as a tool to communicate about strengths and challenges and to engage communities and stakeholders in the success of all students.”


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