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Page 2
LEVEL 1 - 1 OF 345 STORIES
Copyright 1997 The News and Observer
The News and Observer (Raleigh, NC)
June 6, 1997 Friday, DURHAM EDITION
SECTION: NEWS; Pg. Al
LENGTH: 757 words
HEADLINE: Test scores of Durham students rise
BYLINE: KELLY THOMPSON COCHRAN, STAFF WRITER
BODY:
DURHAM Most reading, writing and math scores rose again in Durham
elementary and middle schools this spring, though no other grade levels matched
the system's progress on eighth-grade exams released earlier this week.
Preliminary results released Thursday indicate that Durham students in grades
three to eight maintained or slightly improved their performance on 10 of 14
state tests this spring. Math scores improved at most grade levels, while
reading and writing scores rose in some grades and fell in others.
By far the largest gains came in eighth grade, where a new policy requires
that students who fail the state tests either attend summer school or be held
back a year. The district's average reading score increased 1.7 points to 161.1,
and its math average jumped 2.2 points to 171.6.
The state's testing system measures all students in grades three to eight on
a 100-point scale, and most children generally improve their scores by only four
or five points from one grade level to the next. Thus, the eighth-grade
improvements represent a major increase.
With the exception of strong math scores at the elementary level, the
district's other improvements were much smaller. But school officials are
pleased with the system's cumulative progress during the past five years and
predicted that this spring's hard work has laid the foundation for larger gains.
"I am very happy for our teachers and principals, and most of all for the
children," Superintendent Ann Denlinger said. "We hope this is the first year of
a very sharp upward spiral. 11.
The only major disappointment in the test scores was on the seventh-grade
writing exams given in March, which have seesawed in recent years. The number of
students passing the exam rose 16 percentage points last spring to 49 percent,
but dropped by the same amount this year. As a result, only about a third of
Durham students passed the exam.
Administrators said they aren't sure what happened, but pointed out that the
state and most other districts' averages dropped as well. On the plus side,
Durham's fourth-graders improved their passing rate from 41 percent to nearly 45
percent even as the state average declined to 49 percent.
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The News and Observer (Raleigh, NC) June 6, 1997 Friday,
"We're not up to the state average yet, but we're closing the gap, II testing
administrator David Holdzkom said.
Because the state reading and math tests weren't administered until late May,
results are still incomplete for most grades. State averages are not yet
available, and Durham officials are still double-checking exact counts on how
many students passed each exam. They plan to release that information, along
with racial breakdowns, next week.
At the middle school level, the district's average tests scores suggested
that sixth- and seventh-graders have held their ground this spring after
significant improvements in math in previous years. Reading scores also dropped
slightly after earlier improvements.
Middle schools director Elsa Woods said she was not sure if the heavy
emphasis on meeting the new eighth-grade requirement might have distracted
attention from the earlier grades, but she said that several improvements are
already under way for 1997-98.
For instance, the system is planning additional training for writing teachers
and is working to add literacy specialists who will concentrate on basic reading
skills that are not usually covered in the middle-school curriculum. The
district also might look at adding extra writing tests between grades four and
seven to help students polish their skills.
"We all want to continue the progress," Woods said.
At the elementary level, average math scores jumped significantly this
spring, rising by 0.8 in grades three and four and 1.3 points in grade five.
School officials said increased emphasis on hands-on activities and materials
appears to be paying off.
"We've been doing math training at all grade levels," elementary schools
director Gene Chasin said.
Elementary reading scores made relatively little change this year except a
0.6 rise in fifth grade and the larger jump in eighth. But officials expect them
to improve rapidly in the next several years as the result of a major new
literacy initiative in earlier grades.
Teachers for kindergarten, first grade and second grade have received
intensive training over the past nine months on how to boost reading skills, but
their students are so young that the state does not test them. The school
system's goal is that 95 percent of third-graders will pass state reading tests
by the year 2000.
GRAPHIC: graphic; Durham 1996-97 test scores; Staff
LANGUAGE: ENGLISH
LOAD-DATE: June 6, 1997
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Page 6
LEVEL 1 - 9 OF 345 STORIES
Copyright 1997 The Morning Call, Inc.
The Morning Call (Allentown)
May 23, 1997, Friday, FOURTH EDITION
SECTION: BETHLEHEM, Pg. B4
LENGTH: 278 words
HEADLINE: NORTHAMPTON STANDARDIZED TEST SCORES IMPROVE;
*
SCHOOL DISTRICT EMPHASIZED IMPORTANCE OF STUDENT PREPARATION.
(
BYLINE: KATHLEEN PARRISH; The Morning Call
BODY:
Standardized test scores of Northampton students improved this year because
the district placed more emphasis on preparing for and taking the test,
according to interim Superintendent Thomas Persing.
"The quality increase in academic performance will continue to happen if we
all emphasize its importance," he said.
The largest improvement was made in the seventh grade, where 67 percent of
the class scored above the national average on the California Test of Basic
Skills, up from 57 percent last year.
In ninth grade, 65 percent of the students scored above the national average,
compared to 62 percent last year. And in 10th grade; 69 percent of the students
exceeded national figures, up from 66 percent.
The test covers study skills, science, social studies, reading, language and
math. At the direction of the school board, more emphasis was placed on
improving standardized test scores this year, said junior high Principal Roger
Washburn.
The first thing the schools did was to stress. the importance of the three-day
tests to students and parents, Washburn said.
The schools served free breakfast and students were allowed to go home after
completing each day's test.
"The kids had to focus only on the testing for three days," said senior high
Principal Frank Kovacs. "They didn't need to be worried about studying for an
exam later in the afternoon."
Calculators also were supplied and only one standardized test was given this
year to a grade level, Washburn said.
"In past years, we gave more than one test and we felt there was a burnout
effect, " he said.
Pennsylvania assessment test scores will be released in the fall.
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The Morning Call (Allentown), May 23, 1997
LOAD-DATE: May 24, 1997
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Page 8
LEVEL 1 - 10 OF 345 STORIES
Copyright 1997 Chicago Tribune Company
Chicago Tribune
May 23, 1997 Friday, NORTH SPORTS FINAL EDITION
SECTION: NEWS; Pg. 1; ZONE: N
LENGTH: 899 words
HEADLINE: TEST SCORES SOAR AT CITY SCHOOLS ON PROBATION;
NUMBERS UP, BUT STILL BELOW NATIONAL NORM
BYLINE: By Janita Poe, Tribune Education Writer.
BODY:
Last fall when Chicago Public Schools chief Paul Vallas placed more than 100
schools on academic probation, many students and officials expressed
embarrassment-- anger--that their schools were being singled out for the
bureaucratic equivalent of a trip to the principal's office.
Now, with the release Thursday of scores on the Iowa Tests of Basic Skills
for Grades 3 through 8 showing marked improvement in many schools on probation,
officials at some of those schools say it was that very attention and pressure
that seems to have gotten results.
Whether the slew of probation managers, external partners and other visits by
the central administration produced tangible changes in instruction remains
debatable. But one thing seems indisputable: Probation delivered a psychological
punch.
"What these scores tell me is that probation is working," Vallas said.
of the 71 elementary schools on probation, 54 improved in reading and 69 in
math, according to preliminary reports on the test scores. On Thursday,
officials said 22 of those schools are now eligible to be removed from the
designation.
Overall, 393 of the city's 473 elementary schools tested improved in math and
271 had higher scores in reading than the previous year. Schools doubling their
test scores in at least one of the subjects included Beidler, McNair, Carver
Middle and Morse.
School administrators plan a news conference to discuss the scores at 10:30
a.m. Friday at the Parkman School.
Pat Harvey, the schools' accountability chief, said she was encouraged by the
scores because of gains made by the poorest performing students.
"The lowest performing students are getting better, and so are the two groups
next to them, " said Harvey.
"
I think the message is that all kids,
regardless of where they are born, regardless of their station in life or their
race, can achieve."
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Page 9
Chicago Tribune, May 23, 1997
The release of the preliminary data--a small percentage of makeup tests were
not included--was being pointed to by Vallas' allies as proof that the new
management team for schools is succeeding. Earlier this month, school leaders
announced even greater gains in high school students' scores on the Test of
Achievement and Proficiency.
But some school-reform leaders say the scores are indicative of improvements
implemented over the last decade, not any recent revamping.
"There's been a trend of improvement over the last seven years, and we're
pleased to see that trend is continuing," said Donald Moore, executive director
of Designs for Change, an educational research and reform group.
"I think principal leadership, the involvement of the local school councils
and the commitment of teachers to working together have paid off."
Though the overall scores improved, that improvement was not seen uniformly.
For instance, pupils at or above national norms in reading comprehension
declined slightly for the system's 3rd, 6th and 8th grades.
And scores of 30.1 percent in reading and 35.6 percent in math mean that the
vast majority of students were below national norms.
For schools on probation, the improved scores were a reason to rejoice.
Geraldine Moore, principal of Beidler in the Garfield Park neighborhood on
the West Side, said her staff initially was "devastated" about being placed on
probation. But the status also was a "wakeup call" to improve standards at the
school, she said.
"We wanted to know 'Why, what had we done wrong?' " said Moore, a former
parent aide who has been principal of the school since 1994. "But what we did
was to turn it into a reaffirmation. We looked at our weaknesses and set out to
improve them. "
The work apparently paid off: Reading scores at Beidler more than
tripled--from 10.2 in 1996 to 33.3 in 1997-and those in math rose from 24.8 to
36.3 during that same period.
Moore said the renewed commitment spilled over to the five-member probation
management team, set up in October and headed by West Side education legend
Marva Collins. The team implemented many of Collins' methods--including a focus
on phonics and repetition--and also began following her lead on student
encouragement and regimented daily schedules.
Beidler also was one of 132 schools to set up extended school days this year;
the school added two hours of optional math and reading study for four days a
week after school. By early winter, Beidler had developed a motto, prominently
displayed on the school marquee: "Probation brings opportunity."
Principals at other schools posting improvements also said the probation
status forced them to focus on specific problems at their schools.
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Chicago Tribune, May 23, 1997
Albert Gaston, principal at the Fulton School in the Back of the Yards
neighborhood, said his school was "already on its course" and did not modify any
curriculum, programs or instruction methods. But he said teacher and student
motivation increased after the school went on probation.
Though the overall scores improved, that improvement was not seen uniformly.
For instance, pupils at or above national norms in reading comprehension
declined slightly for the system's 3rd, 6th and 8th grades.
Vallas and other officials said they hope to make even more significant
improvements on testing in the next few years. The increases made by the
probation schools, they said, prove any school can succeed if goals and
priorities are set for them.
GRAPHIC: PHOTOS 2 GRAPHICPHOTO: Beidler Elementary School Principal Geraldine
Moore gets a hug from 3rd grader Lawrence Barron.; PHOTO: Two Beidler Elementary
School 3rd graders enthusiastically compete to answer math questions in class.
Tribune photos by Chuck Berman. ; GRAPHIC: Citywide testscores improving. ; - How
test scores breakdown ; - Scoring at or above the national norm. ; Source:
Chicago Public Schools.; Chicago Tribune.; See microfilm for complete graphic.
LANGUAGE: ENGLISH
LOAD-DATE: May 23, 1997
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47
56. Los Angeles Times
* 05/21/97; Edition: Ventura County Edition; Section: Metro; Zones Desk; Page B-1
Students Now Must Learn the Hard Way; Education:
Santa Paula High will dump standard classes and
require college prep for everyone.
By REGINA HONG
The change next year has some
But teachers and parents hungered for
SPECIAL TO THE TIMES
students both excited and nervous.
a change, something that could boost the
SANTA PAULA - For decades,
"I think it's going to be difficult," said
performance of the entire student body.
Santa Paula High School held to their
freshman Evelyn Martinez. "They're
In the mainly blue-collar town,
academic hierarchy: one system for the
going to be giving us more work and I
typically 5% to 10% of students enroll in
advanced placement and honor students,
don't think the teacher will be able to
four-year colleges, far below county
another for college prep students and a
explain it to each of us."
average. The campus usually is at the
third and by far the largest group in
But Evelyn also thinks she'll learn a
bottom of the pack in standardized test
standardized courses, designed to teach
lot faster.
scores in the county. Even when
just the basics.
While the plan is a hotly debated
compared with other state schools with
Not anymore.
matter on campus, at least one class
similar ethnic and socioeconomic
Determined to boost academic
eliminated standard classes a decade ago.
backgrounds, the campus still ranked at
performance in a district that has for
Science teacher Ray Sepulveda's
the bottom quarter on last year's SAT:
years landed at the bottom of county test
classroom could be a model for the rest
scores and four-year college attendance
of the school.
"If we've been the lowest for so long,
rates, administrators are eliminating the
something needs to change," said
standard courses next year and pushing
Here junior Esiquio Delgadillo whips
school's activities director Lisa Salas,
the students into the more rigorous
easily through his zoology anatomy
who also graduated from the school.
college prep courses.
exam, identifying parts of a clam, such as
The change won't be easy.
