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studentperformance logo Marshall Public Schools is a partnership of school employees, parents, community members and students working together to develop life-long learners who have the knowledge, skills, abilities and habits necessary to succeed in the larger world. (Board Adopted September 10, 2007)
Life-Long Learners
In late 2007, the Board of Education adopted a new vision for our school district. The vision is to create a partnership of school employees, parents, community members and students, working together to develop life-long learners who have the knowledge, skills, abilities and habits necessary to succeed in the larger world.
This vision now directs our efforts, keeping us on a path to reach our district’s goals and keeping us focused on our students’ futures. To help us develop a common understanding of what the vision looks like as it is being implemented, the Marshall Model of Success was created. This model depicts what reaching our vision means and showcases how each element contributes to the whole and how all of the elements work together.
The Marshall Model of Success includes the elements of engaged parents, community, staff and students as well as curriculum, instruction, and assessment, all working towards high student achievement and the development of life-long learners who can succeed in this world. Whether our students stay in Marshall or venture across the globe as they enter their career paths, the most important base for their education will be geared toward success.
Our plan is to use this model to keep us focused in coming years. It will help us modify the way we work to align all of our actions and to keep our efforts always focused on our students.
How will we know when we have accomplished the vision? When the board’s vision is achieved, our schools will be widely known and valued by the following:
  • Positive, supportive adult-student relationships that welcome diversity and serve as the foundation for learning.
  • A school culture that is positive and communicates a desire for continued growth and development.
  • Teachers actively seeking new ideas and remaining open-minded to new ways of doing things.
  • Relevant and rigorous curricula based on relevant research and state standards.
  • Formative and summative assessments that produce high-quality data that are used to inform decision-making.
  • Teachers and administrators accepting accountability for student learning and achievement.
  • Programs and resources flexed and focused on students’ needs.
  • Purposeful, clear, relevant instruction based on best practices.
  • Physical space that accommodates multiple learning styles and varied instructional styles.
Whether you are a student, parent, grandparent, or community member, you play an important role in our Model of Success. We envision a community that is fully supportive of our efforts, joining in partnership with us to encourage a positive and prosperous future for our young people. We are committed to the Marshall Model of Success, and we look forward to a continued positive change in our students’ academic achievement.
Current District AER

Dear Parents and Community Members:

We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2017-18 educational progress for Marshall Public Schools and our schools. The AER addresses the complex reporting information required by federal and some requirements of state laws. Our staff is available to help you understand this information. Please contact Don Beck, Director of Curriculum and Instruction, for help if you need assistance.

The DISTRICT AER is available for you to review electronically by visiting the following web site http://bit.ly/2Hft7gc, or you may review a copy in the main office at your child’s school. Each school will also be communicating their own AER to parents directly.

These reports contain the following information:


Student Assessment Data – Includes the following three assessments: M-STEP (Michigan Student Test of Educational Progress), MI-Access (Alternate Assessment), and College Board SAT. Presents assessment information for English language arts and mathematics for grades 3 to 8 and 11, and MI-Access science for grades 4, 7, and 11, compared to state averages for all students as well as subgroups of students. The report helps users to understand achievement performance within grades and schools, and to make comparisons to district, state, and national achievement benchmarks.


Accountability – Detail Data and Status

The accountability portion of the AER includes assessment proficiency and participation rates, graduation or attendance rates, as well as accountability index values showing school performance on a 0-100 scale.


Teacher Qualification Data

=         Identifies the number and percentage of inexperienced teachers, principals, and other school leaders Reports teachers who are teaching with emergency or provisional credentials

=         Includes teachers who are not teaching in the subject or field for which they are certified


NAEP Data (National Assessment of Educational Progress)

=         Provides state results of the national assessment in mathematics and reading every other year in grades 4 and 8

Civil Rights Data

  • Provides information on school quality, climate and safety

Review the table below listing our schools. For the 2017-18 school year, schools were identified using definitions and labels as required in the Every Student Succeeds Act (ESSA). A Targeted Support and Improvement (TSI) school is one that has at least one underperforming student subgroup. An Additional Targeted Support (ATS) school is one that has three or more underperforming student subgroups. A Comprehensive Support and Improvement (CSI) school is one whose performance is in the lowest 5% of all schools in the state or has a graduation rate at or below 67%. Some schools are not identified with any of these labels. In these cases, no status label is given.

* Note TSI and ATS definitions were changed for the 2018-19 school year per federal requirements. The new definitions are:

TSI – The school has at least one subgroup performing in the bottom 25% within each applicable accountability index component.

ATS – The school has met the criteria for TSI identification and has at least one subgroup performing at the same level as a CSI school

School Name


Status Label

Key Initiatives to Accelerate Achievement

Gordon Elementary



Harrington Elementary



Hughes Elementary



Walters Elementary



Marshall Middle School



Marshall High School



Marshall Opportunity High



Michigan Youth Challenge Academy



In closing, I want to congratulate our teachers and students on their efforts to  continually  improve  upon  the  teaching  and  learning  that  is  taking  place within  our  classrooms.  We  demonstrate  success  at  all  levels  in  our  district, and  this  would  not  be  possible  without  strong  instructional  leadership  from our building and central administrative staff.

Our mission is to ensure that all children have equitable access to a quality education providing multiple pathways toward obtaining a career as global citizens in the 21st century. The many learning opportunities within our PK-16 model are unique to our region and reflect cutting-edge thinking and planning for the successful future of all of our students.

In  all,  we  cannot  do  this  good  work  without  the  ongoing  support  and involvement  of  our  students,  parents,  families,  and  staff;  and  through  the commitment  and  dedication  of  our  community  members, regional manufacturers, and local post-secondary institutions of higher learning.  We  welcome  their collective  efforts  in  challenging  us  to  be  innovative  and  responsive to the needs of every child we serve. Sincerely,

Dr. Randall Davis


Annual Education Report (AER) Downloads
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100 E. Green St. - Marshall, MI 49068
Phone: (269) 781-1250
F: (269) 781-7757
© 2019. Marshall Public Schools. All Rights Reserved. CMS Created by eSchoolView
Marshall Public Schools
100 E. Green St. - Marshall, MI 49068
Phone: 269-781-1250 | F: 269-781-7757