Walters' data show large subgroup gaps: spring CDT identified 22.9% likely proficient for white 3rd graders versus 2.5% for Black students; students with IEPs, English learners, and economically disadvantaged students had single‑digit likely‑proficient rates.

Administrators reported increased participation in state assessments but low percentages of students meeting grade-level standards; district plans targeted interventions with an initial focus on 5th-grade science.

District fall MAP testing shows the district near the 40'49th national percentile overall, with strengths in kindergarten and grade 6; MCAS accountability review showed elementary gains and a high-school math decline partly driven by very small grade-10 cohorts. District accepted DESE Accelerated Achievement supports.

Superintendent Martin reported all five division schools are fully accredited under Virginia standards; Nottoway High remained distinguished, Crew Primary moved to distinguished, Blackstone Primary improved to 'meeting expectations' and one intermediate school was lowered due to a TSI subgroup designation.

District staff presented 2025–26 school grades and warned that a state escalator rule (which raises grade thresholds when many schools earn A/B) could cause several local schools and the district grade to drop under the new scale.

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District staff presented midyear data showing mixed proficiency results, described a 5% proficiency target and projections indicating gains in some grades, and outlined targeted small-group instruction, Saturday academies and embedded coaching to close gaps for multilingual and special‑education students.

San Readian School District staff presented multiple assessment measures showing modest districtwide change, notable school‑level variation and subgroup gains; the board endorsed summer inquiry work and a pivot from broad Saturday programs to targeted after‑school interventions to close gaps.

District reports gradual improvement in grade reading scores but misses target of 63 percent

District leaders presented 2025 results for math, English language arts and science, showing gains in ELA and mixed results in math and science. Administrators recommended deeper item-level analysis, targeted MTSS work and curriculum adjustments.

A state cyclical monitoring review found six procedural compliance errors and flagged three broader areas for district improvement (LRE inclusion rates, public‑school enrollment categories, and state‑test participation). District staff also reported promising small pilots of Do the Math, Go Math and RoboKind and plans to expand targeted interventions next year.