When the Quincy School District Board of Directors gathered at George Elementary on Tuesday, November 10, the school’s presentation began a little differently than the usual. Three fifth-grade students stood before the board with examples of their mathematics work, ready to explain how they solve problems together in the classroom. Their teacher, Cindy Davis, was there to guide the presentation, but the students were the ones demonstrating what learning looks like at George Elementary.
It was a fitting introduction to a school report that offered plenty of reasons for encouragement. George Elementary, one of the smaller schools in the Quincy School District, is producing mathematics growth that district leaders say stands out among its elementary schools. The results are particularly noteworthy because they reflect an approach that places considerable emphasis on student participation, confidence, and the ability to work through challenging problems rather than simply arriving at the correct answer.
Principal Lora Villalpando presented the school’s academic results, improvement priorities, student survey findings, and enrichment opportunities during the meeting. Together, they provided a picture of a school working to strengthen academic achievement while maintaining the close community connections that make George Elementary an important part of life in George.
TL;DR
- Strong mathematics growth: During the 2025–26 school year, 47.5% of students achieved typical growth and 32.5% achieved high growth in mathematics, for a combined 80%.
- District recognition: School district leadership identified George Elementary as a consistent leader in mathematics growth and an example for other schools.
- Students demonstrating learning: Fifth-grade students Stephanie, Mateo, and Alex showed board members how collaborative problem-solving works in their classroom.
- Positive student outlook: School survey results showed 82% of responding students reported continuing to try when schoolwork is difficult, an improvement of seven percentage points.
- Expanded opportunities: All students receive STEAM instruction twice monthly, with additional enrichment opportunities in art and computer science.
- Keeping education local: George Elementary continues using combined-grade classrooms when needed to manage enrollment and keep students attending school in their own community.
A Different Way of Learning Mathematics
The first presentation of the morning came from Davis and three of her fifth-grade students, Stephanie, Mateo, and Alex. Rather than giving board members a traditional classroom presentation, the students brought examples of problems they had worked through using an instructional approach known as Building Thinking Classrooms in Mathematics.
In Davis’s classroom, students are randomly assigned to groups of three and work together at whiteboards positioned around the room. Each group receives one marker, which means the students must discuss their ideas and cooperate as they solve problems. The activities require students to explain their thinking, consider different approaches, and learn from the strategies developed by their classmates.
For the lesson presented to the board, students had been working on word problems involving the addition and subtraction of fractions and decimals. Davis explained that groups work through one problem at a time, receiving feedback before moving on to the next challenge. The process allows her to observe how students approach the work and identify where additional guidance may be needed.
The students described the experience in their own words. Alex explained that when a group solves a problem correctly, Davis marks its work with a star. If the answer is incorrect, the students are encouraged to try again. Stephanie said she enjoys sharing strategies because different students may approach the same problem in different ways.
When Mateo was asked how working in groups made him feel about mathematics, his answer was simple: “Comfortable.”
That response captured an important part of the school’s instructional goal. Davis explained that students need to feel safe trying unfamiliar strategies, making mistakes, and asking questions. By working together, students who might otherwise hesitate to participate have opportunities to contribute, while those who are more confident in mathematics learn to explain their reasoning and listen to others.
Davis also described a recent classroom experience in which a group of students became so engaged in solving a problem that they wanted to continue working rather than take their scheduled break. For a teacher working to develop persistence and confidence, that willingness to stay with a difficult problem represents meaningful progress.
The approach has been part of an existing style and looks to be integrated into a broader district effort to improve mathematics instruction. Soon Davis will participate in the Math Breakthrough Network, a professional learning initiative focused on strengthening teaching practices through collaboration, observation, and feedback. During the meeting, district leaders recognized her willingness to open her classroom to approximately 13 educators for a mathematics lesson in December.
That upcoming visit will give other teachers an opportunity to observe the strategies being used at George Elementary and consider how similar practices might benefit students throughout the district.
