The Cedar Hill School District's academic team presented its Department of Education Report for the 2024-2025 school year during a recent government meeting, highlighting both staffing updates and performance goals. Executive Director Dr. Sharam Montgomery introduced the team, which includes coordinators for elementary and secondary education in English language arts and math, as well as K-12 coordinators for social studies and science. Notably, the K-12 social studies position remains vacant, alongside the director of emergent bilingual education.

The report emphasized the importance of data-driven decision-making, framed within a triangle model that connects student learning, professional development, and effective instruction. The team aims to improve the district's overall academic performance, targeting an increase in the district's A through F rating by one letter grade. This goal is part of a broader strategy that includes establishing a mentorship program for teachers and promoting paraprofessionals to teaching positions.

Despite these initiatives, the district faced challenges in meeting its academic goals. For instance, the target for third-grade students reading at or above grade level was set at 70%, but the actual performance was only 41%. Similarly, the goal for eligible students scoring at or above the meeting standard was 75%, yet only 22% achieved this benchmark. The report also indicated a slight decline in student progress, with actual performance at 62%, falling short of the 71% target.

The academic team acknowledged that these goals were established prior to the COVID-19 pandemic and noted the impact of the pandemic on student performance. The district plans to reassess and reset these goals for the upcoming school year to better reflect current realities.

In conclusion, while the Cedar Hill School District is actively working to enhance its academic offerings and support for teachers, significant challenges remain in achieving its educational objectives, particularly in light of the ongoing effects of the pandemic on student learning outcomes.