Roundy Elementary School in the Columbus Community School District received a “needs improvement” score on this year’s Iowa School Performance Profile, while the middle and high school both received scores of “acceptable.”

Roundy’s raw overall scores also would have placed it as acceptable, however it was dropped by one tier due to low scores among students with disabilities leading to a “targeted” status. The high school’s score dropped from commendable to acceptable due to low scores among English learners.

The district’s 22.35% chronic absenteeism rate was 6.5% higher than the state average. The four-year graduation rate of 93% was about five percen tage points above the state. Its work-based learning rate of 60% was 15 points above the state average, and the percentage of students graduating with college credit was seven points ahead of the statewide average at 77.5%.

At Roundy, test scores were below average with 58.76% proficiency in English/language arts, 59.28% proficiency in math and 46.81% proficiency in science. Roundy students learning English as a second language performed well, with the school’s 66.23% English-learning growth composite scoring well above the state average of 58%.

Roundy is in its second year of targeted status for students with disabilities and was close to moving up on the scale this year. Students with disabilities performed 21% worse than the state average, less than a percent below the cut line for targeted status. Students with disabilities were 34% proficient in ELA with a growth rate in the 45th percentile and 31% proficient in math with a growth rate in the 42nd percentile.

At the middle school level, math and ELA test scores were slightly below average at 66% and 68%, respectively, while science scores were slightly above average at 73%. At the high school level, scores were below average, but growth rates were above average. The Wildcats came in at 72.5% of students proficient in ELA, about a point under the state average, while 58.13% were proficient in math and 53.06% were proficient in science both over a dozen points behind the state.

Among English learners at the high school, the English learning growth composite was slightly above average at 60%, but proficiency scores lagged behind. Just 20% of English learners were proficient in ELA and just 15% were proficient in math.