Academic Growth and Performance Report: Grounded in Research, Fueled by Momentum
In Cambridge-Isanti Schools, we believe that every student deserves the skills and confidence to thrive—in the classroom and beyond. Ensuring strong reading, math, and life readiness is not only our commitment—it’s Strategic Priority 1 of our Strategic Plan: We will ensure student academic growth and success.
As we reflect on this year’s data and look toward the future, we’re proud to share the progress we’ve made, the work that’s underway, and the measurable momentum taking shape across our schools. This journey isn’t about chasing test scores—it’s about building a foundation that prepares every student for real success.
MCAs: One Data Point, Not the Whole Picture
The Minnesota Comprehensive Assessments (MCAs) are often cited as the public-facing measure of school performance. But these tests—administered once per year—are only one data point in a much larger system of assessments and learning indicators. The MCA provides satellite-level data, offering a broad, high-level view of student performance across large groups. It does not show us what’s happening day-to-day in classrooms, how students are progressing over time, or how learning strategies are working in real-time.
Even more important to understand is the way MCA results are reported under Minnesota’s North Star Accountability system:
- Any student who does not take the MCA is automatically counted as “not proficient.”
- This includes students in Postsecondary Enrollment Options (PSEO) who are taking college-level classes full-time and excelling academically—but who may not return to take the MCA due to scheduling conflicts.
- It also includes students who are simply absent on test day or opt out for personal or family reasons.
In 2024–25, our district had more than 50 full-time PSEO students who did not take the MCA. These students are earning college credit, maintaining strong GPAs, and preparing for life beyond high school—yet they were all listed as “not proficient” in our public results.
Take James, a strong student in our district who didn’t participate in the MCA. On the state report, he is labeled “not proficient.” But in reality, James scored a 28 on the ACT—well above state and national averages. That’s not just a different story—it’s a more accurate one.
It’s also important to note that MCAs don’t impact student grades, graduation, or college opportunities. As a result, motivation—especially for high school students—can vary. Students taking AP, CIS, or PSEO classes often prioritize exams and coursework that carry direct consequences. The MCA, while important to us as a system, doesn’t carry that weight for them.
From Satellite Data to Street-Level Insight: The Power of FastBridge and EduClimber
While MCAs provide high-level, once-a-year snapshots, we rely daily on more timely and accurate tools to measure and support student learning. One of the most powerful tools in our system is FastBridge—a nationally normed assessment used three times per year in grades K–8. Unlike MCAs, FastBridge tracks individual student growth over time, showing how much progress students are making in reading and math, regardless of where they started. It allows teachers to see whether students are improving at an expected rate and helps us target support before small issues become larger learning gaps.
FastBridge is not just a test—it’s a tool for action. Teachers, interventionists, and administrators use the data to make real-time adjustments to instruction, interventions, and groupings, ensuring students receive the right support at the right time. It helps us identify trends, celebrate gains, and respond proactively when students need more time, attention, or enrichment.
In addition, our recent implementation of EduClimber, a comprehensive data warehouse and analytics platform, has taken our data-informed decision-making to the next level. EduClimber gives educators instant access to student achievement data across multiple systems—from assessments and attendance to behavior and interventions—all in one place. This centralized view empowers our staff to analyze patterns, collaborate more effectively, and design targeted instructional strategies that meet the needs of individual learners.
Together, FastBridge and EduClimber are transforming how we support student growth. These tools ensure that data is not just collected—it’s used with purpose, precision, and urgency. And they are already making a measurable difference in how we teach, intervene, and accelerate learning across the district.
Why Reading Scores Have Struggled—and Why That’s Starting to Change
Across the country, schools have spent the past several years rethinking how we teach reading. For decades, many well-known reading programs emphasized guessing strategies and memorization over phonics and decoding. This left too many students behind—especially those who needed the most support.
In Cambridge-Isanti, we’ve acknowledged that reality and taken bold steps to correct it. Over the past two years, we’ve fully embraced the science of reading, investing in curriculum like UFLI Foundations, Wit & Wisdom, Heggerty, and Spellography. We’ve also trained all Early Childhood through fifth grade teachers, reading interventionists, and special education staff in LETRS and OL&LA, equipping them with the knowledge and strategies needed to build reading skills from the ground up.
This kind of systemic instructional change takes time, especially when working to overcome years of less effective practices. But the early signs are clear—and promising.
Early Literacy: Real Gains in the Early Grades
The strongest signs of improvement are showing up where they matter most: in early literacy development.
- In kindergarten, the percentage of students showing Typical or Aggressive growth in reading (Fastbridge) increased from 32% to 42% in just one year.
- In second grade, 65% of students demonstrated Typical or Aggressive growth (Fastbridge) for two consecutive years—across two different student groups.
These gains reflect a stronger foundation for future success. With the right tools, training, and focus, our students are building skills that will carry them through school and life.