Mathematics Growth That Stands Out
The most significant numbers in George Elementary’s report concerned student growth in mathematics during the 2025–26 school year.
According to the school’s presentation, 47.5% of students achieved typical growth in mathematics, while another 32.5% achieved high growth. Combined, those categories account for 80% of students measured.
During the discussion, district leadership emphasized that the result is considerably higher than the level generally expected when typical and high growth categories are combined. More importantly, the district’s comments made clear that George Elementary’s performance is not being viewed as an isolated success.
“George is really leading the way,” district leadership told the board, noting that the school has demonstrated strong mathematics growth over multiple years.
That consistency is important. George Elementary has a relatively small student population, which means the performance of a limited number of students can have a noticeable effect on schoolwide percentages. District officials acknowledged that smaller schools can experience greater statistical variation from one year to the next. Nevertheless, they pointed to George’s repeated strong results as evidence that its instructional practices deserve attention.
The distinction between student growth and academic proficiency is also important for understanding the school’s progress. Growth measures how much students improve over time, while proficiency measures whether students have reached a particular level of academic performance. A school can demonstrate substantial growth while still working to increase the number of students meeting grade-level standards.
George Elementary’s mathematics assessment results illustrate that distinction. On the 2025–26 Smarter Balanced Assessment, 38.5% of third graders, 57.8% of fourth graders, and 56% of fifth graders reached Level 2 or above, a measure the school identified as foundational grade-level knowledge.
The percentages reaching Level 3 or above, which the report identified as consistent grade-level knowledge, were lower. Fewer than 15.8% of third graders reached that level, compared with 19.2% of fourth graders and 20% of fifth graders.
These figures show that George Elementary still has work to do in moving more students toward grade-level proficiency. At the same time, the growth results suggest that many students are making substantial academic progress, providing a foundation for continued improvement.
For families, the difference matters. A student who begins the year behind grade level may make considerable progress without immediately reaching the state’s proficiency benchmark. Recognizing that progress does not eliminate the need for higher achievement, but it provides a more complete understanding of whether instructional efforts are helping students move forward.
Building on Progress in Reading and Language Arts
Mathematics was the central focus of the presentation, but George Elementary also reported encouraging growth in English language arts.
During the 2025–26 school year, 35% of students achieved typical growth in English language arts and another 35% achieved high growth. Together, those categories represented 70% of students measured.
Villalpando explained that the school has been working with its current English language arts curriculum for several years, giving teachers time to become more familiar with the materials and strengthen their instructional practices. The continued development of those practices remains part of the school’s broader effort to improve student achievement.
Assessment results show both progress and areas requiring additional attention. Among third graders, 42.3% reached Level 2 or above in English language arts, compared with 52.6% of fourth graders and 60% of fifth graders. At Level 3 or above, the percentages were 26.9% for third grade, fewer than 15.8% for fourth grade, and 36% for fifth grade.
As with mathematics, these results demonstrate the importance of considering student growth alongside proficiency. The school is reporting substantial academic improvement while continuing to work toward stronger grade-level performance. That work is especially significant at a school where more than two-thirds of students are identified as multilingual learners. Supporting literacy development requires teachers to help students strengthen reading, writing, and comprehension skills while recognizing that many are also developing their proficiency in English.
A Small School Serving a Diverse Community
George Elementary currently serves 157 students and has 14 certificated staff members. Its enrollment reflects the agricultural community surrounding George and the diverse backgrounds of the families who call the area home. According to the school report, 91.1% of students are Hispanic or Latino, 83.5% qualify as low-income, 67.1% are multilingual learners, and 26.5% are identified as migrant students. Students with disabilities account for 11.2% of enrollment.
These figures provide important context for the school’s academic priorities. They describe a student population with varied educational needs and experiences, making consistent instruction, strong relationships, and individualized support especially important. George Elementary’s stated mission emphasizes creating a collaborative and inclusive learning environment where students feel seen, heard, and valued. The school is working to develop students who can take ownership of their learning, respond to feedback, and believe in their ability to improve.
