Omaha Public Schools united focus on improvement advances as statewide assessment results show growth and outline improvement areas. 

The Nebraska Department of Education released 2024-25 Nebraska Student-Centered Assessment System (NSCAS) results on Nov. 26. The NSCAS measures performance around English language arts (ELA), math, science and other metrics, like chronic absenteeism.  

“We've worked really hard in our school district over the last three to four years to come to a common understanding of what effectiveness looks like,” said Chief School Improvement Officer Susanne Cramer. “[We are] ensuring that everyone from principals to teachers to paraeducators have a role in our improvement processes.” 

Omaha Public Schools increased overall ELA proficiency from 27% to 40% over the last four years. In that same time, our district’s science proficiency increased from approximately 40% to 61%, and math proficiency increased 10%. 

“This provides us with an important bird's eye view of how we're doing as a school district as we move toward proficiency,” said Susanne Cramer, Omaha Public Schools Chief Improvement Officer. "It really guides our understanding of our school's progress over time.” 

The NSCAS metrics make up AQueSST, which is used to categorize schools into Excellent, Great, Good or Needs Support to Improve. In 2024-25, Omaha Public Schools had 10 schools that improved at least one classification level. 

At Indian Hill Elementary, for example, students increased across all areas – ELA, math and science – almost tripling where they were three years ago. The school moved from Needs Support to Improve to Good. 

“We've really been able to track and see progress across the board,” said Abbie Vlcek, Indian Hill Elementary principal. “The work of school improvement is not easy and is very complicated. It takes thoughtful and passionate teachers, students, families and everybody working together.” 

While improvement is encouraging, Cramer says, there is always work to be done. 

“We continue to explore ways to support students in math, providing professional learning to teachers,” she said. “One example of the supports we're providing is a Science of Reading course for teachers that leverages those practices alongside the mathematical practices to improve math literacy and literacy in general.” 

In addition to the annual statewide data, schools also have access to just-in-time data that allows ongoing progress monitoring. 

“The most important data, of course, is that day-to-day student assessment data, that student work that we see in the classroom, that weekly attendance data that our teams are working on,” Cramer said. 

The work is part of our district’s ongoing work to improve student outcomes over time. 

  “We know that education unlocks doors,” said Vlcek. “It's really our privilege to do the work so that we can provide choices, for brighter and hopeful futures for each and every student.”