A successful school or school district can be measured in many ways: student academic achievement, post secondary success, student/family satisfaction, graduation rates, faculty credentials, and others. For individual children and families, an assessment is often based on individual experiences of relationships, safety, belonging, growth (and sometimes, recess). 

In Colorado, public schools and districts are assessed in three areas: students academic achievement, student academic growth, and post secondary workforce and career readiness. These measures roll up into overall accreditation ratings for schools and districts that are assigned in the fall for the previous year. Although these aren’t the only measures of success, they are helpful indicators of what’s working and where there is room to grow. 

The recent release of spring 2025 student assessment data and school/district performance ratings from the Colorado Department of Education paint a complex and ultimately positive picture for the Roaring Fork School District. On the one hand, the data reveals an encouraging trend of strong student academic growth and improving performance for schools and the district. On the other hand, it underscores persistent achievement gaps that continue to separate student subgroups, reminding us that the work is far from finished. This is a complicated and nuanced story and can’t be simplified into headlines.

In the Roaring Fork Schools, we are privileged to serve a racially, linguistically, and socioeconomically diverse student population. Because of this, we provide students with a learning environment that helps them build essential life skills. When students learn with children from different cultural, linguistic, and socioeconomic backgrounds, they build skills in communication, conflict resolution, critical thinking, creativity, and cultural competence. These are critical skills for success well after high school. Diversity is the strongest asset of a Roaring Fork Schools education and is often rare in small, rural schools. 

The most compelling narrative in this year’s student outcome data is strong student academic growth. Across key assessments, Roaring Fork Schools students made stronger progress than peers statewide. This is a direct reflection of the dedication of our educators and the targeted support systems in place for learners.These numbers show that our district is helping students progress academically, a crucial step in closing the long-standing achievement gaps.

While growth is a powerful indicator of progress, the data also highlights achievement gaps that remain. Overall, student academic achievement lags behind state averages and significant disparities exist. We have achievement gaps between emerging bilingual students and native English speakers, between students whose family income is below the federal poverty level and students whose family income is not. Gaps exist between students with and without disabilities, and between Hispanic/Latino and white students. It is important to note that racial comparisons are incomplete without also considering language status. Nearly half of RFSD students who identify as Hispanic or Latino are also emerging bilingual learners currently receiving English language development instructional services. The majority of student assessments assume English language proficiency. Still, overall numbers highlight the need for continued, focused effort to ensure all students are reaching their full potential.

In other success measures, additional stories emerge. In every single category of student subgroups, RFSD has reduced drop out numbers. Reducing drop out rates can only be achieved by building strong relationships and helping students and families access targeted resources. This is quiet, individualized, and long-term impactful work. In RFSD the work is led by family liaisons, school counselors, school administrators and deans, front office and student success teams, and teachers who have built trusting relationships with students. 

Overall, nine Roaring Fork schools maintained their Performance rating (the highest possible school rating) and three schools improved to Performance from 2024 to 2025. The Roaring Fork Schools received a district accreditation rating of Accredited, an increase in ratings from Accredited with Improvement Plan in 2024.

The Roaring Fork Schools strategic plan is based on the following assumptions:

• When students feel safe, included, and represented in school, and
• When students’ are actively engaged with rigorous, grade-level learning every day, and
• When students who need extra support are provided with appropriate, timely, effective interventions, and
• When students are taught by high quality teachers who reflect the diversity of our community, and
• When schools partner effectively with families and communities, and 
• When students, staff, and schools are supported by efficient, effective operational services, students will thrive. 

As we settle into year 2 of our 5-year strategic plan, we remain focused on this strategic work. We have a long way to go but momentum is building in the right direction.

Dr. Anna Cole is superintendent of the Roaring Fork District Schools in Glenwood Springs, Carbondale and Basalt.