In September, students from the
the kidney and foot. Esiquio's classmates
When school administrators in
bottom of the academic totem pole can
range from A students to those who read
February announced the decision to drop
expect to sit next to the straight-A
at the third-grade level.
all standard courses by next year, a
students. Standards will be raised, said
All students in this college prep
number of teachers left the conference
Principal Tony Gaitan. "You'll know
course must master the same material.
room furning. Others left as if in a state
what it's like to be in a rigorous program.
Ten years ago, with permission from
of shock.
You'll know what it means to be
the administration and department,
It wasn't that they disagreed with
challenged and you'll know what it
Sepulveda eliminated the less
raising student standards. Teachers said
means to study hard."
challenging standard track course and
there just wasn't enough time to
Teachers are deeply divided over the
allowed all students to enroll in the
implement a plan like this by next school
plan, worried that the timeline is too
college prep course, which requires
year, and the result could be widespread
quick and that the system will set
additional homework and places greater
student failure or the watering down of
students up for failure. But the school is
emphasis on problem-solving skills.
difficult college prep courses.
already making changes for next year's
"We've been doing it the way the
The college prep courses require more
transition.
whole school should be," Sepulveda said.
work than students in standard classes
The campus recently began holding
Esiquio, currently enrolled in all
may be accustomed to. For example,
tutoring/homework periods from 6 to 8
college prep classes, envisions that
students in the freshman standard English
p.m. Monday through Thursday. For the
students from standard classes will
course were required to read a literature
first time, administrators will require
benefit from the push.
textbook and one additional novel "To
freshmen to attend summer school if they
"I think it's a good idea," Esiquio said.
Kill a Mockingbird." The college prep
are behind in math or reading skills. A
"You'll be able to learn more. There are
course requires the same textbooks as
remedial math and English class will be
some people [in standard classes] able to
well as four or five additional novels
offered to freshmen who are still below
do it, but they just don't want to do it
accompanied by book reports.
grade level.
because they're lazy."
"The English department really and
Campus administrators have also been
At the 1,314-student campus, the
truly agrees with the idea that standards
consulting with Los Angeles' Garfield
honor students typically scooped up top
need to be raised, but we don't think that
High School, made famous by the 1988
awards in county contests, while the
by calling [students] all college prep that
movie "Stand and Deliver," about math
majority of the student body lagged
that's going to change things," said
teacher Jaime Escalante's quest to raise
behind. Honor students this year landed
English teacher Jeri Cook.
standards. Garfield has a similar student
first place in the county's Knowledge
Students who receive an A in college
demographic to Santa Paula High,
Bowl, second place in the Geography
prep courses next fall will also be
although it moved more slowly,
Bowl and won the $1,000 Amgen award
encouraged to move up to the advanced
switching over in seven years.
at the county science fair.
placement and honor class, a move that
Page 11
LEVEL 1 - 17 OF 345 STORIES
Copyright 1997 The Tribune Co. Publishes The Tampa Tribune
The Tampa Tribune
May 16, 1997, Friday, METRO EDITION
SECTION: POLK, Pg. 1
LENGTH: 638 words
HEADLINE: Schools show improved test scores
BYLINE: BETH FOUSHEE; of The Tampa Tribune
BODY:
SUMMARY: Some Polk County schools still fall below national standards in
reading and math, but they showed gains, especially some elementary schools.
LAKELAND - Where there's a will, there's a way.
Many Polk County students tested below the national average on the
Comprehensive Test of Basic Skills, or CTBS, a national assessment measuring
mastery of reading comprehension and mathematics concepts.
But the county's elementary schools showed great gains, especially some that
deal daily with poverty and high mobility among their students - schools put on
the state's list of "critically low-performing schools.'
The CTBS results reached students and parents this week. The analyzed,
countywide results were released by school officials Thursday.
At Eastside Elementary in Haines City, one of two Polk schools on the state
list, test results soared 40 points in math. About 70 percent of students there
scored above the national norm, up from 30 percent last year.
In reading, 43 percent of Eastside students scored above the national norm,
compared with 25 percent last year.
Scores in a statewide writing-assessment test, released a week ago, also
showed impressive gains at Eastside.
Winston Elementary in Lakeland, the second Polk school on the state list,
also gained ground from a year earlier, although at a much less dramatic rate.
Both schools are expected to come off the state list in the fall.
Polk's elementary school students showed gains in math and reading in every
grade that takes the CTBS test. The CTBS test is given to third-, fourth- and
fifth-grade students in elementary school.
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Page 12
The Tampa Tribune, May 16, 1997
In math, 57 percent of the county's fourth-graders scored above the national
average in math, compared with 54 percent last year. Fifty-four percent of the
third-graders scored above the national norm, up from 53 percent.
Fifty-four percent of the fifth-graders scored above average, compared with
48 percent last year.
In reading, 51 percent of the third-graders scored above the national
average, up from 49 percent; 46 percent of fourth-graders scored above average,
compared with 44 percent, and 45 percent of fifth-graders scored above average,
up from 44 percent.
Babson Park Elementary ranked first-place in math among elementary schools,
with 96 percent of students taking the test surpassing statewide criteria.
First-place in reading among elementary schools was Brigham Academy in Winter
Haven and Valleyview Elementary in Lakeland, with 75 percent of students at each
surpassing the criteria.
State standards say at least 33 percent of the students in elementary schools
must score above the national norm to remain off the state's low-achieving list.
Middle school students' scores dropped slightly countywide.
In math, half of the eighth-graders scored above the national norm, compared
with 52 percent last year; 45 percent of the seventh-graders scored above the
median - equaling last year's score. Forty-eight percent of sixth-graders scored
above the norm, up from 45 percent.
In reading, 51 percent of the eighth-graders scored above the national norm,
down from 55 percent last year; 44 percent of the seventh-graders scored above
the norm, the same as last year. Among sixth-graders, 40 percent scored above
the norm, down from 41 percent a year earlier.
Lakeland Middle Academy had the highest scores among middle schools, with 85
percent in math and 83 percent in reading.
State standards say that 40 percent of the students in middle schools must
score above the national norm.
Averages on how high school students countywide performed on the CTBS weren't
released from the district Thursday.
The Harrison Center for the Visual and Performing Arts in Lakeland had the
highest scores among high schools: 94 percent in reading, 93 percent in math.
LOAD-DATE: May 17, 1997
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Standards
68
be a surprise to make it worth it."
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68. Associated Press
05-03 8:20a
Schools seek ways to challenge students
LONDON, Ky. (AP) - Several
student learning.
at Hardee's," she said. "Why do they
Kentucky school districts have raised
The school's greenhouse has become
need algebra? Let's give them what they
their graduation standards above the
primarily a horticulture lab for students
are going to use in life."
state's minimum 20 credits, but Laurel
instead of just another place where locals
Pat Hurt, the state education
County is easily the most ambitious.
stock up on geraniums. The school has
department official who has shepherded
South Laurel and North Laurel high
also opened a small-scale working bank
the higher requirements through four
schools now require 28 credits. South
where students can get loans for anything
years of debate and revision, said high
Laurel also requires a senior research
from lunch money to prom expenses and
schools need to change.
project and will add an extracurricular
work out a payment plan.
"The whole point is to make high
activity requirement next year.
Laurel County's two high school
school more meaningful," she said. "In
Parents and teachers there decided to
councils voluntarily raised standards.
national polls, a great majority of high
make high school tougher to get students'
And soon, the state may follow, boosting
schoolers themselves say they want it to
attention.
minimum requirements for the class that
be more challenging."
Principal Roger L. Marcum has seen
is now finishing eighth grade.
At South Laurel High, a school where
high schoolers cruise through their senior
A legislative panel is scheduled to rule
parents, students and teachers have
years like zombies.
May 13 on raising the state's high school
already had to make such adjustments,
Educators say it is a familiar shuffle.
graduation requirements.
experience shows that while tougher
A lot of teen-agers across the state have
The increase would put algebra,
requirements are a hard sell, they can
found all sorts of ways to get a diploma
biology and art on the schedules of all
also get the attention of students cruising
without getting serious about their
Kentucky students. States such as
through their final years of school.
studies.
Alabama and Florida have recently
"We feel like we don't have a choice
South Laurel has scrapped business
moved to make high school more
but to raise expectations," said principal
math, consumer math, and other basic
challenging. Georgia, Louisiana and
Marcum. "We'd like to make our
math courses and now starts freshmen in
North Carolina all now require Algebra I
diplomas mean something again."
pre-algebra. Most students earn their
for graduates.
Since the school council opted for
math credits in algebra and geometry.
But many educators remain uncertain
higher requirements, test scores have
Science has gotten a similar facelift.
what effects the change will have in the
increased at both of the county's high
"We don't just count credits
state's high schools.
schools. High schools statewide have
anymore," Marcum said. "There is no
If the requirements go through,
struggled to keep pace with the state's
more math for the living dead."
mathematics credits must be earned in
test-score improvement goals, but both
Senior Daniel Carter, 17, said he
algebra, geometry or some other course
Laurel County schools earned cash
would have preferred to not sweat out his
higher than the general math many
bonuses from the state. At South Laurel,
senior year, but can see the benefits of
schools now offer.
the number of students taking the ACT
his extra work. With less than a month of
State officials have always
and SAT college-entrance exams are up
school left, he is sweating out his senior
emphasized that its requirements were
as well.
presentation on classical mythology.
merely minimum expectations. But some
But dropout rates have accelerated,
Tempted to cut corners and enjoy his
Kentucky teachers wonder if students
too. After holding steady at just over 6
final weeks, Carter said the requirements
here can handle even that.
percent through the 1993-94 school year,
are forcing him to stay focused, teaching
Barbara Miller, who teaches an
the rate jumped to nearly 9 percent in
him about discipline and time
employability skills class at Breckenridge
1994-95, the state's most recent dropout
management.
County High School, fears that her
figures. The higher requirements had
"People will tell you it's a pain, but
students may be the ones who lose if
been in place for two years by the
mostly it's a good thing," he said.
requirements go up.
1994-95 school year.
The shift toward more academic
"It may be wonderful for 80 percent of
The state average has crept up toward
heavy lifting at South Laurel has been
the kids, but there are also kids who are
4 percent.
accompanied by a focus on more active
not going to be able to move beyond jobs
Page 14
LEVEL 1 - 29 OF 345 STORIES
Copyright 1997 The Dallas Morning News
THE DALLAS MORNING NEWS
April 30, 1997, Wednesday, HOME FINAL EDITION
SECTION: NEWS; Pg. 31A
LENGTH: 872 words
HEADLINE: Districts celebrate TAAS progress;
Sophomore skills test scores up in reading, writing, math
BYLINE: Anna Macias, Staff Writer of The Dallas Morning News
BODY:
Most Dallas-Fort Worth area school districts Tuesday were celebrating
improved performance by sophomores on the state's graduation exam.
In Dallas, for example, 10th-grade students scored higher than ever on the
reading, math and writing sections of the Texas Assessment of Academic Skills.
About 6,800 students took the test, with 78 percent passing reading, a 14
percent increase from the performance of sophomores four years ago. The passing
rate for math was 60 percent, 18 percent higher than it was four years ago.
About 80 percent of the students passed writing, an increase of about 11 percent
from 1994.
"These results are simply remarkable,' Superintendent Yvonne Gonzalez said.
"To see gains across the board in every category is nearly impossible. This is
the best news we've had in a long time."
Dallas school officials did not make available the number of students who
passed all sections of the test.
Bill Webster, the district's director of research and evaluation, said the
district is more focused on "outcome measures."
"Schools are looked at in terms of their effectiveness, and teachers are
looked at in terms of their effectiveness, he said.
"All of that translates into more focused instruction, in terms of not only
the TAAS, but hopefully the Iowa Test of Basic Skills and other measures that we
use."
Dallas school officials said they were happy that the achievement gap between
ethnic minorities and whites seemed to have narrowed. The 155, 000-student
school district is 87 percent minority.
African-American 10th-graders were 31 points behind their white peers in 1993
on the reading section of the test but this year are only 14 points apart.
Eighty percent of the African-American sophomores passed the reading section of
the test. In the math portion, 60 percent passed, and in writing, 83 percent.
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Page 15
THE DALLAS MORNING NEWS, April 30, 1997
Hispanic sophomores also achieved their best scores yet - 69 percent in
reading and 72 percent in writing - but Dr. Gonzalez said she was disappointed
that only 53 percent passed the math section.
"I know we can do better, and we will," she said.
Passing rates among white students were 94 percent in reading, 82 in math and
93 in the writing portion.
In Mesquite, school officials were boasting a 73 percent passing rate for all
three test sections, an increase of 13 points, nearly twice the state's average
rate of improvement of 7 points.
"We would like to say this improvement came from one dramatic strategy, but
across the district, we make improvements every day in a thousand ways, said
Superintendent John Horn. "If I had to point out one dramatic strategy, it
would be the campus improvement plan in which the campus staff sets goals and
does strategic planning to achieve those goals. "
Garland school officials said they were pleased that five of the district's
six high schools had average scores in the 90s on portions of the test.
Seventy-six percent of Garland's students passed all sections of the test,
compared with 73 percent last year.
"We concentrated on making sure that our minority students used different
strategies in learning,' said Michael Strozeski, the district's director for
research and evaluation. "We especially looked for ways to make math more
relevant."
