Lakeville schools board debates how to measure student success
The Lakeville Area Public Schools board held a special meeting on July 16 to set district goals and performance targets, grappling with a fundamental question: should schools focus narrowly on standardized test scores or take a broader view of what it means for students to succeed?
The board spent much of the meeting debating the best approach to goal-setting. Board member Matt Swanson argued the district should first identify key metrics it wants to track across academic, financial, operational, and human resources categories, then set goals based on those metrics. This data-driven approach would create clearer accountability, he said.
A major focus was the Minnesota Comprehensive Assessment (MCA), a standardized test in reading and math. The district has adopted a federal goal of achieving 90% proficiency in reading by 2030—a requirement under the federal Every Student Succeeds Act. However, board member Kim Baker challenged the heavy reliance on a single test score as the measure of student success. "I'm a little disappointed with this whole discussion because I look at where we've picked one metric as the quote indicator of success for a student," Baker said, questioning whether test scores alone capture what makes a student successful.
The board also discussed aligning all curriculum and instructional materials with Minnesota's academic standards. District staff clarified that "curriculum" refers to state-mandated standards and benchmarks—not textbooks, which are considered separate "resources." Budget constraints over the years have affected the district's ability to acquire updated materials aligned with current standards.
Some board members advocated for a more holistic definition of student success that includes character development, extracurricular participation, and readiness for life after high school—factors beyond test scores. The discussion reflected broader tension between state and federal testing requirements and the district's desire to nurture well-rounded students.
At the end of the public meeting, the board unanimously approved a motion by Matt Swanson, seconded by Michael Bowman, to enter a closed session for confidential negotiation discussions. The board did not announce specific next steps or timelines for finalizing new goals.
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Votes (1)
Motion to Enter Closed Session for Negotiation Discussions
Moved by Matt Swanson [1:05:07] · Seconded by Michael Bowman [1:05:27]
Towards the end of the public meeting, a motion was made to transition into a closed session. This procedural step was initiated to allow for confidential negotiation discussions, as permitted by Minnesota State Statute, and to dismiss non-essential personnel.
Notable Quotes (4)
I feel like what we need to do what we ought to do first is figure out what are the key metrics that we want to monitor as a district as a whole uh and in all the different categories of whatever it may be. And then once we figure out what those met what what what metrics we want to try to capture or what the objective is that we're trying to capture then we ask ourselves what is the goal that we want associated to that for this upcoming year.
So internally when we are talking about curriculum, we were talking specifically about standards and benchmarks. That is what you should be teaching. That is what the state demands that we implement in the classroom. So when we say curriculum, and this is a shift from 20 years ago, curriculum used to be here's your textbook, here's your curriculum, right? We're in a different space now. So we define that internally as standards and benchmarks that we are required to teach.
So um this year um we at at the district level we set two expectations on those scops and then um they make their decisions about what their buildings need and will implement was number one that the ESSA requirement which we are still held to in the state of Minnesota is that 90% of the student or we will have 90% proficiency in reading on the MCA. So that is that that yes so that is something that we are held to um at the state and federal level through ESSA. So we wanted to make sure that people understood that and that that is what we were striving for and that's by 2030.
I'm a little disappointed with this whole discussion because I look at where we've picked one metric as the quote indicator of success for a student and I think of myself as a mother and knowing that none of my kids would have met this metric. Does that mean they're any less successful?
Ordinances & Resolutions (10)
A compiled list of board members' individual goals, categorized for discussion.
The existing district-wide plan providing overall direction, which the board discussed potentially updating or aligning new goals with.
The federal Every Student Succeeds Act requirement for 90% proficiency in reading on the MCA by 2030, which the district has adopted as an aspirational target.
Individual school improvement plans developed by each building, incorporating district expectations and the ESSA requirement.
The state-mandated academic requirements that all curriculum and materials are expected to align with.
A historical federal education act mentioned for its emphasis on increased testing without directly addressing curriculum or instruction.
The official state document used to grade districts based on academic outcomes and demographic data.
The legal basis cited for moving into a closed session to engage in negotiation discussions.
State legislation impacting literacy education and the adoption of reading curriculums, including reimbursement eligibility.
A district plan, likely related to achievement or equity, informed by metrics such as racial isolation identified in the state report card.
Source document
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Other Topics from This Document
Academic Standards and Curriculum Alignment
MCA and FastBridge Assessment Targets
Definition of Student Success
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