Mequon-Thiensville School District

DPI School Report Cards

2020-21 School Report Cards

Once again, the Mequon-Thiensville School District Significantly Exceeds Expectations on the 2020-2021 District Report Cards issued in November 2021 by the Wisconsin Department of Public Instruction (DPI). Report cards for the 2019-2020 school year were not issued last year due to the statewide school closure in March 2020. The district's ranked score is the 6th highest score among 364 K-12 public school districts in the state. MTSD has significantly exceeded expectations all seven years the District Report Cards have been produced.

Changes to the Report Card Scoring System

As part of the state accountability system, the DPI produces report cards for every publicly funded school and district in Wisconsin. The current school report card is primarily based on last year’s performance during the 2020-21 school year. Due to the COVID-19 pandemic, DPI encourages caution when interpreting scores and ratings on the 2020-21 report cards. New in 2021, the following adjustments were made to the scoring system used in created the report cards:

  • Adjustment to the Overall Score Rating
  • Achievement data is based on data from 2017-18, 2018-19, and 2020-21 school years
  • Closing Gaps now referred to as Target Group Outcomes (focusing on a single target group of students, composed of students in the bottom 25% based on the prior year's test results, which were from the 2018-2019 school year)
  • No deductions for not meeting dropout and absenteeism specific rates

Four Priority Areas

Though these report cards do not demonstrate the sole measure of student achievement in MTSD, they are a resource the district uses to reflect on our strengths and areas for improvement. They also provide a helpful point of comparison against other comparable Wisconsin public school districts. At the foundation of the report cards are four priority areas. Schools and districts receive a score for each priority area:

  • Achievement - proficiency in English language arts (ELA) and mathematics on the annual state assessments
  • Growth - year-to-year progress in ELA and math achievement
  • Target Group Outcomes - outcomes for students with the lowest test scores: the Target Group
  • On-Track to Graduation - reliable predictors of how successfully students are progressing toward completing their K-12 education

Notable Highlights

  • All MTSD schools’ Priority Area Score for Achievement was in the top 10% of schools in our state.
    • OL was in the top 1.7%
    • DB top 2.3%
    • LS top 1.3%
    • HHS top 3.1%
  • Donges Bay was in the top 2.3 for achievement , 6% for growth, 2.6% for Target Group Outcomes, and top 4.2% for On-Track to Graduation
  • Homestead High School was in the top 5.1% of schools for Growth
  • The MTSD Achievement score was in the top 2.1% of school districts in the state.
  • The MTSD On-Track to Graduation score was in the top 3.7% of school districts in the state.
  • The MTSD Growth score was in the top 8.4% of school districts in the state.
  • The MTSD Targeted Group Outcomes score was in the top 9.7% of school districts in the state.
  • The category with the highest average overall score across schools in the MTSD was On-Track to Graduation (93.8/100).

Areas to Improve

  • The category with the broadest range of overall scores across schools in the MTSD was Growth (58.4 to 91.7 out of a possible 100)
  • In English/language arts, English Learners registered the lowest value-added student growth score of all student groups.
    • In mathematics, English Learners and Black or African American students registered the lowest value-added student growth score of all student groups.
  • The category with the lowest average overall score across schools in the MTSD was Growth (76.2/100)
  • Black or African American and Students w/ Disabilities were the two lowest performing student groups in the Achievement category AND both groups experienced a negative point change on the report card from the prior year data.
  • Proficiency rates on the state assessment in English/language arts and mathematics for learners who need the most support compared to all students resulted in the lowest score used to determine the Target Group Outcomes Priority Area Score.
  • Students with Disabilities and Economically Disadvantaged students had the highest chronic absenteeism rates in the 2019-20 school year of all student groups.

Report Card Archive