The Fort Worth school district also continued to show improvement in all
areas of the test, said Dr. C. Neil Shaw, the district's director of research
and evaluation.
"This was supposed to be the year for math, and I think around the state it
was," said Dr. Shaw. "But we've made more progress in reading than we did in
math.
Everybody is focusing on reading everywhere we go in the district
,
and it seems to be paying off."
Dr. Shaw said officials are particularly pleased with improvement in scores
among economically disadvantaged students.
Dr. Whit Johnstone, the Irving school district's director of planning,
evaluation and research, said officials there are pleased that 70 percent of
students passed all the tests.
"That's a key indicator," he said. "They have to pass all tests to
graduate."
Grand Prairie district officials said they are happy with their test results
but are still looking to make better scores next year.
"We're pleased," said Dr. Mark Jackson, executive director of that district's
planning, evaluation and information services. "But we always believe we can
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Page 16
THE DALLAS MORNING NEWS, April 30, 1997
improve. "
Highland Park High School sophomores received the highest scores they have
received in recent years on the TAAS.
Ninety-nine percent of the students passed in the reading and writing tests,
and 96 percent in math, the highest scores in four years, district officials
said.
Sophomore scores in the Hurst-Euless-Bedford school district jumped to 81
percent overall, up from 73 percent last year. The biggest jump came on the
math section of the test, which increased from 77 percent last year to 84
percent.
"I think that everybody takes these tests very seriously," said Madeline
Taylor, director of counseling and testing for the district. "Teachers,
students, and parents all know it is a real high stake for the kids. "
Staff writers Kendall Anderson, Liz Cardenas, Joy Dickinson, Dianna Hunt and
Laurie Wilson contributed to this report.
GRAPHIC: CHART (S) : (DMN) TAAS Results.
LANGUAGE: ENGLISH
LOAD-DATE: May 10, 1997
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Page 17
LEVEL 1 - 34 OF 345 STORIES
Copyright 1997 The Dallas Morning News
THE DALLAS MORNING NEWS
April 23, 1997, Wednesday, ARLINGTON MORNING NEWS EDITION
SECTION: NEWS; Pg. 1A
LENGTH: 913 words
HEADLINE: Four schools post higher TAAS;
Lamar shows;
drop in reading portion
BYLINE: Tracey-Lynn Clough, Staff Writer of the Arlington Morning News
BODY:
The percentage of sophomores passing each component of this year's
state-mandated TAAS test improved at all but one of Arlington's five high
schools.
In the reading portion of the Texas Assessment of Academic Skills test, Lamar
High School scored lower than in 1996. The percentage of Lamar sophomores who
passed the category declined slightly, to 87 percent this year compared with 89
percent in 1996.
Arlington High School posted the biggest improvement in any of the exam's
three academic categories, according to figures released Tuesday by the school
district. Seventy-three percent of Arlington High sophomores passed the math
portion, a sharp rise from the 64 percent who passed last year.
"We're not pleased with it," said Lamar Principal Jimmy Jones of the lower
reading scores. He added that his school concentrated its efforts on
improving previously disappointing math scores.
Lamar High's passing rate in the writing portion of the TAAS test remained at
87 percent, the same as last year.
"Our most concentrated efforts were in mathematics, = Mr. Jones said. "To be
honest, we coasted in what we were doing the year before in our reading and
writing programs."
Lamar High's emphasis on math appeared to pay off. Eighty percent of
students passed the math component, up from 73 percent in 1996.
Although the school missed its goal of reaching a 90 percent passing rate in
reading and writing, the figures show Lamar High is on the right track, Mr.
Jones said.
An equal emphasis will be placed on each of the three components for next
year's exam, he said.
Arlington High sophomores passed the reading and writing portions at 88
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Page 18
THE DALLAS MORNING NEWS, April 23, 1997
percent and 87 percent, respectively, a gain of 5 percentage points in each
component over 1996.
Arlington High Principal James Adams said he was pleased by his school's
performance.
"I'm glad we've made some improvements,' he said.
He added that Arlington High will work toward even higher scores in 1998.
"There's no question there is room for improvement, " Mr. Adams said. "We are
preparing campus goals, and part of those will be to continue to improve those
scores. "
Overall, 3,189 Arlington sophomores in February took the exam, which students
must pass to go to college. Eighty-seven percent of district sophomores who
took the test passed the reading section, 75 percent passed in math, and 87
percent passed the writing portion.
Those percentages are up from 1996, when 85 percent passed reading, 70
percent passed math, and 86 percent passed writing.
Statewide, TAAS passing rates improved, with 86 percent passing reading, 72
percent passing math and 88 percent passing the writing portion, according to
preliminary figures released Monday by the Texas Education Agency.
"We're delighted with what they were able to accomplish," Superintendent Lynn
Hale said Tuesday. "We're very pleased with the progress. It shows great
growth."
Trustee John McInnis said the good showing compares well with the statewide
results.
"We're keeping up and getting ahead, " Mr. McInnis said. "How can you not
feel good about the results. "
TEA spokeswoman DeEtta Culbertson said the statewide results show that
students are. "getting more of the basics in the classroom."
However, while sophomore scores increased over last year, 7 percent of Texas
seniors have not yet passed the reading, writing and math portions, according to
state figures.
Seniors who failed to pass a portion of the TAAS exam will get another chance
during testing Tuesday, said Ms. Culbertson. The TEA will not release final
figures until June, she said.
The recently released figures will not impact Arlington's rating by the TEA
as an academically acceptable school district.
Of the state's 1,044 school districts, 37 are rated exemplary, 208 are rated
recognized, 786 are deemed academically acceptable, and 13 are rated
academically unacceptable, Ms. Culbertson said.
Ratings are based on the percentage of students in varying ethnic groups who
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Page 19
THE DALLAS MORNING NEWS, April 23, 1997
pass the TAAS test, as well as attendance and drop-out rates.
Mrs. Hale said attendance and drop-out rates for Arlington students will not
be released until the close of the school year in May.
Arlington school officials say they will aggressively seek to improve the
district's rating to exemplary by 2000.
"We need to move heaven and Earth to make it happen," Mr. McInnis said. "We
need to be single-minded in our goal because we have only a short three years to
accomplish an exemplary rating. "
The district has developed incentive programs to help students achieve higher
scores on TAAS exam. One offers money to campuses that improve their rankings.
Depending on the level of improvement, campuses may receive $ 5,000 to $
20,000 in additional funds for enrichment programs to assist students with the
TAAS.
Those efforts are beginning to work, some trustees said.
"We expect the figures to go up, and the kids keep proving us right, " said
trustee Barbara Nash. "They're making improvements, and that is the most
important thing. "
However, school ratings will not be reviewed until the TEA tabulates the
results of TAAS exams that will be administered to third- through eighth-grade
students next week.
Texas elementary and junior high students will take the math portion of the
exam Tuesday and the reading portion April 30. No writing portion is
administered to those students, Ms. Culbertson said.
She said results probably won't be available until August.
GRAPHIC: CHART (S) : (AMN) TAAS results.
LANGUAGE: ENGLISH
LOAD-DATE: May 7, 1997
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LEVEL 1 - 39 OF 345 STORIES
Copyright 1997 The Austin American-Statesman
Austin American-Statesman
April 22, 1997
SECTION: Metro/State; Pg. B2
LENGTH: 651 words
HEADLINE: TAAS scores up 7 percent statewide; Early results show improvement
BYLINE: JODI BERLS AND KEVIN WISHARD
BODY:
Texas high school sophomores, including many in Central Texas, continued to
improve scores on the test they all must pass to graduate the Texas
Assessment of Academic Skills preliminary figures released Monday showed.
Statewide, 67 percent of the 10th graders taking the high school-level exam
passed all three sections of the test given in February, according to the Texas
Education Agency. That's an increase of 7 percent over last year.
Minority students showed slightly stronger gains but continued to lag
significantly behind whites in overall scores: Among African American students,
48 percent passed the test, up from 38 percent last year; Hispanic students
gained 8 percent to a 52 percent passing rate; white student scores rose 7
percent to 81 percent passing, according to the Texas Education Agency.
Preliminary results of the exit test come as students at elementaries, middle
schools and high schools prepare to take the TAAS next week -- scores that will
be used to calculate overall accountability ratings in all districts in August.
In the Austin district, all 10 high schools showed improvement in scores on
the math portion of the TAAS, with some making double- digit gains. Tenth-grade
students at McCallum High School went from an average score of 67 percent
passing to 80 percent.
We think it's time to celebrate, said Superintendent Jim Fox.
Officials in many districts surrounding Austin said they are preparing for
next week's TAAS and haven't analyzed the preliminary results from February's
test. Still, most knew their overall performance.
Round Rock officials said 84 percent of the district's sophomores not
enrolled in special education classes passed the exit exam. That was an increase
of 7 percent over 1996 results, said Zena Trcka, assessment coordinator.
Westwood High School led the way, with 99 percent passing the reading and
writing tests and 93 percent passing math.
Linda Watkins, Westwood's principal, said teachers set high expectations and
are demanding of students.
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Page 21
Austin American-Statesman, April 22, 1997
We do get good students from our feeder schools, but some of them haven't
passed their tests (as eighth-graders), so there is work to do.
Preliminary results show San Marcos sophomores are hitting higher marks than
last year's class, said Bea Flores, an assistant superintendent for the San
Marcos school district. Scores in reading and math were up, and writing scores
matched the 90 percent passing rate of the year before.
Flores said the class's overall passing rate was 61 percent.
In Bastrop, the passing rate on math tests shot from 53 percent to 80
percent. In writing, 95 percent passed compared with 81 percent the previous
year.
Betty Richardson, director of academic programs for Bastrop's school
district, said passing rates among black students showed dramatic improvements
but remain below the district's goals. Half of the 24 black sophomores passed
this year. In 1996, only one of the 15 sophomores tested passed.
Bob Phillips, an assistant superintendent for the Georgetown school district,
said scores for sophomores were better this year than in 1996. He said reading
and writing passing rates were over 90 percent.
The results were particularly good news for Austin, where in recent years
nearly all of its high schools have been rated low-performing either for poor
test scores or for high dropout rates. After last year's results left 11 schools
including five high schools with the low-performing label, school
officials pledged to get all its schools off the list in 1997.
The district announced early in the year that preliminary numbers indicate no
high schools will be rated low-performing for dropout rates.
We expect to have absolutely no schools on the low-performing list, said
Deputy Superintendent Kay Psencik.
LOAD-DATE: April 22, 1997
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standards
23
Associated Press
04-18 1:30a
Hartford High students confused about how
state takeover affects them
By NICOLE SCHIAVI
and opinions from his young audience.
to (the Whalers) first."
Associated Press Writer
Student views ranged from outright
Freshman Wilfredo Ruiz supported
HARTFORD, Conn. (AP) - The
indignation to an attitude of good
the state takeover.
newest course offering at embattled
riddance to the Hartford Board of
"I think its good because the
Hartford High School is State Takeover
Education.
(Hartford) Board of Education wasn't
101, and students had plenty of
He defended the state's decision,
doing nothing," said Wilfredo Ruiz, a
questions.
telling the students that the takeover is in
freshman.
The Connecticut General Assembly
their best interest and that the local
Senior Chris Wyatt partly agreed,
approved the takeover of Hartford
school board's performance was a sham
faulting the school board for not getting
schools Wednesday, dissolving
that needed to be stopped.
enough money to fix the problems at the
Hartford's school board June I, and
He told students that the purpose of
school, which is losing its accreditation.
giving a panel of state-appointed trustees
the state takeover is to save the schools
But Wyatt is strongly opposed to the
control over the district's finances.
from losing accreditation, but he warned
state takeover, and he defended the
On Thursday, House Speaker Tom
they should expect bad news before
teachers and staff.
Ritter held an assembly with the 1,670
things start to improve.
"We don't need the state to come in
students to explain what they can expect.
The students seemed to have a hard
and take over the school," Wyatt said.
"We're not going to let adults mess up
time digesting and separating the two
"We work just as hard as any other
your life," said Ritter, D-Hartford. "The
main issues at hand: the state takeover
students."
adults that let you down were politicians.
and the impending loss of accreditation.
Students also rallied behind Principal
The adults that stood up for you were
Students also asked Ritter why the
Amado Cruz, voicing strong opposition
your teachers."
state offered money to keep the Hartford
to the governor's call for his transfer. One
Hartford is the first Connecticut
Whalers hockey team in town before
student drew wild applause when he
community forced to give up full control
giving money to the schools.
yelled out, "If Mr. Cruz go, we all go."
of its 23 schools and 24,000 students to
The takeover bill makes Hartford
Ritter did not say whether he
the state for the next three years.
Public High School eligible for $20.5
supported the governor's statement.
Poor academics, high dropout rates
million in state money for construction.
which was made Wednesday. The
and the state's worst test scores were
"The governor really doesn't care
students were told that sometimes
compounded by an accreditation board's
about our education," freshman Dwyane
situations need to be defused and such
recent vote to revoke the Hartford High
Pitts said. "(The takeover) made a lot of
episodes put behind.
School's accreditation, and fueled
us happy, but I'm upset because the
Cruz said after the assembly he is
support for the takeover.
government felt it could give $20 million
confident he has Ritter's support.
