Wisconsin District Posts Math Gains Across All Schools

Teachers in a small Wisconsin school district just proved that targeted support can transform student outcomes in a single year.

Every school in the Ripon Area School District posted academic gains during the 2024-25 school year, according to end-of-year data presented to the School Board in June. The improvements spanned reading and math across elementary, middle and high school levels.

At Murray Park Elementary School, the results were particularly striking. The number of students reading two or more grade levels behind dropped from 88 in fall to just 39 by spring. In math, that number fell from 44 students to 19.

Principal Jessi Johnson credited strong small-group phonics instruction in third grade for helping close foundational skill gaps. The targeted approach focused on meeting students exactly where they were.

The middle school saw equally impressive gains. In sixth grade literacy, the number of students reading at or above grade level jumped from 44 to 73 students during the year, a 25% increase. Eighth grade math showed similar growth, with proficient students rising from 44 to 67.

Principal Danny Zamost said the secret was focus groups targeting any student close to leveling up, not just the lowest performers. The approach built momentum and confidence across ability levels.

The Ripple Effect

The high school's math intervention program achieved a 98% pass rate in its first year. Instead of supervising study halls, math teachers used that time to provide extra support for struggling students.

Only six math course failures occurred second semester, and five of those students could recover credit through summer school. The school's overall class pass rate hit nearly 99%, an all-time high.

Director of Curriculum and Instruction Christine Damm said students became more confident in their math abilities and more willing to ask for help. That shift in mindset may prove just as valuable as the improved grades.

The district plans to build on its success by implementing new intervention materials and strengthening how teachers use student data during team planning. Schools will also work on consistency in behavior systems and instructional practices.

When educators commit their time and energy to meeting students where they are, the results speak for themselves.