Joliet Schools Boost Graduation Rates, Address Achievement Gaps

Joliet Township High School District 204 has reported significant improvements in graduation rates for both Joliet West and Joliet Central High Schools, according to the recently released 2025 Illinois School Report Cards. While the district celebrates this progress, it acknowledges the need for further enhancement in outcomes for students with disabilities, particularly at Joliet Central.

The Illinois State Board of Education published its annual report cards in October, providing a comprehensive overview of school performance across various metrics such as standardized testing, graduation rates, college readiness, and attendance. Schools are assigned designations ranging from exemplary for those in the top 10% statewide to comprehensive for those in the bottom 5%. Schools that perform well overall but have certain demographic groups falling short are categorized as targeted. In this report, Joliet West received a commendable rating, while Joliet Central was classified as targeted, with a specific focus on students with disabilities.

Dr. Karla Guseman, the district’s superintendent, emphasized the ongoing commitment to improving achievement for students with disabilities and English language learners. “We’re really focused on Central, especially on achievement for English language learners and special education, and looking for ways to support those learners more,” she stated.

To address these challenges, the district plans to enhance its co-teaching model and introduce a new “consult model.” This approach assigns special education tutors to work with students in mainstream classes, allowing for targeted support either within the classroom or through small group sessions outside of it. Currently, this model is being implemented for freshmen and sophomores, with plans for expansion to all grade levels in the future.

Graduation Rates and College Readiness

A highlight of the report is the improved graduation rates at both schools. Joliet West’s graduation rate stands at 86.6%, while Joliet Central follows with 80.8%. Notably, Joliet Central experienced a substantial increase, climbing over 5% compared to the previous year. In contrast, Joliet West’s rate improved by just over 3%. The state average graduation rate is 87.7%.

“Our previous district rate was 79%, so that’s a pretty solid area of growth for one year, especially in a district this big,” Guseman noted. To bolster graduation rates, the district has expanded its virtual tutoring options and recovery programs aimed at helping students catch up on credits.

In addition to graduation success, Guseman highlighted that students earned a total of 3,811 college credit hours through partnerships with institutions such as Joliet Junior College and the University of St. Francis during the 2024-2025 academic year. Furthermore, Joliet students took over 1,700 Advanced Placement (AP) tests, achieving a passing rate of 63%.

Students also demonstrated interest in career and technical programs, earning 474 certifications in fields like culinary arts, cosmetology, and nursing.

Academic Performance and Challenges

Despite the positive trends in graduation and college readiness, Joliet District 204 faces challenges in standardized testing, particularly with ACT scores. The district’s proficiency rates in English Language Arts, math, and science fell below the state averages. Joliet West reported proficiency rates of 38.2% in English Language Arts, 27.8% in math, and 38% in science. Joliet Central’s rates were notably lower, at 27.7% in English Language Arts, 18.5% in math, and 26.9% in science. The state averages are 52.4% for English Language Arts, 38.4% for math, and 44.8% for science.

Guseman pointed out that these scores serve as a baseline following a recent switch from the SAT to the ACT as the required standardized test, which has introduced new benchmarks for proficiency.

She underscored a specific challenge faced by the district, stating, “In Illinois at the high school level, the tests are only provided in English. This is a problem for districts like JTHS with a higher than average non-English speaking population.”

With nearly a quarter of the district’s student body classified as English learners, Guseman noted the difficulty this presents for assessment. At Joliet Central, 32.3% of students are English learners, while Joliet West has 17.8% in that category. Guseman expressed concern about the fairness of requiring students to take tests they cannot fully comprehend, saying, “It lowers the overall proficiency score, and it’s an unfair expectation to put on those students.”

Despite these hurdles, Guseman remains optimistic about the district’s trajectory. “We are a great district, and we are committed to improvement year over year,” she said. “I believe the data shows that work has been impactful so far. We’re committed to ensuring we maximize every student’s growth while they’re with us.”