Those goals were evident throughout the presentation, particularly in the emphasis placed on encouraging students to participate in classroom discussions and approach difficult work with confidence. For a community the size of George, the elementary school also serves a role beyond academic instruction. It is a familiar gathering place for families and a connection between the school district and the community. Maintaining that connection was part of the discussion when board members asked about classroom organization and student enrollment.
Keeping George Students in George
One question raised during the meeting concerned the school’s use of combined-grade classrooms. Board members noticed that some grade-level enrollment figures appeared uneven and asked how the school determines classroom assignments. Villalpando explained that George Elementary has used a combined kindergarten and first-grade classroom for several years. The arrangement helps the school manage enrollment when the number of students in a particular grade does not justify adding another full classroom.
This year, the school also has a combined third- and fourth-grade classroom. Villalpando said the decision followed a year in which one third-grade classroom had approximately 30 students, creating challenges that made a different arrangement desirable. The school reviews these decisions annually, considering enrollment numbers, student needs, and the dynamics of individual classes. Families are contacted when a combined-grade placement is being considered, and parents have an opportunity to discuss the proposed arrangement.
Villalpando made clear that maintaining opportunities for children to attend school in George is an important consideration. “We want to keep them in our community,” she told the board. That commitment reflects a practical challenge faced by smaller schools. Enrollment can fluctuate from year to year, and the district must balance staffing, classroom size, and educational needs. Combined-grade classrooms provide one way to maintain reasonable learning environments without unnecessarily moving students away from their neighborhood school.
For George families, the issue is about more than classroom assignments. Having a local elementary school allows children to learn alongside neighbors and helps preserve a connection between families, educators, and the community.
Teaching Students to Believe They Can Succeed
Academic achievement was only one part of George Elementary’s report. Villalpando also presented results from the school’s Panorama student survey, which measures students’ experiences and attitudes toward learning. One of the most encouraging findings concerned perseverance. When asked how often they keep trying even when schoolwork is difficult, 82% of responding students gave a favorable answer. That represented an increase of seven percentage points from the previous year.
Another question asked students how often they feel they have the power to make things better in the future. Sixty-nine percent responded favorably, an improvement of six percentage points. These findings align with the school’s emphasis on developing confidence, persistence, and a positive approach to learning. They also help explain why teachers are placing so much attention on classroom activities that encourage students to work through challenges rather than give up when an answer is not immediately apparent.
George Elementary is reinforcing those behaviors through several schoolwide recognition efforts. Its Wall of Achievement highlights student accomplishments, while Golden Awards and Starshine Awards recognize positive behavior, academic effort, citizenship, and character traits. The purpose of these programs is to establish a school environment where students see effort and improvement as accomplishments worth recognizing. By celebrating persistence and positive contributions, the school hopes to encourage students to develop habits that support learning throughout their education.
The survey also offered a glimpse of what students enjoy most about attending George Elementary. Among third-, fourth-, and fifth-grade respondents, recess received 31 mentions, followed by physical education with 22 and mathematics with 17. Friends received 15 mentions, while teacher support and kindness received 11.
Although recess remains a favorite, the number of students identifying mathematics among the things they enjoy at school is noteworthy given the school’s instructional focus. The results suggest that academic activities can become an important part of students’ positive experiences when they feel engaged and supported.
Expanding Opportunities Through STEAM
George Elementary is also working to provide students with opportunities beyond traditional classroom instruction through its STEAM program, which incorporates science, technology, engineering, arts, and mathematics.
All students participate in whole-group STEAM instruction twice a month. The school also offers additional enrichment opportunities for students who demonstrate particular strengths or interests in specific areas. During the first STEAM art unit, 37 students participated in an extended art experience. The next unit will focus on computer science, with 27 students identified for additional enrichment opportunities.
Several students participated in the board presentation to explain the artwork they had created during the program. Among them were Fabian, Francisca, and Melanie, who shared examples of their projects and described what they had learned. Their participation provided another opportunity for board members to hear directly from students. Just as the fifth graders had explained their mathematics work earlier in the meeting, the STEAM students were encouraged to discuss the purpose of their projects and the choices they made while completing them.