Ritter was bombarded with questions
USA Today
April 18, 1997
Texas city ahead of the class in school standards
By John Ritter
learning," says Wynn Seale principal
competitiveness into American schools at
USA TODAY
Richard Peltz. "Our kids know exactly
a time when students change schools
Wynn Seale's kids come from the
what's expected of them. And they know
often, when the nation's employers knock
city's most gang-infested neighborhoods,
we expect a lot. There aren't any more
schools for turning out unemployable
so poor that 95% of the kids qualify for
excuses."
graduates and when U.S. students' test
free or subsidized school lunches.
The hue and cry for higher standards
scores trail those of Asian and European
Stem discipline helped turn around
has gained momentum in the last decade
students.
this knot of low expectations. But the
behind corporate leaders, education
Yet, not many schools have tough
real key to better performance was a
reformers and politicians, including
standards, and even fewer enforce them.
single-minded focus on establishing
President Clinton. But the pace of school
Standards are a highly charged issue for
tough academic standards, a focus that
reform and the move to curriculums
school boards and state legislatures.
has made this south Texas port city
based on standards have been slow.
Conservatives often object that the
virtually without equal nationwide.
Supporters say tough standards are a
government is trying to dictate what
"Standards took the mystery out of
way to inject consistency and
should be taught. Liberals worry about
24
how poor kids, minorities and
and math tests annually. But students
extracurricular eligibility under Texas' no
immigrants will fare when the academic
don't have to pass the tests to be
pass, no play rule.
bar is raised.
promoted. And although students must
"We told them student achievement is
Little progress nationwide
pass a high school exit exam to graduate,
non-negotiable," Blackett says.
The public seems to have no appetite
it is based in part on eighth-grade, not
To the surprise of many. the district's
for national standards. A Bush
12th-grade, standards.
overall course. failure rate is down
administration proposal to set national
Most states that have set standards,
slightly this year. The presumption had
standards bombed. President Clinton is
rigorous or not, don't take the critical
been that more students would struggle
trying to jawbone the states, but progress
extra step of requiring students to pass
under tougher standards. "Kids will rise
is fitful. Of standards that do exist - state
tests based on them. So there's no
to the expectations you set for them,"
or local - few are world-class.
guarantee schools will use the standards.
Superintendent Abelardo Saavedra says.
Corpus Christi, however, stands out as
Corpus Christi's standards not only are
But Corpus Christi's transition was
an example of what can be done when
more rigorous than Texas', but students
helped by other elements of its standards
there is the will to do it. No large school
have to master them to graduate.
initiative that experts say are crucial to
district has pushed the envelope the way
Pushing for change
success:
this city has. It has set standards for what
So how is it that this oil and
A discipline code, which stripped
its 42,000 students should know and be
petrochemical hub, the nation's
away disruptions to learning. Anything
able to do in every subject in every grade
sixth-busiest port, a middle-sized city
that smacks of gang influence certain
from dates, facts, trends and concepts to
with a Hispanic majority, has moved to
caps and jewelry, untucked T-shirts with
problem-solving, experimentation and
the forefront of the academic standards
baggy pants is banned. Regular testing
essay-writing. And it demands that
movement?
that determines whether the standards are
teachers teach them and students learn
Employers were complaining that
being taught. Students must show their
them.
high school graduates lacked basic skills.
mastery of standards as they learn them.
As simple as that sounds - as
More than half the graduates who
Grades don't hinge on one big final
fashionable as it sounds - it's not
enrolled in a community college were
exam. Programs that kick in quickly to
happening to the degree that education
taking at least one remedial class.
help students who are falling behind
reformers say it should if the nation's
"Basically there was no consistency in
before-school and after-school tutoring,
schools are to rise above mediocrity.
what was being taught," says Sandra
Saturday classes and "clustering"
"What we still see is that it's going to
Lanier-Lerma, assistant superintendent
students who are struggling with the
take more than just talk to arrive at
for instruction.
same standards. Summer school was
high-quality standards," says Matt
"I have five Biology I (one) teachers,"
restructured so students go just long
Gandel, director of education issues for
says King High School principal Sherry
enough to pass standards they had failed.
the American Federation of Teachers.
Blackett. "There was no way to be sure
A ban on "social promotion," allowing
The teachers union, behind its late
that students got the same amount of
students to advance from grade to grade
president Albert Shanker, has long
instruction in the most important things."
whether they pass. "On the social
pushed for tougher standards, and it
The realization touched off a two-year
promotion issue, few if any places match
keeps track of progress. Its annual review
crusade that brought together parents,
up to Corpus Christi," says Gandel of the
last year found that only 15 states have
teachers and experts. The final product:
teachers union.
standards in math, English, science and
Real World Academic Standards 50
Outlawing social promotion may be
social studies "that are clear, specific and
pages of the stuff students must know
the best insurance that standards are met,
well-grounded in content."
and how they are to show they know it,
but few districts have the stomach for it.
Two states - Iowa and Wyoming -
from pre-kindergarten through 12th
Some experts think the emotional distress
have no standards at all. In 12 states,
grade.
children suffer when they're held back is
standards in all four core subjects fail to
King and 22 other schools tested the
worse than the academic repercussions of
meet the teachers-union criteria. The
standards in 1995-96. All 61 schools
promoting kids who fail.
remaining 21 states and the District of
adopted them this school year, and every
They don't buy that in Corpus Christi,
Columbia have standards that fail in one,
student was immediately accountable.
although the real test of the policy won't
two or three subjects.
"Last year no one really liked them,"
come till the end of this school year,
And many standards simply don't
says junior Morgan Switzer, 17. "This
when for the first time students could be
measure up because they're too vague,
year it's a lot easier.
held back for failing standards. Linda
wordy or all-inclusive to be useful as
"You study for the performance
Bridges, president of the teachers union
practical learning guides.
standards, you learn the information to
local, says teachers are anxious to see
An example, from Oregon, that falls
pass them and then you retain the
whether the district follows through.
short: Students are required to
knowledge much longer than if you had
Saavedra says: "We're not going to
"demonstrate the ability to think
just crammed for an exam."
socially promote."
critically and creatively in solving
Senior Hillary Towers, 18, says, "You
Taking the next steps
problems." And one from Corpus Christi
know exactly what you're supposed to be
Across the district, there's a level of
that measures up: "Analyze the
learning, and you know you have to learn
cooperation that outsiders say is rare in
development of individual rights in the
it by the end of the year. You're prepared
an education bureaucracy. A key to
United States from 1865-present."
for it."
success is that teachers had a central role
Texas' standards meet teachers-union
Some high school parents balked
in drafting the standards.
criteria in all four subjects, and students
when their children failed to master
As a result, Corpus Christi has moved
from grade three on take state English
standards and lost sports and
on to issues that aren't even on the radar
25
screens of most other districts. Grading,
problem-solving. "If students can
posters everywhere preach standards.
for example. It became apparent that the
verbalize about math, they retain it
Teachers laminate them and post them in
best set of standards could fall prey to the
longer," algebra teacher Jerrie Barker
classrooms. Students know what they
grading quirks of teachers. Corpus
says. "What we had been doing was not
have to master and when. Parents are
Christi is now experimenting with
working."
becoming familiar with them.
scoring criteria for every standard.
The district has no meaningful data
"We're after higher-order thinking
Teachers also are shifting to more
yet to prove that tougher standards are
skills," says Wynn Seale principal Peltz.
active and hands-on learning. A
raising performance. And it may not have
"We're used to hearing teachers say, 'Tell
buzzword districtwide is "products"
any for a few years, because standards
me, listen, restate.' Now we're hearing
charts,
portfolios,
displays,
are not a quick-fix. Lanier-Lerma is
'Evaluate, create, defend, justify, give
demonstrations, research - that students
quick to point out that some schools, and
reasons.'
create, often in teams, as they learn.
some principals, lag behind others.
Peltz and his teachers have-made a lot
Students are more motivated.
But anecdotal evidence is
of progress with Wynn Seale's at-risk
Corpus Christi is trying to incorporate
encouraging. Test scores seem to be
student population. But he thinks taking
more reading, writing and math into the
heading up. Blackett says some of last
them to the next level, the district's goal
other subjects. Until high school, you
year's King High graduates who resisted
of 90% passing state tests, will be much
don't take English, you take "language
standards the most have come back to tell
harder. "Anyone can take a school to
arts," a combination of reading, writing,
her they were wrong, that they benefited
60% or 70%," he says. "The research
speaking and listening. A reading course
from a single year of higher expectations.
says we're going to plateau next year, and
is required for all high school freshmen.
Most teachers are believers. "Before,
the kids will slip.
Teachers find that some textbooks no
you closed your door and you didn't want
"So we'll try more radical strategies.
longer measure up to Corpus Christi
anyone to know what you were doing,"
Maybe extend the day, regroup children
standards, and that has put a premium on
says Ann Rall, a seventh-grade language
every other day. Teach, assess and
finding other resources. Now it's not just
arts teacher. "Teachers used to keep their
regroup. The paradigm is going to have
social studies teachers requesting maps
successes to themselves. Now we want to
to be broken by the parents. Maybe the
for classrooms; language arts and science
share our successes."
parents of underachievers will have to
teachers want them, too.
In just two years, standards clearly are
come to school once a week, learn how
Math gets a huge push. A goal is that
driving public education here. They
to help their kids with homework.
all students pass algebra by eighth grade.
dominate school meetings. Banners and
"We'll have to be more radical."
Computation takes a back seat to
Minneapolis Star Tribune
April 18, 1997
Pennsylvania campus tames some of
Minnesota's toughest kids
Star Tribune
CONCORDVILLE, PA. - As the
are trying to ensure that kids such as
Wing and Sauk Centre committed new
remains of a snowstorm melted into a
Nelson don't have to travel 2,000 miles
crimes within five years - numbers that
spring morning, Duane Nelson gazed at
from home to get that chance.
alarm parents and communities as they
the lush grass, the stately brick buildings
There is no place like Glen Mills in
watch delinquent juveniles turn into
and the grand stone library. And, smiling
Minnesota. A state that prides itself on an
dangerous adults.
into the sun, he basked in the hope of
abundance of programs for society's ills
Like other states, Minnesota has long
redemption.
sends hundreds of its toughest and most
focused on locking up more adults for
The 18-year-old gang member from
violent juveniles to out-of-state facilities
more years. This year, the Legislature is
the Minneapolis area was forced to come
at a cost of about $5 million each year.
taking a closer look at the places we send
here; to Glen Mills Schools, for severely
That's not to say Minnesota has no
young criminals.
beating another young man. Staring at a
place to keep kids who set fires, steal cars
The proposals range from boot camps
four-year sentence in adult prison if he
or rape people. But state and local
for first- and second-time offenders to
messes up again, Nelson sees this pretty
officials acknowledge that it's a
transforming Red Wing or Sauk Centre
but tough-talking private school for
hodgepodge of a system. It locks up a
into a place that would reform even the
delinquent boys as his last chance to
few kids, tries to treat many and casts
worst - a place like Glen Mills.
bloom.
others adrift. And nobody knows whether
Praised for its educational and
"I am lucky to be here," he said. "I am
any of it works.
vocational programs, yet knocked for its
very lucky to be here."
One study showed that 90 percent of
reliance
on
discipline
over
This week, key leaders in Minnesota
kids sent to the "reform schools" at Red
soul-searching, Glen Mills has inspired
Page 25
LEVEL 1 - 73 OF 345 STORIES
Copyright 1997 Times Publishing Company
St. Petersburg Times
February 25, 1997, Tuesday
SECTION: HERNANDO TIMES; Pg. 1
DISTRIBUTION: HERNANDO TIMES
LENGTH: 648 words
HEADLINE: County's college prep scores rise
BYLINE: ERIC WOODMAN
BODY:
In two years, graduates of Hernando County's public high schools have gone
from being the least prepared for college in the Tampa Bay area to among the
best, according to the results of a test given to freshmen at Florida's public
colleges and universities.
And for the first time, students who attended Hernando schools performed
better than the statewide average.
"Any time you can improve your test scores you have to be
pleased," Superintendent John Sanders said. "I don't think this represents any
sort of change on our part. We have various people who work hard. Our goal is
to get better every year. =
As the state average has dropped, the percentage of students from Hernando
who passed the test has risen for several years. The test measures new college
students' aptitude in three areas: math, writing and reading.
The test, given last fall, showed that 59.1 percent of college freshmen who
graduated from Hernando high schools were prepared for college work in all
three areas. The state average was 54.1 percent.
Students who fail an area of the test are given remedial classes at their
college.
Among Hernando's three high schools, Hernando High in Brooksville did the
best job of preparing its college-bound students. Seventy-one percent of
Hernando High graduates passed the test, compared with 58.1 percent for
Central High, west of Brooksville, and 54.4 percent for Springstead High in
Spring Hill.
Springstead's scores were weighted down by just 50.4 percent passing the
writing part of the test, versus 80.7 percent at Hernando High and 76.8
percent at Central.
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St. Petersburg Times, February 25, 1997
Because only students attending Florida public colleges and universities
take the test, Sanders warned against assuming that one school is providing a
better or worse education.