Mathematics: The Next Phase of Instructional Renewal
Just as we’ve elevated our approach to reading, we are now un dertaking a system-wide renewal of math instruction in alignment with Minnesota’s updated state math standards. This includes reviewing and updating curriculum, deepening instructional strategies, and providing targeted support to teachers across grade levels.
This work is focused on more than just solving problems—it’s about building mathematical reasoning, conceptual understanding, and confidence. The shift mirrors the successful changes we’ve made in literacy: a multi-year effort grounded in research, professional development, and real-time student data.
To support this transition, we’ve implemented:
- Additional professional development days focused on math instruction,
- Instructional rounds to observe, reflect, and calibrate practice across classrooms,
- Aligned instructional leadership, ensuring clarity and consistency in expectations,
- And expanded Catalyst training to support behavior and engagement systems that allow deeper academic focus.
While change takes time, we are beginning to see early signs of progress:
- According to FastBridge data, both kindergarten and first grade saw 3–4% increases in the percentage of students demonstrating Typical or Aggressive growth from 2023–24 to 2024–25.
- Additionally, first grade students at benchmark increased by 6% year over year.
- Notably, 62.9% of fifth graders scored at or above the national benchmark for math proficiency—meaning nearly two-thirds of students met or exceeded the 40th percentile nationally.
And when we look at statewide MCA results, the momentum is even more promising:
- From 2023–24 to 2024–25, Cambridge-Isanti saw a 2.2% increase in math proficiency across grades 3–8.
- Last year, our district was slightly below the statewide average (0.3%); this year, we are 2.3% above the statewide average in math proficiency for students in grades 3–8.
These results reflect the beginning of a broader instructional shift- one that, like our literacy transformation, is built on a foundation of clarity, consistency, and commitment.
Readiness for College, Career, and Life
At Cambridge-Isanti Schools, we believe that success after high school is about more than earning a diploma—it’s about being fully prepared to thrive in college, career, and in life. That’s why we take a comprehensive approach to readiness: combining rigorous academics, real-world skill development, and a wide range of meaningful experiences that help students discover who they are and where they want to go.
Every Bluejacket graduate leaves with a clear, personalized plan for their future—whether that’s enrollment in college, enlistment in the military, or immediate entry into the workforce. These plans are shaped through intentional, strategic, and student-centered guidance beginning long before senior year. And if you attend one of our graduation ceremonies, you’ll see this commitment in action: as each future path is named, our graduates proudly stand—bringing their unique plan to life before the community that helped them get there.
College Readiness
Our students continue to demonstrate strong preparation for postsecondary education:
- In 2025, Cambridge-Isanti students achieved an average ACT score of 22.3—a full point increase from the year before and well above both the state and national averages.
- Through Postsecondary Enrollment Options (PSEO) and College in the Schools (CIS), students earn college credits while still in high school—saving families hundreds of thousands of dollars annually and giving students a head start on their postsecondary journeys.
- Our high school counselors and staff provide individualized planning and support to help students explore career paths, apply to colleges, complete FAFSA forms, and transition confidently into their next chapter.
For students choosing to enter the workforce or technical training programs after high school, our Career and Technical Education (CTE) offerings provide direct pathways to success:
- Students graduate with industry-recognized certifications in areas such as automotive technology, welding, healthcare, construction, and information technology.
- These programs are aligned with high-demand, high-wage careers and are developed in partnership with local businesses and industry experts to ensure real-world relevance.
- Students engage in hands-on learning that not only builds employable skills but fosters independence, responsibility, and confidence.
- Our On-the-Job Training (OJT) program at the high school has expanded significantly, offering students valuable real-world experience in local workplaces. Through this program, students gain hands-on, apprentice-style skills in fields aligned with their interests—often leading to future employment opportunities and stronger connections with local industry partners.
Life Readiness and Well-Rounded Experiences
We also know that a well-rounded student is a successful student. Our schools are filled with opportunities for students to discover their strengths, connect with peers, and grow as individuals:
- Fine arts, music, and theater help students build creativity, expression, and discipline.
- Athletics and student clubs foster teamwork, leadership, and resilience.
- Community service, leadership opportunities, and mentorship programs provide space for students to give back, build character, and understand the value of citizenship.
- Programs in agriculture, business, world language, and STEM ensure that students of all interests can engage meaningfully in their education.
These experiences are not “extras”—they are essential. They help shape young people into adults who are ready not just to succeed in a job or college classroom, but to contribute to their communities, lead with integrity, and adapt in a changing world.
Grounded in Our Strategic Plan, Focused on Every Student
Everything described here—from our early reading gains to expanded career pathways—aligns directly with Strategic Priority 1 of our Strategic Plan: We will ensure student academic growth and success.
This isn’t abstract. It’s specific, measurable, and happening every day. Our educators are committed. Our students are responding. And our systems are evolving to ensure that every learner has what they need to thrive. While we still have work to do, the direction is clear. The foundation is strong. And the future is bright.
