The Lindmar Community School District presented its 2024–25 assessments and Conditions for Learning report to the board, summarizing test results, survey findings and college- and career-readiness indicators.

District leaders said students showed notable gains on state assessments and local measures. “Our LINMAR students went above and beyond with the state, Grant Wood AEA service area averages across all grade levels and all tests,” one presenter said, and the district’s ACT composite for 2025 was reported as 23.4.

The district emphasized why the results matter: gains in literacy, math and science reflect the district’s joint professional development and efforts to align general and special education supports. “We started that collaboration with Jenin and Special Ed. We are—our goal is to create a shared vision with inclusive learning environments where all students can thrive,” said Anne, the district’s executive director of student services.

Board members and staff highlighted several specific results. The presenters noted increases in the number of students who were not at benchmark in fall but met the benchmark by spring (districtwide percentages by building ranged from 24% to 44%). The ISASP results showed gains in ELA in several grades and higher proficiency in some math grades, and science proficiency rose in fifth, eighth and tenth grades compared with 2024.

District leaders also flagged record AP participation: 748 AP tests were administered in 2025, with 92.12% of those exams scoring a 3 or higher. Presenters contrasted the district’s AP success rate with previous statewide and global averages.

Graduation rates remained above state and national averages, and the district credited targeted programs including the Compass program for supporting students who might otherwise leave school. “There’s a lot of tricky calculations in there,” one board member said of the graduation-rate accounting, adding praise for counselors and program staff who provide alternate credit pathways.

The board discussed a drop in the metric that tracks the percentage of graduates enrolling in traditional colleges in the year after graduation — from 76% to 60% in 2024 (the presenters cited a later figure of 67% in discussion). District leaders cautioned that the National Student Clearinghouse measure counts traditional college enrollment only and does not capture registered apprenticeships, career training or other postsecondary pathways. “I think if we looked at the whole picture it’s really not as big of a decrease...we just have students choosing an alternative route that the National Clearing House doesn't recognize,” a board member said.

The Conditions for Learning survey — administered at some grade levels in 2025 — showed growth in some areas (for grades 6–8, boundaries and expectations improved) and continuing needs in others (emotional safety was identified as an area needing improvement). Staff noted that high-school participation was low because the survey invitations were emailed to older students rather than completed in class.

Board and staff said the district will continue to review curriculum and program alignment, including a cycle of curriculum reviews, course-selection practices, and targeted supports in buildings where multi-year dips appear. The board asked for further, building-level analysis and reiterated interest in combining counselor-collected exit data with Clearinghouse measures to better capture all postsecondary pathways.

District staff said the full, binded report (about 200 pages) and electronic exhibits are available to the board and public and that school improvement advisory and building teams will review the detailed pages and cohort tables in upcoming meetings.