"There are a lot of factors to consider, " he said. "We don't even know who
is taking the test. Some of our best students may be going (to college) out of
state. "
Taylor Culler, educational policy analyst with the Florida Department of
Education, said that although results can be deceiving, the overall picture
for Hernando is good.
"Scores in the state have dropped for five years in a row, and they've been
going up in Hernando County," he said. "That's something people there should be
proud of. If
In the past three years, the percentage of Hernando graduates passing the
test has gone from 51.1 percent to 54.4 percent to 59.1 percent.
As with the rest of the state's districts, students entering community
colleges were less prepared for college than students going to four-year
schools.
Just 43.3 percent of the community college students from Hernando County
passed all three areas of the test, compared with 96 percent of those going to
four-year colleges or universities.
Statewide, 37.1 percent were ready in community colleges and 91.5 percent
were prepared for four-year schools.
Test grades show improvement
Nearly 300 Hernando County high school graduates took the readiness-for-college
test this year at one of Florida's public universities, colleges or community
colleges. For the first time, Hernando's students finished above the state
average. Numbers indicate the percentage of students who passed each area of
the test: The "overall" category reflects the percentage of students who passed
math, writing and reading.
Math
Writing
Reading
Overall
Central High
69.5%
76.8%
85.4%
58.1%
Hernando High
84.3%
80.7%
89.2%
71.1%
Springstead High
69.9%
58.4%
73.7%
54.4%
Hernando district
73.8%
74.2%
81.2%
59.1%
State averages
68.5%
72.0%
75.8%
54.1%
Source: Florida Department of Education
GRAPHIC: COLOR CHART; Chart listing test results for the readiness-for-college
test for students at Central High, Hernando High, Springstead High, the
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St. Petersburg Times, February 25, 1997
Hernando district and state averages, includes a pencil writing "A, B, C. II
LANGUAGE: ENGLISH
LOAD-DATE: February 26, 1997
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LEVEL 1 - 80 OF 345 STORIES
Copyright 1997 The Courier-Journal
The Courier-Journal
February 13, 1997, Thursday KY: KENTUCKY
SECTION: NEWS Pg. 01B
LENGTH: 760 words
HEADLINE: Schools to share $ 27.7 million in KERA rewards
BYLINE: GIL LAWSON, The Courier-Journal
SOURCE: STAFF
DATELINE: FRANKFORT, Ky.
BODY:
A check is in the mail to 533 Kentucky schools as part of the state's reward
system for improved test scores.
The Department of Education announced yesterday the schools will share $ 27.
7 million this year, the second time reward money has been distributed.
The rewards will range from $ 1,155 to $ 2,310 for each teacher at those
schools, depending upon the level of improvement.
Under Kentucky's school accountability system, schools that exceed their
goals on tests are eligible for cash rewards every two years. The test results
determine the amount of the reward. Teachers, counselors, librarians and
principals can vote to decide what to do with the money.
Two years ago some schools voted to share money with other employees such as
janitors and cooks, some set aside money for scholarships and others used it for
school projects. In a handful of districts the method used to hand out the money
was challenged in lawsuits by teachers who had left the school, but none of the
challenges has been successful.
The expectation of receiving the reward money ''hasn't posed a problem yet''
for the staff at Wellington Elementary in Jefferson County, said Principal Verna
Cahoon. A committee of teachers was assigned to come up with options on what to
do with the $ 44,732 the school will get.
Teachers at Slaughter Elementary, another of the 41 Jefferson County schools
receiving rewards, have been busy preparing students for this year's test, which
will start in April, and haven't decided what they'll do with the money,
Principal Eugene Kelly said. 'We can't let this go to our heads, he said.
He also plans to have a committee consider options for dividing the $ 39,
047.
When the test scores were released last October, the state said 502 schools
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The Courier-Journal, February 13, 1997
would share in rewards. But adjustments and corrections made in the scores have
added to the total, Department of Education spokeswoman Lisa York Gross said.
Also sharing in the money will be 35 central offices for districts that were
placed in the reward category.
The amount of money for each teacher is down from two years ago because more
schools and teachers qualified for the rewards. Last year, 14, 126 people
qualified to share $ 26.1 million and the reward amount ranged between $ 1, 301
and $ 2,602 for each teacher. This year the money is being divided among 16, 074
people. The amounts could differ depending on what the teachers and schools
decide to do with the money.
The state has set aside $ 506, 497 because 43 schools are appealing their test
scores to the state Board of Education. Some of those schools, which have
hearings scheduled in the next few weeks, could qualify for reward money if
their appeal is successful.
Any leftover money will be held until the next reward payment in two years.
The reward money is part of an accountability system established by the
Kentucky Education Reform Act. Schools are held accountable, based on the test
scores, and can get rewards or face sanctions.
Some critics contend the reward system is flawed because the test and the way
improvement is measured isn't reliable. Others think that reward money should
not be used as an incentive.
A recent survey by the Kentucky Institute for Education Research showed a
split between educators and the general public when they were asked whether
rewards and sanctions were necessary to improve school performance.
Just over a third of the principals and teachers agreed rewards and sanctions
were necessary; more than 80 percent of public school parents and members of the
general public agreed.
LANGUAGE: English
LOAD-DATE: February 14, 1997
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LEVEL 1 - 113 OF 345 STORIES
Copyright 1997 The Hartford Courant Company
THE HARTFORD COURANT
January 14, 1997 Tuesday, 2 WEST CENTRAL
SECTION: TOWN NEWS; Pg. B1
LENGTH: 419 words
HEADLINE: PLAINVILLE STUDENTS' TEST SCORES GO UP IN MOST AREAS
BYLINE: FRAN SILVERMAN; Courant Staff Writer
DATELINE: PLAINVILLE --
BODY:
Students in fourth, sixth and eighth grade showed marked improvement on the
Connecticut Mastery Tests, with scores rising in almost all categories and
across the grade levels.
The results of the exam, released by school officials Monday, showed that the
scores were improving among the same group of students who took the test as
fourth-graders, then as sixth- and eighth-graders. The test results also showed
the percentage of students in fourth and sixth grades scoring at or above state
goals increased in all areas of the test since it was first given in 1993.
The mastery test measures the proficiency of fourth-, sixth- and
eighth-graders in reading, writing and mathematics. Its goal is to establish
high educational standards and ensure that students can apply their academic
skills to realistic, everyday problems.
The most significant increase came in writing. In 1993, 36 percent of
fourth-graders reached the state goal; in 1996, 51 percent did. In 1993, 47
percent of all sixth-graders scored at or above the state goal, while in 1996,
that rose to 60 percent. Eighth-grade scores also rose, with 33 percent of
students meeting or exceeding the state goal in 1993, and 66 percent doing so in
1996.
In reading, the number of students in fourth-grade scoring at or above the
state reading goal increased from 54 percent in 1993 to 59 percent in 1996; in
sixth grade, 58 percent scored at or above the state goal in 1993, compared with
66 percent in 1996; and in eighth grade, 53 percent hit the state goal in 1993,
compared with 57 percent in 1996.
In math, fourth-grade scores also rose. In 1993, 49 percent scored at or
above the state goal, while in 1996, that had increased to 60 percent.
Forty-three percent of sixth- graders scored at or above the goal in 1993; the
number jumped to 55 percent in 1996.
But the percentage of eighth- graders who met or exceeded the state goal in
mathematics dropped from 55 percent in 1993 to 48 percent in 1996. And
mathematics scores dropped among fourth-graders in 1994 who took the test again
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Page 43
THE HARTFORD COURANT, January 14, 1997
in sixth grade from 61 percent to 55 percent meeting the state goal.
School officials said they'd be examining the results.
"I am just tickled pink in those improvements over time," said Superintendent
James P. Ritchie. "In the history of my career, I haven't seen them pop up quite
that fast."
"I attribute improvement trends to the focus on literacy in the past five
years, " Curriculum Director Kathleen Binkowski told the school board.
LANGUAGE: ENGLISH
LOAD-DATE: January 14, 1997
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LEVEL 1 - 120 OF 345 STORIES
Copyright 1997 The Hartford Courant Company
THE HARTFORD COURANT
January 11, 1997 Saturday, 7 HARTFORD NORTH FINAL
SECTION: METRO HARTFORD; Pg. B3
LENGTH: 500 words
HEADLINE: WINDSOR IMPROVES SCORES ON STATE TEST
BYLINE: MARIE K. SHANAHAN; Courant Staff Writer
DATELINE: WINDSOR
BODY:
The first results of the school system's push to improve students' writing
skills are starting to show.
According to Connecticut Mastery Test scores released this week, the
percentage of eighth-graders reaching or exceeding the state goal in writing has
more than doubled from 21 percent in 1995 to 43 percent in 1996.
Significant improvements in writing were also made by fourth- grade and
sixth-grade students, with an additional 13 percent of fourth-graders and 15
percent of sixth-graders meeting the state goals on the standardized tests in
1996.
"We're very pleased with the results," said Assistant Superintendent of
Schools Carol MacMullen. "It shows we were able to create momentum for everyone
in the district to focus on writing -- students, teachers, administrators and
parents."
The mastery test measures the proficiency of fourth-, sixth- and
eighth-graders in reading, writing and mathematics. Its goal is to establish
high educational standards and ensure students can apply their academic skills
to realistic, everyday problems.
Writing scores were the one area school officials recognized as needing major
improvement after test results in 1995 and 1994 showed most town students were
lagging, MacMullen said.
After being berated by residents because of the low scores, school staff
members developed an action plan for improvement, said school board member Tim
Curtis.
"We focused on instruction in writing rather than just making students
write," MacMullen said. "We made writing [all teachers'] responsibility. Writing
wasn't just for English classes, but for science and math classes, too. It
should be used in every area. "
MacMullen said the system also developed a way to monitor student writing
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THE HARTFORD COURANT, January 11, 1997
skills by administering quarterly writing exercises similar to those on the
mastery test.
Sixth- and eighth-graders are tested in expository and persuasive writing,
while fourth-grade students are tested in narrative writing.
"Whatever the staff did obviously worked, 11 Curtis said. "It's very gratifying
to see Windsor students moving in the right direction."
Overall, the system improved eight of its nine mastery test scores. The only
decline came in fourth- grade mathematics, where 56 percent of students met the
state goal, compared with 61 percent in 1995.
This chart shows the percentage of Windsor students scoring at or above the
goal in reading, writing and mathematics on the Connecticut Mastery Test for
1996 compared with the town scores in 1995 and the state average for 1995. The
state averages for 1996 have not been released.
GRADE 4th 6th 8th
Math
Windsor '96
56 53 52
Ct. Avg. '95
59 48 47
Windsor '95
61 48 49
Reading
Windsor '96
54 61 63
Ct. Avg. '95
48 59 59
Windsor '95
51 60 61
Writing
Windsor '96
54 36 43
Ct. Avg. '95
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THE HARTFORD COURANT, January 11, 1997
46 40 46
Windsor '95
41 21 21
LANGUAGE: ENGLISH
LOAD-DATE: January 13, 1997
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LEVEL 1 - 121 OF 345 STORIES
Copyright 1997 The Hartford Courant Company
THE HARTFORD COURANT
January 10, 1997 Friday, 3 ENFIELD NORTH CENTRAL
SECTION: TOWN NEWS; Pg. B1
LENGTH: 497 words
HEADLINE: SOMERS STUDENTS' TEST SCORES RISE;
IMPROVEMENT SEEN IN 8 OF 9 CATEGORIES
BYLINE: DON STACOM; Courant Correspondent
DATELINE: SOMERS --
BODY:
The school district reported widespread improvement in scores on the 1996
Connecticut Mastery Test, with an especially strong rise in results on the
eighth- grade writing section of the exam.
In eight of nine test categories, students who took the test in the fall did
better than those who took it a year earlier.
"This shows a lot of hard work on behalf of the students, the staff and the
administration," Superintendent Paul Gagliarducci said Thursday. "We're hoping
to use this to raise our base line and go on from there."
Each year, fourth-, sixth- and eighth-graders across the state take the test,
which measures skills in reading, writing and mathematics. This year's results
showed that roughly two-thirds of Somers students met the state's performance
goals in reading and math, with a slightly lower average in writing.
The single most dramatic rise was in eighth-grade writing. In 1994 and again
in 1995, only 38 percent of Somers eighth-graders reached the state goal. In
1996, that figure shot up to 71 percent.
As dramatic as that improvement appears, Gagliarducci still recommended that
parents and observers not draw too many conclusions from any single test.
In eighth-grade writing, for instance, a large percentage of students who
fell below the goal in past years were missing by only one or two points out of
the possible 12 that could be scored, Gagliarducci said.
"You really have to take a look at things over a period of years. You can't
tell too much from one snapshot," he said.
At the elementary school, teachers are regularly getting time to discuss
students' writing skills and performance, Gagliarducci said. That appears to be
paying off.
"We're starting to see results and we'll be seeing even more results, = he
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THE HARTFORD COURANT, January 10, 1997
said.
Gagliarducci will present a more detailed examination of the mastery test
results and a comparison with scores from similar school districts in the state
in February.
