The Ohio Department of Education released its annual district-level report cards for schools across the state Sept. 13, and the data show students are receiving solid, high-ranking education across the county.

Only 68 districts in the state received a five-star rating — three are in, or serve students in, Geauga County.

Of the six schools serving the county, two received five stars in each category, an achievement only 18 districts in the state reached.

The gap closing category — which the ODE uses to measure the reduction in educational gaps for student subgroups such as race, disability or economic disadvantage — earned the highest ranking across all of the county’s schools.

The ODE ranks districts according to a performance index score, which is based on test scores for students in grade three through high school on Ohio’s state tests.

“The performance index score accounts for the level of achievement of every student, not just whether they score a proficient level on the tests. Each test a student takes is assigned an achievement level based on the test score, with higher scores resulting in higher achievement levels,” the ODE said in their official guide to the state report cards, found online at education.ohio.gov.

Each district responded to questions from Geauga County Maple Leaf reporters regarding their performance on the 2023-24 report cards. Their answers below are edited for length and clarity.

Berkshire Schools

Berkshire Schools’ overall three-star ranking and performance index score of 85.9 place it near the middle of the pack in Ohio schools, but a program to provide students with clear pathways to future careers and the ODE’s addition of indicators to the state report card’s careers section gave the district a significant boost in an unrated column this year.

Berkshire Schools Superintendent John Stoddard said the district’s college, career, workforce and military readiness component jumped from 44% last year to 75.2% based on last year’s data.

“That’s a huge increase. Last year, it wasn’t even addressed,” he said in a phone interview Sept. 20.

This time, the ODE was looking for credentials students earned, College Credit Plus credits, apprenticeships and career tech preparation — all items which Berkshire has been emphasizing for the last two years or more.

This year, the district went from a three-and-a-half-star rating to a four-star rating, exceeding state expectations for students, Stoddard said.

“Our goal is always to set (students) up for success,” he said, adding that other state report card indicators don’t always reflect those efforts.

However, Berkshire also has four-star ratings in gap closing and graduation columns and three stars in achievement, progress and early literacy sections, giving the district a solid overall rating of four stars.

Graduation went from three stars to four stars since last year with a 95.3% graduation rate, Stoddard said.

Progress in early literacy, a component in which Berkshire received three stars, was slowed while district teachers adjusted to new curriculum materials in math and English language arts, he said.

However, it met the state standards and Stoddard said the district is making progress, little by little.

“We’re not where we want to be,” he said. “We’re constantly trying to make improvements.”

Berkshire is adding more career pathways in collaboration with neighboring Kent State University – Geauga, with a program for students to earn paralegal credits. A program that would provide business experience for high school students is in the works, Stoddard said.

While on one hand, the district wants to improve report card scores, Stoddard said it’s vital to the community that students come out of high school with opportunities.

College is expensive, so those students who are college-bound need as many credits as possible before they have to pay tuition, he said.
Of the 104 students who plan to attend college, the report card found 82 Berkshire students are ready for that challenge.

Cardinal Schools

Cardinal Schools’ annual ODE report card had good news and not-so-good news for the 2023-2024 school year.

The district fell in the lower three-quarters of state rankings, with a performance index score of 82.3.

The good news was the district’s gap-closing score of four stars — exceeding state standards — which was up from one star the year before, said Cardinal Schools Superintendent Jack Cunningham.

Mentioned in the report were improvements in the number of students who passed honors classes and of those who earned credentials from vocational classes. Also, 85.5% of Cardinal students took the ACT in 2023-2024.

“We’re pretty pumped up,” he said, crediting the professional development program and enhanced instructional efforts staff and administrators have made over the last two years.

“We know, as a district, we are redefining the process,” he said.

When those aspects, which are being continually refined, are implemented, the students benefit, he said.

“We like where we are at. I’m encouraged,” Cunningham said. “Our goal is always to provide the best possible instruction.”

The district’s overall score for all five categories was three stars out of a possible five stars, he said, adding the work done at the high school improved Cardinal’s building category score from three stars to four stars.

The building-level information is not available on the main page of the online report card, but it was a solid plus for the district, he said.

The district fell short overall in the progress category, but there were some bright spots, according to the report.

Although scores in grades four through eight were not stellar, high school scores in biology, history and English II “exceeded expectations by a larger magnitude,” while scores in geometry and American government met expectations.

Test scores in algebra, however, fell short by a larger magnitude.

“I’m disappointed with the algebra (section), but we had a slight gain in geometry. Those are a bugaboo for most districts,” Cunningham said.

When he was interviewed about the report card results on Sept. 20, Cunningham said he was scheduled to meet with the school principals this week, so he didn’t have their input at the time, but he noted the results of the report card will be included in their plans moving forward.

Chagrin Falls Schools

Chagrin Falls Schools are once again one of the state’s top school districts, with a performance index of 111 and a five-star rating across all categories.

“For more than a decade, Chagrin Falls Schools’ commitment to excellence has solidified a reputation of academic distinction ranking the district as #3 in the state,” the district said in a statement.

Superintendent Jennifer Penczarski said the achievement is a testament to the efforts made by the district’s students, as well as the commitment of its teachers, support of the staff, leadership of the administration and collaboration with the community.

“Every star earned recognizes the unity, passion and excellence that define our district,” she said. “This year’s results celebrate our growth and inspire us to continue to challenge our practices, creating new high-quality experiences for all of our learners.”