Villalpando explained that the enrichment program is intended to recognize student strengths and provide additional challenges. A student who needs support in one academic area may demonstrate considerable ability in another, and the school wants those students to have opportunities to develop their interests. The computer science portion of the program is expected to include activities such as coding and robotics. District representatives also discussed how the work could connect with broader efforts to introduce students to artificial intelligence literacy.
For students in George, these programs provide exposure to subjects and skills that may eventually influence their educational and career interests. They also demonstrate that enrichment opportunities are not limited to larger schools.
A School Other Educators Are Watching
One of the more significant developments discussed during the meeting was the district’s interest in learning from George Elementary’s approach to mathematics instruction. Through the Math Breakthrough Network, teachers are being encouraged to observe one another’s classrooms, discuss effective strategies, and strengthen instruction through shared professional learning. George Elementary’s results have made its practices particularly relevant to those conversations.
Davis’s decision to welcome other educators into her classroom in December is one example of how the district hopes to build on that success. Observing students work through problems together will give visiting teachers an opportunity to see how the instructional approach operates during an actual lesson. The emphasis is not simply on adopting a particular classroom activity. The broader goal is to understand how teachers can encourage students to reason, collaborate, explain their thinking, and remain engaged when the work becomes challenging.
George Elementary’s improvement plan specifically identifies Building Thinking Classrooms strategies and the district’s BIG 5 instructional practices as tools for strengthening mathematical understanding. Classroom observations and teacher feedback are intended to help those practices become more consistent throughout the school. District leaders have acknowledged that other Quincy schools are also making progress in mathematics. What makes George Elementary noteworthy is the strength and consistency of its reported growth, which has prompted interest in the practices contributing to those results.
For a school serving 157 students, that recognition represents an important contribution to the larger district. George Elementary is not simply participating in districtwide improvement efforts; its teachers and students are helping demonstrate what those efforts can look like in practice.
What This Means to You
For families in George, the November 10 presentation offered evidence that their local elementary school is making meaningful academic progress. Students are demonstrating strong growth in mathematics and language arts, while teachers continue working to increase the number reaching grade-level proficiency. The school is also investing in student confidence, positive behavior, and enrichment opportunities that support learning beyond the traditional curriculum.
For families throughout the Quincy School District, George Elementary’s results may have broader implications. District leaders are looking closely at the school’s mathematics instruction and creating opportunities for teachers from other buildings to observe its practices. If those strategies can be adapted successfully elsewhere, the work taking place in George could contribute to improvements for students across the district.
The presentation also served as a reminder that smaller community schools have an important place in public education. George Elementary faces the practical challenges that come with a limited student population, but its staff members are finding ways to manage enrollment, expand educational opportunities, and maintain a school environment closely connected to the families it serves.
A Community School Making Its Mark
By the end of George Elementary’s presentation, board members had heard about student growth, assessment results, school culture, enrichment programs, and the challenges of operating a smaller elementary school. They had also heard directly from students who could explain what they were learning and how they approached their work.
The academic numbers provide reasons for optimism, particularly the school’s continued strength in mathematics growth. They also make clear that there is more work ahead in helping students reach grade-level proficiency.
George Elementary’s staff appears to understand both sides of that responsibility, celebrating improvement while continuing to focus on stronger academic outcomes. Perhaps the most meaningful part of the morning was that the school’s work was not represented by statistics alone. Students demonstrated their learning, teachers explained their methods, and district leaders discussed how those practices might benefit other classrooms.
George Elementary’s results are encouraging for more than the students and teachers who produced them. They demonstrate what a small community school can contribute to an entire district when its educators are given the opportunity to develop effective practices and share them with others. For George families, the recognition is also a reminder that their neighborhood school is doing important work, not only for the children who attend it today, but potentially for students throughout the Quincy School District.