"At first blush, it looks like it was solid, " school board Chairwoman Janice
Budington said. "Some areas really looked like we made significant advances in
places we were watching. "
*
Numbers reflect percentage of students meeting state standard:
GRADE 4
1996 1995 1994
Mathematics 77 56 64
Writing 52 48 48
Reading 64 50 49
GRADE 6
1996 1995 1994
Mathematics 62 55 49
Writing 62 52 37
Reading 70 66 79
GRADE 8
1996 1995 1994
Mathematics 69 55 69
Writing 71 38 38
Reading 70 66 79
LANGUAGE: ENGLISH
LOAD-DATE: January 10, 1997
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LEVEL 1 - 125 OF 345 STORIES
Copyright 1996 Capital-Gazette Communications, Inc.
The Capital
December 27, 1996, Friday
SECTION: Annapolis; Pg. A12
LENGTH: 526 words
HEADLINE: Schools improve test scores
BYLINE: By MIMI EUBANK Staff Writer
BODY:
A number of Annapolis teachers, principals and students went home for the
holidays with an extra present this year: a shining performance on statewide
assessment tests.
Many of Annapolis' seven elementary schools can claim responsibility for
comments from state officials that the county school system is one of the
fastest-improving school systems in Maryland.
Every Annapolis school showed improvements in some areas of the Maryland
School Performance Assessment Program tests. Three elementary schools West
-
Annapolis, Georgetown East and Rolling Knolls improved in every subject.
-
Annapolis student accomplishments on the statewide tests, and what they're
learning in preparation for them, will go a long way, said Joan Briscoe,
principal of West Annapolis.
"MSPAP as an instructional model is a step in the right direction, she said,
adding that the tests "set higher expectations for teachers and students."
Eastport third- and fifth-graders scored higher in 11 of the 12 subtests;
Germantown and Hillsmere gained in nine of the areas.
Annapolis Elementary School scored higher in six of the subtests, finishing
with a school composite score of 37.3, - while Tyler Heights improved in seven.
That school, however, finished with a low composite score of 26 percent.
Mills-Parole third- and fifth graders received a 32.35 percent composite
score, gaining in eight of the subtests.
Annapolis Middle School eighthgraders made gains in four of the six areas,
while Bates Middle students scored higher in three of the subtests.
Each year, the MSPAP tests
third-, fifth- and eighth-grade students in six areas: reading, writing,
language usage, mathematics, science and social studies.
By the year 2000, schools where at least 70 percent of the students are not
scoring satisfactorily in every subtest face a takeover by the state.
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The Capital, December 27, 1996
Many of the Annapolis elementary schools, such as Eastport and West
Annapolis, credit better comprehension skills for MSPAP test improvements.
"Eastport has been improving for three years in a row, " said James Seamon,
principal of Eastport.
Students gain a better understanding in all areas by reading and writing more
about whatever they're studying, Mr. Seamon said.
"There are no true or false or multiple choice answers anymore. They must be
able to explain themselves," Mr. Seamon said.
"They've certainly received dividends. "
Eastport third-graders made improvements in every subtest, finishing with a
composite score of 48.25 percent. Fifth-graders scored higher in all but the
writing test. Their composite score was 48.5.
Students at West Annapolis are also very close to meeting the 70 percent
state standard, prompting the state to single out the school when the state
results were released earlier this month.
The third- and fifth-grade composite score at the school was 58.5 percent.
Last year, Hillsmere Elementary School was placed on a countywide list of
schools that could be in danger of being taken over by the state.
This year, fifth-graders improved in every area except reading, while
third-graders improved in all but reading and social studies.
LOAD-DATE: December 27, 1996
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LEVEL 1 - 1 OF 345 STORIES
Copyright 1997 The News and Observer
The News and Observer (Raleigh, NC)
June 6, 1997 Friday, DURHAM EDITION
SECTION: NEWS; Pg. A1
LENGTH: 757 words
HEADLINE: Test scores of Durham students rise
BYLINE: KELLY THOMPSON COCHRAN, STAFF WRITER
BODY:
DURHAM Most reading, writing and math scores rose again in Durham
elementary and middle schools this spring, though no other grade levels matched
the system's progress on eighth-grade exams released earlier this week.
Preliminary results released Thursday indicate that Durham students in grades
three to eight maintained or slightly improved their performance on 10 of 14
state tests this spring. Math scores improved at most grade levels, while
reading and writing scores rose in some grades and fell in others.
By far the largest gains came in eighth grade, where a new policy requires
that students who fail the state tests either attend summer school or be held
back a year. The district's average reading score increased 1.7 points to 161.1,
and its math average jumped 2.2 points to 171.6.
The state's testing system measures all students in grades three to eight on
a 100-point scale, and most children generally improve their scores by only four
or five points from one grade level to the next. Thus, the eighth-grade
improvements represent a major increase.
With the exception of strong math scores at the elementary level, the
district's other improvements were much smaller. But school officials are
pleased with the system's cumulative progress during the past five years and
predicted that this spring's hard work has laid the foundation for larger gains.
"I am very happy for our teachers and principals, and most of all for the
children,' Superintendent Ann Denlinger said. "We hope this is the first year of
a very sharp upward spiral. "
The only major disappointment in the test scores was on the seventh-grade
writing exams given in March, which have seesawed in recent years. The number of
students passing the exam rose 16 percentage points last spring to 49 percent,
but dropped by the same amount this year. As a result, only about a third of
Durham students passed the exam.
Administrators said they aren't sure what happened, but pointed out that the
state and most other districts' averages dropped as well. On the plus side,
Durham's fourth-graders improved their passing rate from 41 percent to nearly 45
percent even as the state average declined to 49 percent.
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The News and Observer (Raleigh, NC) June 6, 1997 Friday,
"We're not up to the state average yet, but we're closing the gap, " testing
administrator David Holdzkom said.
Because the state reading and math tests weren't administered until late May,
results are still incomplete for most grades. State averages are not yet
available, and Durham officials are still double-checking exact counts on how
many students passed each exam. They plan to release that information, along
with racial breakdowns, next week.
At the middle school level, the district's average tests scores suggested
that sixth- and seventh-graders have held their ground this spring after
significant improvements in math in previous years. Reading scores also dropped
slightly after earlier improvements.
Middle schools director Elsa Woods said she was not sure if the heavy
emphasis on meeting the new eighth-grade requirement might have distracted
attention from the earlier grades, but she said that several improvements are
already under way for 1997-98.
For instance, the system is planning additional training for writing teachers
and is working to add literacy specialists who will concentrate on basic reading
skills that are not usually covered in the middle-school curriculum. The
district also might look at adding extra writing tests between grades four and
seven to help students polish their skills.
"We all want to continue the progress," Woods said.
At the elementary level, average math scores jumped significantly this
spring, rising by 0.8 in grades three and four and 1.3 points in grade five.
School officials said increased emphasis on hands-on activities and materials
appears to be paying off.
"We've been doing math training at all grade levels," elementary schools
director Gene Chasin said.
Elementary reading scores made relatively little change this year except a
0.6 rise in fifth grade and the larger jump in eighth. But officials expect them
to improve rapidly in the next several years as the result of a major new
literacy initiative in earlier grades.
Teachers for kindergarten, first grade and second grade have received
intensive training over the past nine months on how to boost reading skills, but
their students are so young that the state does not test them. The school
system's goal is that 95 percent of third-graders will pass state reading tests
by the year 2000.
GRAPHIC: graphic; Durham 1996-97 test scores; Staff
LANGUAGE: ENGLISH
LOAD-DATE: June 6, 1997
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Page 6
LEVEL 1 - 9 OF 345 STORIES
Copyright 1997 The Morning Call, Inc.
The Morning Call (Allentown)
May 23, 1997, Friday, FOURTH EDITION
SECTION: BETHLEHEM, Pg. B4
LENGTH: 278 words
HEADLINE: NORTHAMPTON STANDARDIZED TEST SCORES IMPROVE;
*
SCHOOL DISTRICT EMPHASIZED IMPORTANCE OF STUDENT PREPARATION.
BYLINE: KATHLEEN PARRISH; The Morning Call
BODY:
Standardized test scores of Northampton students improved this year because
the district placed more emphasis on preparing for and taking the test,
according to interim Superintendent Thomas Persing.
"The quality increase in academic performance will continue to happen if we
all emphasize its importance," he said.
The largest improvement was made in the seventh grade, where 67 percent of
the class scored above the national average on the California Test of Basic
Skills, up from 57 percent last year.
In ninth grade, 65 percent of the students scored above the national average,
compared to 62 percent last year. And in 10th grade, 69 percent of the students
exceeded national figures, up from 66 percent.
The test covers study skills, science, social studies, reading, language and
math. At the direction of the school board, more emphasis was placed on
improving standardized test scores this year, said junior high Principal Roger
Washburn.
The first thing the schools did was to stress the importance of the three-day
tests to students and parents, Washburn said.
The schools served free breakfast and students were allowed to go home after
completing each day's test.
"The kids had to focus only on the testing for three days," said senior high
Principal Frank Kovacs. "They didn't need to be worried about studying for an
exam later in the afternoon."
Calculators also were supplied and only one standardized test was given this
year to a grade level, Washburn said.
"In past years, we gave more than one test and we felt there was a burnout
effect, If he said.
Pennsylvania assessment test scores will be released in the fall.
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The Morning Call (Allentown), May 23, 1997
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LEVEL 1 - 10 OF 345 STORIES
Copyright 1997 Chicago Tribune Company
Chicago Tribune
May 23, 1997 Friday, NORTH SPORTS FINAL EDITION
SECTION: NEWS; Pg. 1; ZONE: N
LENGTH: 899 words
HEADLINE: TEST SCORES SOAR AT CITY SCHOOLS ON PROBATION;
NUMBERS UP, BUT STILL BELOW NATIONAL NORM
BYLINE: By Janita Poe, Tribune Education Writer.
BODY:
Last fall when Chicago Public Schools chief Paul Vallas placed more than 100
schools on academic probation, many students and officials expressed
embarrassment--even anger--that their schools were being singled out for the
bureaucratic equivalent of a trip to the principal's office.
Now, with the release Thursday of scores on the Iowa Tests of Basic Skills
for Grades 3 through 8 showing marked improvement in many schools on probation,
officials at some of those schools say it was that very attention and pressure
that seems to have gotten results.
Whether the slew of probation managers, external partners and other visits by
the central administration produced tangible changes in instruction remains
debatable. But one thing seems indisputable: Probation delivered a psychological
punch.
"What these scores tell me is that probation is working, Vallas said.
Of the 71 elementary schools on probation, 54 improved in reading and 69 in
math, according to preliminary reports on the test scores. On Thursday,
officials said 22 of those schools are now eligible to be removed from the
designation.
Overall, 393 of the city's 473 elementary schools tested improved in math and
271 had higher scores in reading than the previous year. Schools doubling their
test scores in at least one of the subjects included Beidler, McNair, Carver
Middle and Morse.
School administrators plan a news conference to discuss the scores at 10:30
a.m. Friday at the Parkman School.
Pat Harvey, the schools' accountability chief, said she was encouraged by the
scores because of gains made by the poorest performing students.
"The lowest performing students are getting better, and SO are the two groups
next to them, " said Harvey.
"
I think the message is that all kids,
regardless of where they are born, regardless of their station in life or their
race, can achieve."
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Page 9
Chicago Tribune, May 23, 1997
The release of the preliminary data--a small percentage of makeup tests were
not included--was being pointed to by Vallas' allies as proof that the new
management team for schools is succeeding. Earlier this month, school leaders
announced even greater gains in high school students' scores on the Test of
Achievement and Proficiency.
But some school-reform leaders say the scores are indicative of improvements
implemented over the last decade, not any recent revamping.
"There's been a trend of improvement over the last seven years, and we're
pleased to see that trend is continuing," said Donald Moore, executive director
of Designs for Change, an educational research and reform group.
"I think principal leadership, the involvement of the local school councils
and the commitment of teachers to working together have paid off."
Though the overall scores improved, that improvement was not seen uniformly.
For instance, pupils at or above national norms in reading comprehension
declined slightly for the system's 3rd, 6th and 8th grades.
And scores of 30.1 percent in reading and 35.6 percent in math mean that the
vast majority of students were below national norms.
For schools on probation, the improved scores were a reason to rejoice.
Geraldine Moore, principal of Beidler in the Garfield Park neighborhood on
the West Side, said her staff initially was "devastated" about being placed on
probation. But the status also was a "wakeup call" to improve standards at the
school, she said.
"We wanted to know 'Why, what had we done wrong?' " said Moore, a former
parent aide who has been principal of the school since 1994. "But what we did
was to turn it into a reaffirmation. We looked at our weaknesses and set out to
improve them."
The work apparently paid off: Reading scores at Beidler more than
tripled--from 10.2 in 1996 to 33.3 in 1997-and those in math rose from 24.8 to
36.3 during that same period.
Moore said the renewed commitment spilled over to the five-member probation
management team, set up in October and headed by West Side education legend
Marva Collins. The team implemented many of Collins' methods--including a focus
on phonics and repetition--and also began following her lead on student
encouragement and regimented daily schedules.
Beidler also was one of 132 schools to set up extended school days this year;
the school added two hours of optional math and reading study for four days a
week after school. By early winter, Beidler had developed a motto, prominently
displayed on the school marquee: "Probation brings opportunity. II
Principals at other schools posting improvements also said the probation
status forced them to focus on specific problems at their schools.
