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Pennsylvania’s Nation’s Report Card data shows a decline in math achievement, with fewer students reaching proficiency compared before. To support student success, schools can build culturally responsive partnerships by engaging families through accessible communication, honoring diverse backgrounds, and creating inclusive environments. Strategies like flexible meeting times, and curriculum that reflects students’ cultures help foster trust and collaboration between schools and communities.

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I noticed that significant gaps in achievement based on race and income. White and Asian students tend to score higher on average, while Hispanic students often face challenges. Students from lower income families also have lower test scores. Schools should hold community events in multiple languages, offering flexible meeting times for working parents, and hiring diverse staff who understand students' backgrounds. Jennifer Rojas

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Elizabeth Bingman

By looking at Pennsylvania's Nation's Report card data, I noticed that more Hispanic people attended K-12 and also college, in 2017. Some strategies that schools could use to build culturally responsive partnerships with families and communities may be building trust, communicating in appropriate ways, and involving parents into the decision making. I think that would directly support a students achievement.

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Donnae Goins

I noticed that in the report card it showed that most students above the 75th percentile had access to academic support, tutoring, and they liked and felt comfortable talking with their teachers, while the opposite was true for students below the 25th percentile. I also noticed that students in the 75th percentile who went to tutoring did better in school rather than students that did not do well in school. I think the educational support should be available and encourage for all students. Students have easy access to tutoring, support, and resources. I believe that right now schools are doing well at providing these resources to students. However, two obstacles stop this from being effective. First, underfunded schools are unable to provide as many resources to their students which is the responsibility of the government to provided equal opportunities to its citizens young learners. Secondly, these academic resources should not only be readily available to students but positively encouraged for students. Students who are not doing well in school can often feel too ashamed to reach out for help. It is our job as teachers to not only provide support but to get rid of stigma around asking for help when it is needed.

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Eden Plowman

One thing I noticed is that 78% of economically disadvantaged 4th grade students are preforming below the 25th percentile in mathematics. I think a strategy that schools can implement to help this problem is to provide lower income families with opportunities that may not be available to them. For example, free tutoring services after school.

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Lauren Trudell

When looking at PA's National Report Card date, I noticed that from 4th to 8th grade, there was a 1.24% decrease of students with disabilities. This could mean a variety of different things. Students could have been not as affected by their disabilities as much and moved to different classes that didn't need to focus on their disability as much, or have gained an aid as well. I noticed that maybe they couldv'e dropped out or maybe left the school for a better one to help focus on their disability. A way schools and teachers can help this issue is by gaining an aid or having teachers learn and gain more knowledge about disabilities to be able to help the children out.

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Mya Matthews

What I notices about the Nation's report card data is that there is a significant difference in the percentages between students who come into school with disabilities then those who come in as EL. One thing that I can think of to help build up relationships is to use data to identify students/groups who are behind and offer tutoring, mentoring, summer learning differentiated instruction, or small group supports to make these kids feel involved and to make sure to involve their families in planning these supports as well. Which can help both of these types of families who have children who need help learning English and children who have learning disabilities.

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Kandi Miller

Based off of Pennsylvania’s nations report card I noticed that only a small fraction of students with disabilities in grades 4 and 8 were identified as English learners. Some strategies schools could do is make sure that the students and families are involved so that each student receives the support they need to continue to learn. One thing they could do is watch videos to make sure that all of the students are aware of one another’s background. To keep them wanting to stay in school and make them feel seen.

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4th-grade: Black–White gaps are 33 points in math and 31 in reading; boys lead girls in math (+7), while girls lead boys in reading (+8). 8th-grade: Black–White gaps hit 40 in math and 24 in reading; the reading gender gap widens to +12 for girls. Income gaps are large across grades (25–34 points) and not significantly different from the early 2000s.

Start by co-designing with families, not presenting to them: run Family Data Nights in families’ home languages, create 2-week at-home micro-plans (what to read, which math skills to practice), and shift to student-led conferences so students explain goals and evidence of growth. Pair that with evidence-based supports: stand up high-dosage tutoring (3x/week, tightly aligned to class content) using trained community partners, this has one of the strongest impacts in K-12. Tackle access barriers with attendance nudges (simple, periodic texts or mailers to caregivers reduce absences) and connect families to basics (meals, Wi-Fi, transport) so students can show up and benefit. Track minutes read, tutoring dosage, and skill growth, and share wins monthly to keep families engaged.

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Students in Pennsylvania who are a part of economically disadvantaged families tend to be doing worse and fall into the lower 25th percentile. The students who are not economically disadvantaged are performing at a much higher rate. Schools should be identifying this and be coming up with ways to help students who cannot afford to seek extra help. One strategy to help these students would be to offer these families extra help outside of school, like study hours or other types of activities like this to help these students who cannot afford to seek extra help.

