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Key Performance Indicators  \nBy the  \nCouncil of the Great City Schools  \nBrian Garcia Chester Holland, PhD Akisha Osei Sarfo, PhD Ray Hart, PhD  \nOctober 2025  \nCONTENTS  \nContents iii  \nIntroduction 1  \nMethodology and Analysis 3  \nElementary Achievement Indicators 5  \nPre-K as a Percent of Kindergarten Enrollment 6  \nSecondary Achievement Indicators 23  \nNinth-Grade Course Failures 24  \nNinth Grade Students with B Average GPA or Better 40  \nAlgebra I/Integrated Math I by Grade Nine 56  \nAdvanced Placement Course Enrollment 72  \nAdvanced Placement Exam Scores Three or Higher 88  \nFour-Year Graduation Rates 104  \nAttendance Indicators 121  \nDiscipline Indicators 155  \nOut-of-School Suspensions 156  \nNumber of Instructional Days Missed 172  \nAppendix A. Council of the Great City Schools 189  \nINTRODUCTION  \nOver the years, the nation’s large urban school districts have consistently learned from the progress of their peer districts across the country. Great City School districts that have embraced the challenge of educating America’s urban children have recognized the value of benchmarking their performance and growth against the progress of others.  \nIn 2002, the board of directors ofthe Council of the Great City Schools (Council) authorized what became known as the Performance Measurement and Benchmarking Project to develop and implement key performance indicators across the member school districts in operations, business services, finances, human resources, and technology. These performance indicators in operations have evolved over the years and are now reported annually by the Council in its Managing for Results in America’s Great City Schools series. However, one critical element was not included in these annual reports: academic performance.  \nIn the same year, 2002, six member districts of the Council began participating voluntarily in the Trial Urban District Assessment (TUDA) of the National Assessment of Educational Progress. The purpose of this participation was to gauge performance across state lines, compare progress, and ascertain what reforms seemed to be working. As of 2026, there will be 26 Council member districts participating in TUDA. Of course, not all Council member districts are eligible for TUDA, and TUDA results do not provide all the academic comparisons that member districts would like to make.  \nBecause of that information gap, the board of directors took the next step in authorizing the development of Academic Key Performance Indicators (KPIs) in October 2014. To put the board’s wishes into place, teams of educators from Council member districts came together to begin drafting initial indicators in general instruction, special education, English language learners, and a number of academic cost indicators. A lengthy list of potential indicators developed by the teams was refined and narrowed to a smaller set for piloting in 2015. Eight member districts participated in the pilot.  \nBased on the pilot, data-collection surveys and the indicators themselves were further refined , and all Council member districts were asked to participate in a full-scale pilot of the Academic Key Performance Indicators in 2016. A third pilot was conducted in 2017 and included the collection of data across three school years. The 2025 report presents an updated set of data through school year 2023-24. This report presents a number of different ways that member districts can analyze the data themselves by disaggregating results, showing trends, and combining variables. Along with the print report, a companion online dashboard was updated that adds the ability to conduct several comparisons and analysis beyond what is presented in this report. To access this system, navigate to the “Research” folder at [https://connect.cgcs.org/cgcs-shared-resources](https://connect.cgcs.org/cgcs-shared-resources) .  \nThis report focuses on the dat","cbCaitCsVtIUo3BP","https://ap.wps.com/l/cbCaitCsVtIUo3BP","pdf",3207883,195,"English","# Introduction\n# Methodology and Analysis\n# Elementary Achievement Indicators\n## Pre-K as a Percent of Kindergarten Enrollment\n# Secondary Achievement Indicators\n## Ninth-Grade Course Failures\n## Ninth Grade Students with B Average GPA or Better\n## Algebra I/Integrated Math I by Grade Nine\n## Advanced Placement Course Enrollment\n## Advanced Placement Exam Scores Three or Higher\n## Four-Year Graduation Rates\n# Attendance Indicators\n# Discipline Indicators\n## Out-of-School Suspensions\n## Number of Instructional Days Missed\n# Appendix A. Council of the Great City Schools","[{\"question\":\"What does the 2025 Academic Key Performance Indicators report cover?\",\"answer\":\"The report covers academic KPI data through school year 2023-24, including elementary and secondary achievement indicators, AP participation and exam pass rates, graduation rates, attendance measures, and discipline-related metrics like suspension rates and instructional days missed.\"},{\"question\":\"How were the Academic KPIs developed and validated?\",\"answer\":\"The Council developed Academic KPIs through a multi-phase process: initial development of performance and cost KPIs, a small pilot in eight districts, and a final assessment of collecting comparable indicators across all member districts.\"},{\"question\":\"What analysis capabilities does the companion online dashboard add?\",\"answer\":\"The companion online dashboard enables additional comparisons and analysis beyond the print report, supporting district users in exploring results using tools like disaggregation, trend viewing, and variable combinations.\"}]","ACADEMIC KEY PERFORMANCE INDICATORS - REPORT 2025 | PDF",1792050190,491]