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Chicago Tribune, May 23, 1997
Albert Gaston, principal at the Fulton School in the Back of the Yards
neighborhood, said his school was "already on its course" and did not modify any
curriculum, programs or instruction methods. But he said teacher and student
motivation increased after the school went on probation.
Though the overall scores improved, that improvement was not seen uniformly.
For instance, pupils at or above national norms in reading comprehension
declined slightly for the system's 3rd, 6th and 8th grades.
Vallas and other officials said they hope to make even more significant
improvements on testing in the next few years. The increases made by the
probation schools, they said, prove any school can succeed if goals and
priorities are set for them.
GRAPHIC: PHOTOS 2 GRAPHICPHOTO: Beidler Elementary School Principal Geraldine
Moore gets a hug from 3rd grader Lawrence Barron. ; PHOTO: Two Beidler Elementary
School 3rd graders enthusiastically compete to answer math questions in class.
Tribune photos by Chuck Berman. i GRAPHIC: Citywide testscores improving.; - How
test scores breakdown. i - Scoring at or above the national norm. ; Source:
Chicago Public Schools. ; Chicago Tribune. ; See microfilm for complete graphic.
LANGUAGE: ENGLISH
LOAD-DATE: May 23, 1997
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47
56. Los Angeles Times
*
05/21/97; Edition: Ventura County Edition; Section: Metro; Zones Desk; Page B-1
Students Now Must Learn the Hard Way; Education:
Santa Paula High will dump standard classes and
require college prep for everyone.
By REGINA HONG
The change next year has some
But teachers and parents hungered for
SPECIAL TO THE TIMES
students both excited and nervous.
a change, something that could boost the
SANTA PAULA - For decades,
"I think it's going to be difficult," said
performance of the entire student body.
Santa Paula High School held to their
freshman Evelyn Martinez. "They're
In the mainly blue-collar town,
academic hierarchy: one system for the
going to be giving us more work and I
typically 5% to 10% of students enroll in
advanced placement.and honor students,
don't think the teacher will be able to
four-year colleges, far below county
another for college prep students and a
explain it to each of us."
average. The campus usually is' at the
third and by far the largest group in
But Evelyn also thinks she'll learn a
bottom of the pack in standardized test
standardized courses, designed to teach
lot faster.
scores in the county. Even when
just the basics.
While the plan is a hotly debated
compared with other state schools with
Not anymore.
matter on campus, at least one class
similar ethnic and socioeconomic
Determined to boost academic
eliminated standard classes a decade ago.
backgrounds, the campus still ranked at
performance in a district that has for
Science teacher Ray Sepulveda's
the bottom quarter on last year's SAT:
years landed at the bottom of county test
classroom could be a model for the rest
scores and four-year college attendance
of the school.
"If we've been the lowest for so long,
rates, administrators are eliminating the
something needs to change," said
standard courses next year and pushing
Here junior Esiquio Delgadillo whips
school's activities director Lisa Salas,
the students into the more rigorous
easily through his zoology anatomy
who also graduated from the school.
college prep courses.
exam, identifying parts of a clam, such as
The change won't be easy.
In September, students from the
the kidney and foot. Esiquio's classmates
When school administrators in
bottom of the academic totem pole can
range from A students to those who read
February announced the decision to drop
expect to sit next to the straight-A
at the third-grade level.
all standard courses by next year, a
students. Standards will be raised, said
All students in this college prep
number of teachers left the conference
Principal Tony Gaitan. "You'll know
course must master the same material.
room furning. Others left as if in a state
what it's like to be in a rigorous program.
Ten years ago, with permission from
of shock.
You'll know what it means to be
the administration and department,
It wasn't that they disagreed with
challenged and you'll know what it
Sepulveda eliminated the less
raising student standards. Teachers said
means to study hard."
challenging standard track course and
there just wasn't enough time to
Teachers are deeply divided over the
allowed all students to enroll in the
implement a plan like this by next school
plan, worried that the timeline is too
college prep course, which requires
year, and the result could be widespread
quick and that the system will set
additional homework and places greater
student failure or the watering down of
students up for failure. But the school is
emphasis on problem-solving skills.
difficult college prep courses.
already making changes for next year's
"We've been doing it the way the
The college prep courses require more
transition.
whole school should be," Sepulveda said.
work than students in standard classes
The campus recently began holding
Esiquio, currently enrolled in all
may be accustomed to. For example,
tutoring/homework periods from 6 to 8
college prep classes, envisions that
students in the freshman standard English
p.m. Monday through Thursday. For the
students from standard classes. will
course were required to read a literature
first time, administrators will require
benefit from the push.
textbook and one additional novel "To
freshmen to attend summer school if they
"I think it's a good idea," Esiquio said.
Kill a Mockingbird." The college prep
are behind in math or reading skills. A
"You'll be able to learn more. There are
course requires the same textbooks as
remedial math and English class will be
some people [in standard classes] able to
well as four or five additional novels
offered to freshmen who are still below
do it, but they just don't want to do it
accompanied by book reports.
grade level.
because they're lazy."
"The English department really and
Campus administrators have also been
At the 1,314-student campus, the
truly agrees with the idea that standards
consulting with Los Angeles' Garfield
honor students typically scooped up top
need to be raised, but we don't think that
High School, made famous by the 1988
awards in county contests, while the
by calling [students] all college prep that
movie "Stand and Deliver," about math
majority of the student body lagged
that's going to change things," said
teacher Jaime Escalante's quest to raise
behind. Honor students this year landed
English teacher Jeri Cook.
standards. Garfield has a similar student
first place in the county's Knowledge
Students who receive an A in college
demographic to Santa Paula High,
Bowl, second place in the Geography
prep courses next fall will also be
although it moved more slowly,
Bowl and won the $1,000 Amgen award
encouraged to move up to the advanced
switching over in seven years.
at the county science fair.
placement and honor class, a move that
48
has teachers worried that the quality of
teachers would want to resist it: "The
administrators point out that putting all
honor classes will be diluted too.
bottom line is that it will be harder on the
students in college prep courses provides
Teachers wonder how a student can
teachers," he said. If you took a vote at
them with more of an opportunity to
catch up with three or four grades worth
most schools to do something like this,
attend college.
of reading in a summer or a few tutoring
he said, "I bet 99.9% would vote hell no
sessions. How does the school prevent a
because what you're asking is that the
Take for example, a high school
student from falling on his or her face
faculty work a whole lot harder."
senior, said Garfield Principal Antonio
and quitting school, discouraged that the
Tony Perez, chairman of education for
Garcia. "If you don't prepare the kids and
material is suddenly too difficult for
the Latino Townhall in Santa Paula,
he says he wants to go to college, you
them?
suggests the school go full speed with the
can't say now go back to ninth grade and
How can the quality or pace of a
plan.
take a college prep course."
college prep class remain the same if the
"I think we have to immerse [the
But over the years, low scores in
teacher must take more time for students
students]," Perez said, "It will be a shock
standardized tests at Garfield High
not used to the more rigorous standards?
to those who lack the capability, but their
School have not changed dramatically. In
"It will be chaotic," Cook said. "Either
brains will be stretched to the point of
1991-92, students posted a 420 in math
we dilute our program or a large number
accepting it."
and 325 in verbal. Last year's math
of students will fail. If someone's reading
Sepulveda knows the move will be
scores were 30 points lower, while verbal
at the sixth-grade level, they can't read
difficult. During his first year, students
scores rose 50 points.
"The Crucible", analyze it and write an
from the standard classes often worked
The number of students attending
essay on it. In 11th grade college prep, I
against the teacher.
college has not changed significantly
already have to teach them about nouns
"At the beginning, the lower-level
either. In a survey taken in 1992, 80% of
and verbs. I can't imagine what it will be
kids were disruptive because they were
the graduating seniors said they would be
like next year."
used to fighting the situation," Sepulveda
attending either a four-year or
said. But he soon came to realize the
community college. Last year, 79% said
Some teachers want the school to
importance of academic peer pressure.
they would attend college and 5% said
move more slowly, starting the first year
Students from the standard level class
they would enter the service.
with the freshmen, then moving up.
began performing at a higher level to live
Yet, administrators argue that by
Garfield High adopted their plan
up to the expectations of their peers,
providing students with college prep
piecemeal, starting first with math classes
many of whom were straight-A students,
courses, you provide them with more
and working through the rest of the
he said. If they are left in standard
options in life.
departments. The Conejo Valley School
classes, the students typically continue to
"Do we give our graduating students
District also phased out its standard
perform at a minimum level, because
choices in life or do we just say this is all
classes over a seven-year period.
they aren't surrounded by as many
you've got and something, such as a job,
But administrators and teachers who
ambitious students, numerous teachers
will choose you," Garcia said.
support the plan argued that the school
said.
While administrators are still debating
should not wait another year while more
"You have to play on the part that kids
the plan, a few students are already
students slip through the old system.
are extremely peer-oriented," Sepulveda
gearing up for next year's change. For
"I agree with the administrators,"
said. "Elementary school kids want to
freshman Becky Johnson, the
Sepulveda said. "Let's do it now. You
please the teachers. For high schools
transformation at Santa Paula High
can talk about it forever, but until you're
kids, the parents are the enemy. The
School is both intimidating and welcome.
in the middle of it, you're never going to
teacher is enemy No. 1. What they look
"I'm going to be nervous," Becky said,
develop it, not to say there aren't
to are their peers. Their peers are
"but I'll get used to it. It's going to be
frustrations."
everything. They can't resist that."
fun. [ want the opportunity to work with
Sepulveda said he understands why
At
Garfield
High
School,
other people.
57. Associated Press
05-21 4:05a
School board adopts policy requiring urine testing of
athletes
BLACKFOOT, Idaho (AP) The
"We wanted to address that problem
suspended for a short time and
Blackfoot School Board has decided to
for the sake of the athletic program, as
encouraged to get help.
require high school athletes to undergo
well as using athletics as an intervention
"The idea isn't to hang them," Hugie
random urine testing for drugs before
to help kids that might be on" drugs,
said. "It's that they could hang
they can participate in sports starting this
Assistant Superintendent Vaughn Hugie
themselves if they don't get help."
fall.
said Tuesday.
Every team member will be tested at
It is the first district in Idaho to
Athletes who test positive for drugs
the start of each athletic season, and 10
institute such a policy, which trustees say
will not automatically be expelled from
percent of the team will be randomly
is aimed at helping students who might
school, banned from sports or turned
selected for testing each week during the
have a drug problem.
over to the police. Instead, they will be
season.
Page 11
LEVEL 1 - 17 OF 345 STORIES
Copyright 1997 The Tribune Co. Publishes The Tampa Tribune
The Tampa Tribune
May 16, 1997, Friday, METRO EDITION
SECTION: POLK, Pg. 1
LENGTH: 638 words
HEADLINE: Schools show improved test scores
BYLINE: BETH FOUSHEE; of The Tampa Tribune
BODY:
SUMMARY: Some Polk County schools still fall below national standards in
reading and math, but they showed gains, especially some elementary schools.
LAKELAND - Where there's a will, there's a way.
Many Polk County students tested below the national average on the
Comprehensive Test of Basic Skills, or CTBS, a national assessment measuring
mastery of reading comprehension and mathematics concepts.
But the county's elementary schools showed great gains, especially some that
deal daily with poverty and high mobility among their students - schools put on
the state's list of "critically low-performing schools."
The CTBS results reached students and parents this week. The analyzed,
countywide results were released by school officials Thursday.
At Eastside Elementary in Haines City, one of two Polk schools on the state
list, test results soared 40 points in math. About 70 percent of students there
scored above the national norm, up from 30 percent last year.
In reading, 43 percent of Eastside students scored above the national norm,
compared with 25 percent last year.
Scores in a statewide writing-assessment test, released a week ago, also
showed impressive gains at Eastside.
Winston Elementary in Lakeland, the second Polk school on the state list,
also gained ground from a year earlier, although at a much less dramatic rate.
Both schools are expected to come off the state list in the fall.
Polk's elementary school students showed gains in math and reading in every
grade that takes the CTBS test. The CTBS test is given to third-, fourth- and
fifth-grade students in elementary school.
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Page 12
The Tampa Tribune, May 16, 1997
In math, 57 percent of the county's fourth-graders scored above the national
average in math, compared with 54 percent last year. Fifty-four percent of the
third-graders scored above the national norm, up from 53 percent.
Fifty-four percent of the fifth-graders scored above average, compared with
48 percent last year.
In reading, 51 percent of the third-graders scored above the national
average, up from 49 percent; 46 percent of fourth-graders scored above average,
compared with 44 percent, and 45 percent of fifth-graders scored above average,
up from 44 percent.
Babson Park Elementary ranked first-place in math among elementary schools,
with 96 percent of students taking the test surpassing statewide criteria.
First-place in reading among elementary schools was Brigham Academy in Winter
Haven and Valleyview Elementary in Lakeland, with 75 percent of students at each
surpassing the criteria.
State standards say at least 33 percent of the students in elementary schools
must score above the national norm to remain off the state's low-achieving list.