Sarah Read, principal of data and assessment, said the district’s continuous growth in recent years shows thoughtful planning and collaboration.

“The report card data provides valuable insights to the success we are seeing through our commitment to personalized learning,” she said, adding the data will continue to be analyzed for more insights.

Lisa Salyers, a chemistry teacher at Chagrin Falls High School and president of the Chagrin Falls Education Association, said the district’s educators will “continue to work hard to learn, grow and improve the education delivery to our students and our services to students, families and the Chagrin Falls’ community. Furthermore, we will maintain a persistent focus on our students — all that they are and all that they can become.”

Chardon Schools

With five-star rankings in every category except for the ODE’s progress metric, Chardon Schools’ 4.5-star overall ranking and performance index score of 101.85 puts the district in the top 10% in Ohio.

Chardon received three stars on the state’s progress metric — the only category in which it did not receive a full five stars.

Superintendent Michael Hanlon said according to the ODE, a three-star rating “demonstrates evidence that the district met growth expectations.”

“The district will continue to evaluate student achievement in relation to the progress component as we focus on our mission. We commit to high achievement for all students,” he added.

Assistant Superintendent Ed Klein said student performance is measured through testing across multiple years.

Chardon Schools will continue to focus on aligning classroom instruction with state standards, he said, including by enhancing tier one instruction — the regular instruction all students receive — and ensuring interventions are also aligned with the standards

Klein added the district is pleased with its performance index score.

“We are pleased with the efforts occurring in all of our schools and grade-levels to ensure that our instruction is aligned with the state standards and that students are demonstrating high achievement,” he said.

The district has been awarded $1.4 million in competitive grants for literacy for preschool through seventh grade, Klein said, adding the funds have been used for ongoing professional development, intervention programs for students and a summer extended learning program that supports elementary students in developing reading skills.

Those efforts have paid off with increases in student achievement scores at the district’s two elementary schools, as well as the middle school, Klein said.

“Chardon Schools have led efforts in the state to implement high-quality instructional materials and teaching methods aligned with the science of reading,” he said.

Hanlon said the district is fortunate to have a community that supports its schools by providing the resources necessary to maintain its curricular materials, instructional technology and staffing levels to support instruction in a wide range of academic courses in Chardon Schools.

“The work of our staff and administrative personnel reflects a continued focus on high quality instruction, engaged learning and high achievement in Chardon Schools,” he said.

Kenston Schools

Kenston scored a performance index of 104.78, with a five-star overall rating, and was one of only a few districts in the state to achieve five out of five stars in each category of the ODE report card.

The district’s scores put it in the top 5% in the state.

“I am immensely proud of the strides we have made together,” Superintendent Bruce Willingham said. “Our school district is not only a place where academic excellence is nurtured, but also where each student is valued, challenged and supported. Our high standards reflect a shared belief that every student can reach their full potential and we are seeing the results of that belief in the exceptional outcomes of our students.”

Kenston students have demonstrated exceptional academic performance across multiple benchmarks, including standardized testing, college readiness and national recognitions, he said.

Those achievements highlight the “unwavering commitment” of district teachers and staff, who Willingham said go above and beyond to create an environment that fosters growth, curiosity and success.

“This success is not ours alone — it belongs to our parents, community members and partners who continuously invest in our students’ futures. Your involvement in our schools, whether through volunteerism, participation in school events, or simply encouraging your child’s education, plays a vital role in maintaining the high standards we have set for ourselves,” he said.

The district is committed to building on its accomplishments, with a priority on rigorous academics, innovative programs and the holistic development of each student.

“On behalf of the board of education, the administrative team, our teachers and staff, we are incredibly proud of our students’ hard work and perseverance. While we know this is one measure, we are proud of our students’ performance in comparison to other districts in the state,” Willingham said, thanking the community for being a part of the district’s journey towards excellence.

“Together, we will continue to create bright futures for all students in Kenston,” he said.

West Geauga Schools

West Geauga’s performance index score of 108.2 puts it at number 10 in the state. The district also received five-star ratings in every measure and an overall rating of five stars.

Superintendent Richard Markwardt said the district’s improvement in its early literacy score was due to an adjustment in how early off-track students are identified at the elementary level.

“Two years ago, we assessed students as soon as they arrived from summer vacation. Last year, we postponed the assessment for a month, so our teachers had time to work with students to bring them up to speed,” he said. “We did the same this year, so we actually have too few students off track in the early elementary grades to count for reporting purposes.”

Markwardt said he does not anticipate the district falling from its five-star rating in early literacy next year — rather, the new method should strengthen student performance.

“Staff members at West Geauga are accustomed to success on the ODE report card,” he said. “The district has been top 10 in performance index among Ohio’s 607 school districts for the last three years.”

Additionally, Markwardt said West Geauga was one of only seven Ohio school districts to earn both a top 10 performance index ranking, as well as a five-star rating with a full five stars in each subcomponent category.

“That said, there is always room for improvement. We will continue to assess areas of needed growth,” he said.

West Geauga’s success is not the result of luck, Markwardt added, but is a result of the dedication of the district’s staff to inspire learning and rests upon the support of the community and the board of education.

“In West Geauga, we believe that every child deserves, at a minimum, to be proficient,” he said. “We aspire to have every child reach his or her potential.”