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Alayna Mingle

The report card shows that students with different ethical backgrounds have different percentages of kids who go to school. In Pennsylvania the two highest percentages of kids who go to school is between white, hispanic and children of color. I feel that schools need to build a culturally responsive partnership with the families by involving them in the classroom and making them involved in decision making.

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Emily Shoop:

The main core subjects that students are struggling the most with are math and reading. These scores are low based on the Nation's report card. To help these students who are falling behind and struggling in these subjects we can implement tutoring after school to build retention and understanding of material. We can build an inclusive classroom and bring families in to see where the struggles may be and have consistent routines and procedures to help learn in the environment they are struggling in. The classroom can have hands-on activities to learn better.

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One thing that I noticed was that students who were more than likely identified as English learners had lower grades than other students. This may be because of the language barrier between a student and their teacher. When one language is someone’s first language, they’re going to have a harder time learning something compared to other students. Through a parent-teacher bond, together they could incorporate some down time between the teacher and student to work on things one on one. Parents could continue this work at home in English if possible.

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I’ve noticed there are more than 60% of white students in Pennsylvania and less than 15% of other races in the state. Schools could focus on more mandated parent - teacher conferences to best support student achievement. When the teachers have an understanding of the child’s emotions and limits they can focus and better understand the students learning. The families could also be sent home a weekly questionnaire about the students. This will allow the teacher to have an up to date response on there teaching strategies and student complications.

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Mya Sorton

The data shows that students have a hard time with math and English. I also noticed students in lower income struggle more .

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Alexandra Nicoara

I noticed that the students race were not very diverse across Pennsylvania, with majority of students being white. I think that schools making an effort to have a diverse staff would affect enrollment of diverse students as well. By having a diverse staff and student population if would promote culturally diverse partnerships because students would be introduced to different lifestyles, cultures and languages that they other wise may not have been exposed to .

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Emily Gray

I noticed that math is in decline for many students. The ethnic backgrounds in schools are continuing to grow. Teachers can send home a letter or call the parents to ask about their child's culture and how they learn best. With that information, I believe teachers can create a lesson that helps all the students of all backgrounds understand the lesson.

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In Pennsylvania, I noticed that low-income students are struggling more in reading and math. Educators and schools should meet their needs by providing sources outside of the classroom to find strategies to help the student. They could offer free tutors to help them succeed. - Caitlyn Streza

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Mara Bartley- After looking at the Pennsylvania's National Report Card data, I can see that schools have a wide range of different cultures. Not just one school has one ethnic group. I can also observe that in subjects such as math and reading students are not grasping the concepts as well. This is particularly in low income families. I am a strong believer in tutoring. I think it would be good for the school to make tutoring fun for the kids and help them learn. The tutoring could be playing games and interacting with your friends as you are getting help.

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Ben Smith

There are many students who are from diverse backgrounds who are behind their white counter parts in academic performance. A school could create an after school tutoring program where they could get help studying, doing homework, or doing whatever they may need to be on par with their peers.

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Lauren Riley

I noticed that most of the average student test scores in Pennsylvania, compared to those of the National average, were not much different. I also noticed that more students identified as English Learners, and there are more students with disabilities in fourth grade than in eighth grade. I think this shows that it is very important for those in the younger grades to get the special education they require. This will help prepare them for the older grades.

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Jade Moore-There are more economically disadvantaged households, who are performing under the percentile in mathematics, reading, and science. A way to change this could be to have more opportunities for after school programs that low income students can attend to help with homework or subjects that they struggle with.

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Kacey Brothers

Schools could use Nation's report card to analyze data. Studying the data in you area can help schools (teachers and administrators) get the students what they need. Understanding the students weaknesses can help teachers adapt to what they need to focus on. This assures that teachers are helping students reach their full potential.

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The diversity in Pennsylvania is 40% nonwhite. This is a large number of the population. Schools need to start adapting more to the larger amount of diversity in their schools. The teachers need to better understand different languages and find ways to communicate with the families and students that don't speak English as a first language. There was also significant gaps in the students performance based on economically advantaged verses not. Teachers in lower income schools need to find different ways to engage the students and families in learning. Teachers can implement after school or even lunch or recess help sessions for the kids to get extra help. Teachers need to adapt their teaching to better accommodate the families and kids needs. Kiersten Bradley

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Kylee Smith

The report card shows how students in these Pennsylvania students with low-income families can fall behind in different areas. I think the schools should give support to those families. My high school always offered tutoring during and after school with no cost.

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I noticed how big the gap was between white students and colored students in their educational performance. I also noticed students that come from low income families are falling behind in certain areas. I think that schools could communicate and reach out to parents and guardians more to help support the student in suceeding. By including the parents, it is possible for the student to get back on track and suceed inside and outside of the classroom.

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Kaitlyn Harpst

After clicking around on Pennsylvania's Nation Report Card data, I noticed that Hispanic children tend to not perform as well in school compared to White children in the same area. This could be due to language barriers or families not feeling welcome in their community. Educators and schools should try and have more two-way communication in order to invite families of students to share their backgrounds or express concerns.

