For the past 3 years, KDE has used the Unbridled Learning accountability model. One of the concerns we have heard from education groups, civil rights groups and conservative groups is that the accountability model was not pushing hard enough on closing achievement gaps. While the accountability model did have a measure of efforts to close the achievement gap, many groups felt that individual groups of students were not as evident as they had been under No Child Left Behind. As I looked at the results from 2014 assessments, I became convinced that we needed more focus on the performance of individual groups of students.
With our state assessments, students receive ratings of distinguished, proficient, apprentice, or novice. The novice level is very low and represents student performance that is several levels below college- and career-ready work. Here are some startling numbers.
Percentage Novice Students
Group
|
Elementary
Reading
|
Elementary
Math
|
MS
Reading
|
MS
Math
|
HS English II
|
HS Algebra II
|
All students
|
21
|
17
|
21
|
17
|
34
|
24
|
African American
|
38
|
31
|
40
|
33
|
54
|
37
|
Hispanic
|
28
|
22
|
29
|
22
|
43
|
28
|
Migrant
|
32
|
25
|
39
|
27
|
58
|
35
|
Limited English
|
43
|
32
|
61
|
43
|
88
|
45
|
Free/Reduced Meals
|
27
|
23
|
29
|
23
|
45
|
32
|
Individual Education Plan
|
40
|
38
|
51
|
45
|
73
|
55
|
Gap Group
|
27
|
23
|
29
|
23
|
45
|
33
|
While the percentages are very concerning, the real numbers are even more alarming. We have more than 80,000 students performing at the novice level in reading and more than 60,000 students performing at the novice level in math. These are the students who will be challenged to complete high school. These are the students who will not reach college- and career-readiness. These are the students who will need social services. These are the students who have a high likelihood of incarceration. These are the students that Kentucky must care more about and provide intervention for before it is too late.
KDE will be focusing efforts on helping schools and districts implement specific strategies to address this high percentage of novice students. We will provide specific support around reading and numeracy programs. We will provide support for positive behavior interventions to address student behavior that interferes with learning. We will provide support for culturally responsive instruction. We will also provide a significant focus on accountability and incentives for schools, districts, and educators for helping move novice students to apprenticeship levels or above.
This issue is moral imperative for our Commonwealth and a major civil rights issue for our communities.
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