Lansdowne, PA – November 13, 2025

At the November 12 Education Committee meeting, the William Penn School District shared a series of encouraging academic results and student success indicators from the 2024–2025 school year. The data reflected steady gains in student growth and engagement, showing how the district’s students and educators continue to rise to the occasion, despite the challenges of historical underfunding.

Growth Across All Keystone Exam Areas
The Pennsylvania Value-Added Assessment System (PVAAS) growth index increased significantly for the Keystone Exam at all schools and in all subject areas. This increase in growth translated into measurable gains in proficiency rates in the key courses of Algebra I, and Biology. This is an encouraging sign that classroom strategies are translating into stronger student outcomes.

Progress in Grades 3–8
In grades 3–8, William Penn students met or exceeded the state growth standards in most grade levels for both Math and English Language Arts (ELA). Growth was particularly strong among Special Education and English Learner subgroups, demonstrating that targeted instructional supports and inclusive teaching practices are making a difference.

Positive Momentum in Engagement and Climate
Beyond academics, other student indicators also showed progress. The district’s regular attendance rate rose by 3 percentage points, while the number of behavior incidents fell by an impressive 47% compared to 2023–2024. These gains reflect the district’s focused efforts around improving school culture, implementing data-driven attendance interventions, and engaging families as partners in student success.

Continued Focus Areas
While student growth was strong, district leaders acknowledged that proficiency rates remain an area for continued focus. At the district level, PSSA proficiency in Math and ELA was relatively flat, meaning William Penn did not meet its Future Focus 2025 Academic Measure Targets. Over the past four years, ELA results have declined slightly, while Math results have shown gradual improvement. Similarly, although first-time test takers in Algebra I and Biology demonstrated proficiency gains, overall Keystone proficiency rates did not meet district targets.

Looking Ahead
These results highlight both progress and opportunity. The district credits much of the improvement to intentional strategies such as stronger teacher collaboration and coaching, data-driven decision making, and expanded instructional time. The district remains committed to building on this foundation in the years ahead.

The district will continue to highlight these positive results and growth areas, including the stories and people behind them, as the school year progresses.