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The report card shows that Pennsylvania students are below proficiency in reading and math. Most of these students are from low-income families or are students of color. I think schools need to make more of an effort to connect with these students and their families. Communicating clearly and inclusively is crucial. I also think celebrating different cultures in the classroom is very important. Teachers could do this by learning about other countries' holidays and incorporating in into their curriculum.

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I noticed that there were a higher rate of students with disabilities than any other. A strategy schools could use to build connections with families is hosting an annual special olympics. Have a day out the year where those students can have their own olympics of fun obstacle courses and games. They can team up with a family member or friend to make it fun and collaborative.

Jersei Ramsey

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Troy Williams- Some strategies schools could use to build with start with communication. Make sure families have what they need for their children to succeed in school. Such as tutoring and other things of that nature to help all students. Also can have activities t the school where families can engage.

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Summer Koss

The report card shows students who are falling behind in the main subjects like math and reading. Schools should have more inclusive environments, which would lead to families and parents feeling supported. Teachers should have a relationship with every family so that students are succeeding in the classroom. With the issues that I saw, teachers should be making a plan to make sure all students succeed.

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In the Pennslyvania's Nations report card data, I noticed that in the students racial/ethic background the black and hispanic columns were close in number percentages in Pennsylvania Demographics (2023-2024).

A strategy that schools could use to build culturally responsive partnerships with families and communities that directly support student achievement is creating a welcoming environment with families that have different cultural backgrounds. This will provide families with the feeling of being valued, and builds a respectful and engaged community in schools.

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Olivia Cramer

By looking at the PA's Nation's Report Card data, I noticed that some students who typically come from a poor financial situation and students of color tend to have more trouble performing in school. I think finding ways to make the children feel valued and included is very important in overcoming this issue. Another way is through communication as well. Getting to know your child is extremely important.

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This specific report card about Pennsylvania highlights ongoing achievement gaps among students of various racial, ethnic, and socioeconomic backgrounds. This shows the major need for support for these types of situations. To help close these gaps, schools can foster culturally responsive partnerships by involving families through multilingual outreach, culturally inclusive events, and shared decision-making that centers on the diverse need that includes all students.

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Something that I had noticed is that the majority of the students background is white and it’s a large percentage compared to the other groups. I also think that the percentage of English learners tied to a disability could be higher but new people learning English may get mistaken for having a disability. I think a way that the schools could help is by creating more concrete communication between the guardians and the teacher. I think by doing so it will show the parents that the school cares for their child. Kira Yeager

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Something that I noticed was that the percentage of students with disabilities went down from grade 4 to grade 8. The reasoning for this could be because the student had to stop their education at a school all together, or move to a school that specializes in special education. Either way, this means that the schools could work on improving the special education services they provide to make the quality of education go up, and help create an environment that is welcoming and supportive of all.

Charlotte Potvin

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I noticed that the report card data showed persistent achievement gaps between student groups. This shows the need for schools to work more closely with families to address these gaps. A response to this is the schools can hold a family engagement night that would celebrate each family's different diverse traditions.

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Grace Wilson-By looking at the data, I noticed a lot of kids in fourth grade identified as students with disabilities. I also noticed that there is a huge jump from the percentage of white people to any other race. Which is alarming. Schools could implement more AT in fourth grade to help those students. I also think it is important for all kids to learn about different cultures and do activities surrounding them to make sure everyone feels included and welcomed.

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I noticed a lot of students are struggling in reading and math, especially at higher grades. Schools could build stronger, culturally responsive partnerships by involving families in goal-setting, using clear and respectful communication, and working with community groups to give students more support outside of the classes. -Jon Updyke

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I think the most concerning thing that I noticed was how high Pennsylvania's gap in educational performance was between white students and students of color. The gap was one of the highest in the country, though for PA specifically this likely comes down to school funding and poverty. Schools need to be making a larger effort to connect with black and hispanic families so that they can better understand what specific needs they may have, especially in the case of aiding hispanic parents who don't speak english through increased accessibility.

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In Pennsylvania, some students underperform, particularly students from low-income families and students of color. Schools can address this by communicating with families, honoring culture, and collaborating with the community. When families are included and supported, student success is possible.

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Avery Palotas

The amount of students who identified as either English learners or students with disabilities decreased from fourth to eighth grade, potentially reflecting loss in enrollment. Schools could implement after-school tutoring for students with disabilities or for students whose first language isn't english.

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Kendall Roman

The report card shows that students from low-income families are falling behind in areas like reading and math. Schools should focus on building real connections with these families by offering support, listening to their needs, and making learning more relatable and unique to their situations, their reality, and their everyday lives.

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By looking at Pennsylvania’s Nation's Report Card data, what did you notice? What strategies could schools use to build culturally responsive partnerships with families and communities that directly support student achievement?