Erie City SD superintendent calls PSSA results a mandate for urgent action as proficiency falls
October 01, 2025 | Erie City SD, School Districts, Pennsylvania
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Dr. Gibbs, Erie City School District superintendent, described the district’s latest Pennsylvania System of School Assessment (PSSA) and Keystone results as “a clear mandate to move beyond incremental steps and implement focus, high impact practices.”
In a data-focused presentation the district reported a participation rate above 98% in both ELA and math (the state required rate is 95%). Dr. Gibbs and staff highlighted multi-year downward trends in proficiency for elementary and middle grades in both English language arts and mathematics; third and fifth grades showed notable increases in the below-basic category. In Keystones, algebra proficiency rose slightly (+4.3 percentage points) and literature saw a minor increase (+0.2), but overall most students remained in the below-basic range across algebra, biology and literature.
Non-academic indicators drew attention as well. The superintendent reported a districtwide chronic absenteeism rate that has remained steady overall while elementary rates improved and middle-school rates worsened. Graduation rates have declined over the last two years; presentation data showed the current graduation rate at 70% (finalized PSSA/Keystone data expected within a month). The presentation also flagged substantial increases in out-of-school suspensions: staff reported roughly 300 additional middle-school suspensions over the last three years and more than 1,200 additional suspensions at the two high schools combined.
Board members asked for more frequent, granular reporting. A director requested monthly reports on attendance and suspensions and quarterly updates on implementation and impacts of interventions; Dr. Gibbs said the district has invested in a data-integration platform and a chief accountability officer to produce that level of monitoring and said monthly universal-screener updates and strategic-plan reports would be provided.
In response to the results, Dr. Gibbs described a three-pronged strategy that will use a multi-tiered system of supports (MTSS) to stabilize foundational skills, close proficiency gaps and maximize potential districtwide. She said the district will focus immediate work on curriculum and instruction, leadership and coaching, and family connection, and will align that work through the district strategic plan and the MTSS framework. Board members called for maintaining visibility on these metrics at each meeting and for ensuring that district investments and partnerships align with the goal of raising proficiency.
In a data-focused presentation the district reported a participation rate above 98% in both ELA and math (the state required rate is 95%). Dr. Gibbs and staff highlighted multi-year downward trends in proficiency for elementary and middle grades in both English language arts and mathematics; third and fifth grades showed notable increases in the below-basic category. In Keystones, algebra proficiency rose slightly (+4.3 percentage points) and literature saw a minor increase (+0.2), but overall most students remained in the below-basic range across algebra, biology and literature.
Non-academic indicators drew attention as well. The superintendent reported a districtwide chronic absenteeism rate that has remained steady overall while elementary rates improved and middle-school rates worsened. Graduation rates have declined over the last two years; presentation data showed the current graduation rate at 70% (finalized PSSA/Keystone data expected within a month). The presentation also flagged substantial increases in out-of-school suspensions: staff reported roughly 300 additional middle-school suspensions over the last three years and more than 1,200 additional suspensions at the two high schools combined.
Board members asked for more frequent, granular reporting. A director requested monthly reports on attendance and suspensions and quarterly updates on implementation and impacts of interventions; Dr. Gibbs said the district has invested in a data-integration platform and a chief accountability officer to produce that level of monitoring and said monthly universal-screener updates and strategic-plan reports would be provided.
In response to the results, Dr. Gibbs described a three-pronged strategy that will use a multi-tiered system of supports (MTSS) to stabilize foundational skills, close proficiency gaps and maximize potential districtwide. She said the district will focus immediate work on curriculum and instruction, leadership and coaching, and family connection, and will align that work through the district strategic plan and the MTSS framework. Board members called for maintaining visibility on these metrics at each meeting and for ensuring that district investments and partnerships align with the goal of raising proficiency.
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