The Nebraska Department of Education released the annual “district snapshot” of its AQUESST review program this past week for the state and individual school districts in Nebraska.
The results measure demographics of each district including student population, graduation rates, teacher numbers, English learners, free and reduced lunch, gifted learners and students with disabilities, along with test score results for the previous year’s testing cycles.
Through a combination of numbers, formulas and data, the system intends to “grade” each district on a host of results, including the ‘six tenets’ of the AQUESST system. Since the program’s inception a number of years ago, however, not all six tenets have been implemented, so the test scores are the main comparison.
The information provides a Statewide level averaged of all results, District-level results, and then individual “schools” or building results, predominantly with elementary and high school numbers in English, Mathematics, Science, and, most recently, the ACT as a standard testing system.
The testing results are indicated in a “proficiency” status, and are not a pass/fail or grade number.
The testing results are indicated in a “proficiency” status, how many students are deemed “proficient” at the given subject, and are not a pass/fail or grade number.
A “proficiency” of 41% would indicate that 41% of students can perform to expectations. Results are reported in four levels, highest to lowest, “Excellent,” “Great,” “Good” or “Needs Support to Improve.”
This year’s statewide results – this year’s figure and last year’s figure in this format: 2025 (2024) to show improvement or decline in results.
State of Nebraska
Number of Students: 330,136 (328,649)
Teachers: 23,951 (23,792)
English Learners: 10% (9%)
Gifted: 13% (13%)
Disabilities: 17% (17%)
College-Going Rate: 76% (72%)
English Language Arts: 59% proficient (59%)
Mathematics 58% proficient (58%)
Science: 80% proficient (74%)
ACT (11th grade): ELA 43%,
Math, 41%, Science, 48% (45, 42, 49)
This year’s results indicated that Plainview Public Schools achieved “Excellent” status for the first time in a number of years, since pre-Covid results.
Plainview Schools received a “Great” rating the last two years, and a “Good” rating in 2021-22.
Results collected during the “Covid” pandemic were not released, and those before are archived on the Nebraska Department of Education’s website.
Plainview Public Schools
Number of Students: 358 (365)
Teachers: 30 (31)
English Learners: (* too few to report) (same)
Gifted: 10% (11%)
Disabilities: 15% (17%)
College-Going Rate: 74% (87%)
English Language Arts: 71% (56%)
Mathematics 75% (59%)
Science: 94% (84%)
ACT (11th grade): ELA 81%, Math, 67%, Science, 67% (87, 83, 83)
Superintendent Dr. Darron Arlt and Principals Kyle Schmidt and Jen Hodson noted a list of changes and differences over the last few years that may have attributed to the school’s success this year.
The administration provided a list of direct actions that they have taken to hopefully help students improve their scores, and make changes at the school, and also some “atmosphere” changes that may have contributed to their recent success as well.
“It’s always possible for peaks and valleys in student performance based on factors beyond our control, but to see significant growth across the board, in all assessments, tells us that intentional efforts are likely making a difference,” said Dr. Darron Arlt. “We understand that a trend in performance will be the real story so the pressure is on for us to maintain this level of performance next year and beyond.”
Direct Changes:
Recent investments in research-based curriculum/resources in Math, Language Arts, and Science
All Elem. teachers have been trained over the last 5 years in the Science of Reading. This is called Language Essentials for Teachers of Reading and Spelling (LETRS)
Frequent fidelity checks to ensure that teachers are faithful to the curriculum
Targeted support for struggling students in Reading and Math
Reduced the # of times we conduct formative testing to increase the amount of actual instruction in the classroom
Junior High schedule adjustments to accommodate more reading and targeted intervention time
Incorporation of reading comprehension strategies in ALL classes in the HS
The use of Branching Minds data management system to help identify and track student performance so we catch quickly when students are falling behind
The use of Brisk/A.I. strategies in the classroom
Atmosphere changes
Establishing a culture of high expectations
Putting kids in position (timing and testing environment) to provide their best effort on the assessments Investments in air quality to improve the learning environment.