The annual School Report Card
on school and district performance and accountability has been publicly available
since last Friday. Over the past week, I have been reviewing the data to find
the good news and the areas for improvement. Of course, the terrific news is
the increase in our college/career ready rates 20 percent in 3 years and
the results from our first year with cohort graduation rate 86 percent.
However, there are many areas for improvement.
We are not improving proficiency in math and reading (combined
reading and math proficiency rates) as fast as we need to. Also, our various No
Child Left Behind student groups are not improving as much as we need them to.
Here are some summary numbers:
–Combined reading and math gap groups for
elementary
schools – we improved in 7/8 groups
schools – we improved in 7/8 groups
–Combined reading and math gap groups for middle schools we
improved in 8/8 groups
–Combined reading and math gap groups for high schools – we
only improved in 2/8 groups
Why the low performance in high school? This was a
result of having only one math test at the high school level. We only test
Algebra II for proficiency and gap group purposes. In 2012, we had 40,628
students take Algebra II and in 2013, we had 44,117 students take Algebra II.
This increase of over 3,500 students had an negative impact on our high school
math proficiency and gap scores.
Reading Gap Group
Scores
–Elementary schools – 2/8 improved
–Middle schools – 8/8 improved
–High schools – 6/8 improved
Math Gap Group
Scores
–Elementary schools – 8/8 improved
–Middle schools – 5/8 improved
–High schools – 1/8 improved
Writing Gap Group
Scores
–Elementary schools – 8/8 improved
–Middle schools – 6/8 improved
– High schools – 7/8 improved
Overall in reading, math and writing, gap group
scores improved in 51/72 cases which is 71 percent of gap groups. Clearly, we
have concerns with elementary reading and middle/high school math. While we can
explain a drop in high school math due to the increased number of test takers, it
is imperative that we figure out how to support all students in meeting Algebra
2 expectations at the high school level. Also, the foundation for all learning
is elementary reading and if our students are not progressing in reading at the
elementary level, then we will see declining performance throughout their
school careers.
All in all, we are making progress with the
implementation of our Kentucky Core Academic Standards. The strong improvements
in college/career-readiness and strong performance of our cohort graduation
rate are indications of our strong interventions with high school students
through transition courses, dual credit, credit recovery, and numerous others.
However, our long term success in helping every child reach college/career-readiness
upon graduation depends heavily on our ability to improve proficiency in
reading, math and writing in grades 3-8. While we made improvement in 71
percent of the gap groups, we did not meet our expectations for improvement.
As a result, I am asking our KDE team to revisit
our proficiency and gap plans for improvement and to develop specific Response
to Intervention strategies and professional learning opportunities that are
proven to work. This will impact districts and schools since every district and
school must write improvement plans to address lack of progress with gap groups
in reaching proficiency in reading, math and writing.
Soon parents will be receiving individual score
reports for their children. It is critical that parents review the reports and
see if their child has reached the proficient or distinguished level in
reading, math and writing. A student in grades 3-8 and in high school courses
that has reached proficient/distinguished is on target to reach college/career-readiness
by graduation. If your student is not at the proficient or distinguished level,
you should not panic since many children will take longer to reach these higher
expectations. Also, it may take students 3-5 years to gain the background
knowledge and skills required by the Kentucky Core Academic Standards that they
may have missed in earlier grades. However, you should have a conversation with
your child’s teacher about what actions you can take as a parent to support
your child’s teacher and help your child at home.
Reaching college/career ready requires
collaboration between student, school and parent. All three must take
responsibility and be accountable for the results.
This is kind of disappointing, but there's hope for change as the new Common Core standards are implemented. Maybe next year!
ReplyDeleteThe results of the statistics are obviously not ideal, but it gives something to strive for in the future and to never allow teachers to settle for "good enough".
ReplyDelete