Middle school students' scores dropped slightly countywide.
In math, half of the eighth-graders scored above the national norm, compared
with 52 percent last year; 45 percent of the seventh-graders scored above the
median - equaling last year's score. Forty-eight percent of sixth-graders scored
above the norm, up from 45 percent.
In reading, 51 percent of the eighth-graders scored above the national norm,
down from 55 percent last year; 44 percent of the seventh-graders scored above
the norm, the same as last year. Among sixth-graders, 40 percent scored above
the norm, down from 41 percent a year earlier.
Lakeland Middle Academy had the highest scores among middle schools, with 85
percent in math and 83 percent in reading.
State standards say that 40 percent of the students in middle schools must
score above the national norm.
Averages on how high school students countywide performed on the CTBS weren't
released from the district Thursday.
The Harrison Center for the Visual and Performing Arts in Lakeland had the
highest scores among high schools: 94 percent in reading, 93 percent in math.
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67
Kids Count report noted that 14 percent
trying to reverse the trend.
"She felt initially she wasn't
of the state's children are living in
Project Succeed is an 11-year-old
performing to her potential and didn't
extreme poverty, which is defined as a
program devoted to keeping at-risk
know what she wanted to do," Ms. Brito
family whose income is below 50 percent
children in school. It currently works
said. "She has become a role model and
of the poverty level. The national average
with five high schools in Albuquerque
a very positive influence for other
for children living in extreme poverty
and in Los Lunas and Bernalillo. The
students. She has become so goal
was 9 percent in 1994.
project provides classroom instruction to
oriented that she kind of exudes it and it
-The state's school dropout rate for
students in traditional subjects such as
carries over to other kids."
teens ages 16 to 19 improved slightly
math and English, but also in such areas
from 1985 to 1994, going from 12
as construction, automotive repair and
(The Annie E. Casey Foundation is a
percent to 11 percent. But that was still
community service.
private charitable organization dedicated
higher than the national average of 9
Miss Montoya has been involved with
to helping build better futures for
percent, with the state ranking 35th
Project Succeed since her freshman year
disadvantaged children and families. In
nationally.
at Rio Grande High School. She and her
addition to publishing the KIDS COUNT
Twenty-two percent of the children
sister Marla were raised by their mother,
data book, the foundation also funds a
in New Mexico are without health
Lollie Johnson, herself a teen mother.
national network of state-level KIDS
insurance (as of 1994) and 44 percent of
Besides being a solid student, Miss
COUNT projects that provide a more
children in the state ages 3-to-5 years old
Montoya works about 30 hours a week at
detailed picture of the condition of
were not enrolled in nursery schools or
an Albuquerque department store.
children. New Mexico Advocates for
kindergarten in 1993.
According to Niki Tapia Brito, education
Children and Families has administered
In New Mexico, agencies such as
coordinator for Project Succeed, Miss
the New Mexico KIDS COUNT project
Youth Development Incorporated and
Montoya has become much more than a
since 1992.)
programs such Project Succeed, are
survivor.
67. Associated Press
05-04 5:15p
Students, teachers put lips together and blow before
dance
By DAWN FALLIK
particularly raucous prom in 1992, when
school arranged an "altérnative prom" to
Associated Press Writer
apparently
intoxicated
students
protest the school district's new breath
GRANT, Neb. (AP) - Before heading
swallowed live goldfish used in table
test. About 200 students attended the
to the dance floor, 17-year-old Jayme
centerpieces, said Burkey. There have
second prom almost half the entire class
Pankonin secured the spray of baby's
been few problems since then, the
of Lamar High School; officials said.
breath in her hair, straightened her deep
superintendent said.
"I think it was important for us to take
purple dress, then pursed her lips around
Most of the Grant students took the
a stand because we felt like this was a
a straw and blew.
test in stride, even those who flunked the
violation of our civil rights and violation
"Very good," said Grant Schools
test at first breath. All eventually passed
of our trust," said Lamar High School
Superintendent Jon Burkey as he read her
the test.
student Jeff Hurst, who helped organize
negative Breathalyzer results Saturday
"I think it's a good idea. Basically if
the alternative dance. "It's like we are
night. "You look wonderful. Welcome to
you plan on drinking you know you
being accused of drinking without
the prom."
shouldn't try and come to prom," said
cause."
Jayme, a junior, was among the 120
junior Mandy Kamla. whose mouthwash
The Nebraska town of Crofton,
students, faculty and chaperones that
caused a positive test. After ten minutes,
population 820, is also administering
took the alcohol test required to attend
she was retested, the results were
Breathalyzer tests this year. A few years
Saturday night's junior-senior prom.
negative and Mandy was allowed into the
ago, a student who had been drinking got
That Breathalyzer moment is
prom.
sick during the prom, said Crofton High
becoming as common as the pinning of
Jamye's escort, Brian Cameron, 22,
School Principal Dick Allen.
corsages and the knotting of bow ties for
said he had few good memories of the
"I think the whole thing is kind of
prom-goers as schools nationwide
old days, when prom meant parties and
stupid," said Crofton senior Kelly
attempt to stop underage drinking on
plenty of drinking.
Drotzman, who said he drank before
prom night.
"1 didn't even make it to my prom, I
going to last year's prom. "I think
In this western Nebraska town of
was too intoxicated to show up," said
drinking makes things go a little better, a
1,239, the "blow or go" policy is now in
Cameron. "I think this way is much
little smoother."
its fourth year. While Grant High School
better."
Some students question the
tests every person who enters the prom,
But those students who are finding
effectiveness of an announced test.
most other schools test only those
themselves on the other end of the
"It's just getting kind of old," said
students who appear to have been
blood-alcohol straw for the first time
Mike Hendricks, a senior at Grant.
drinking.
have not been so cooperative.
"Everyone knows they're going to do it,
In Grant, the breath tests began after a
Students at one Arlington, Texas, high
and so you don't drink then. It needs to
Standards
68
be a surprise to make it worth it."
05-03 10:46a Clinton, GOP agree to
with Clinton radio address; picks up 2nd
[class&dsib-JAP p0603 rw dsib-
balance budget, cut taxes over five years
graf, The deal
note that grafs 6-7
Budget, 1st Ld-Writethru,0885
Eds: LEADS with 3 grafs to UPDATE
embargoed for 11:06
68. Associated Press
05-03 8:20a
Schools seek ways to challenge students
LONDON, Ky. (AP) - Several
student learning.
at Hardee's," she said. "Why do they
Kentucky school districts have raised
The school's greenhouse has become
need algebra? Let's give them what they
their graduation standards above the
primarily a horticulture lab for students
are going to use in life."
state's minimum 20 credits, but Laurel
instead of just another place where locals
Pat Hurt, the state education
County is easily the most ambitious.
stock up on geraniums. The school has
department official who has shepherded
South Laurel and North Laurel high
also opened a small-scale working bank
the higher requirements through four
schools now require 28 credits. South
where students can get loans for anything
years of debate and revision, said high
Laurel also requires a senior research
from lunch money to prom expenses and
schools need to change.
project and will add an extracurricular
work out a payment plan.
"The whole point is to make high
activity requirement next year.
Laurel County's two high school
school more meaningful," she said. "In
Parents and teachers there decided to
councils voluntarily raised standards.
national polls, a great majority of high
make high school tougher to get students'
And soon, the state may follow, boosting
schoolers themselves say they want it to
attention.
minimum requirements for the class that
be more challenging."
Principal Roger L. Marcum has seen
is now finishing eighth grade.
At South Laurel High, a school where
high schoolers cruise through their senior
A legislative panel is scheduled to rule
parents, students and teachers have
years like zombies.
May 13 on raising the state's high school
already had to make such adjustments,
Educators say it is a familiar shuffle.
graduation requirements.
experience shows that while tougher
A lot of teen-agers across the state have
The increase would put algebra,
requirements are a hard sell, they can
found all sorts of ways to get a diploma
biology and art on the schedules of all
also get the attention of students cruising
without getting serious about their
Kentucky students. States such as
through their final years of school.
studies.
Alabama and Florida have recently
"We feel like we don't have a choice
South Laurel has scrapped business
moved to make high school more
but to raise expectations," said principal
math, consumer math, and other basic
challenging. Georgia, Louisiana and
Marcum. "We'd like to make our
math courses and now starts freshmen in
North Carolina all now require Algebra I
diplomas mean something again."
pre-algebra. Most students earn their
for graduates.
Since the school council opted for
math credits in algebra and geometry.
But many educators remain uncertain
higher requirements, test scores have
Science has gotten a similar facelift.
what effects the change will have in the
increased at both of the county's high
"We don't just count credits
state's high schools.
schools. High schools statewide have
anymore," Marcum said. "There is no
If the requirements go through,
struggled to keep pace with the state's
more math for the living dead."
mathematics credits must be earned in
test-score improvement goals, but both
Senior Daniel Carter, 17, said he
algebra, geometry or some other course
Laurel County schools earned cash
would have preferred to not sweat out his
higher than the general math many
bonuses from the state. At South Laurel,
senior year, but can see the benefits of
schools now offer.
the number of students taking the ACT
his extra work. With less than a month of
State officials have always
and SAT college-entrance exams are up
school left, he is sweating out his senior
emphasized that its requirements were
as well.
presentation on classical mythology:
merely minimum expectations. But some
But dropout rates have accelerated,
Tempted to cut corners and enjoy his
Kentucky teachers wonder if students
too. After holding steady at just over 6
final weeks, Carter said the requirements
here can handle even that.
percent through the 1993-94 school year,
are forcing him to stay focused, teaching
Barbara Miller, who teaches an
the rate jumped to nearly 9 percent in
him about discipline and time
employability skills class at Breckenridge
1994-95, the state's most recent dropout
management.
County High School, fears that her
figures. The higher requirements had
"People will tell you it's a pain, but
students may be the ones who lose if
been in place for two years by the
mostly it's a good thing," he said.
requirements go up.
1994-95 school year.
The shift toward more academic
"It may be wonderful for 80 percent of
The state average has crept up toward
heavy lifting at South Laurel has been
the kids, but there are also kids who are
4 percent.
accompanied by a focus on more active
not going to be able to move beyond jobs
Page 14
LEVEL 1 - 29 OF 345 STORIES
Copyright 1997 The Dallas Morning News
THE DALLAS MORNING NEWS
April 30, 1997, Wednesday, HOME FINAL EDITION
SECTION: NEWS; Pg. 31A
LENGTH: 872 words
HEADLINE: Districts celebrate TAAS progress;
Sophomore skills test scores up in reading, writing, math
BYLINE: Anna Macias, Staff Writer of The Dallas Morning News
BODY:
Most Dallas-Fort Worth area school districts Tuesday were celebrating
improved performance by sophomores on the state's graduation exam.
In Dallas, for example, 10th-grade students scored higher than ever on the
reading, math and writing sections of the Texas Assessment of Academic Skills.
About 6,800 students took the test, with 78 percent passing reading, a 14
percent increase from the performance of sophomores four years ago. The passing
rate for math was 60 percent, 18 percent higher than it was four years ago.
About 80 percent of the students passed writing, an increase of about 11 percent
from 1994.
"These results are simply remarkable, " Superintendent Yvonne Gonzalez said.
"To see gains across the board in every category is nearly impossible. This is
the best news we've had in a long time."
Dallas school officials did not make available the number of students who
passed all sections of the test.
Bill Webster, the district's director of research and evaluation, said the
district is more focused on "outcome measures. "
"Schools are looked at in terms of their effectiveness, and teachers are
looked at in terms of their effectiveness, = he said.
"All of that translates into more focused instruction, in terms of not only
the TAAS, but hopefully the Iowa Test of Basic Skills and other measures that we
use. "
Dallas school officials said they were happy that the achievement gap between
ethnic minorities and whites seemed to have narrowed. The 155,000-student
school district is 87 percent minority.
African-American 10th-graders were 31 points behind their white peers in 1993
on the reading section of the test but this year are only 14 points apart.
Eighty percent of the African-American sophomores passed the reading section of
the test. In the math portion, 60 percent passed, and in writing, 83 percent.
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Page 15
THE DALLAS MORNING NEWS, April 30, 1997
Hispanic sophomores also achieved their best scores yet - 69 percent in
reading and 72 percent in writing - but Dr. Gonzalez said she was disappointed
that only 53 percent passed the math section.
"I know we can do better, and we will," she said.
Passing rates among white students were 94 percent in reading, 82 in math and
93 in the writing portion.
In Mesquite, school officials were boasting a 73 percent passing rate for all
three test sections, an increase of 13 points, nearly twice the state's average
rate of improvement of 7 points.
"We would like to say this improvement came from one dramatic strategy, but
across "the district, we make improvements every day in a thousand ways," said
Superintendent John Horn. "If I had to point out one dramatic strategy, it
would be the campus improvement plan in which the campus staff sets goals and
does strategic planning to achieve those goals."
Garland school officials said they were pleased that five of the district's
six high schools had average scores in the 90s on portions of the test.
Seventy-six percent of Garland's students passed all sections of the test,
compared with 73 percent last year.
"We concentrated on making sure that our minority students used different
strategies in learning," said Michael Strozeski, the district's director for
research and evaluation. "We especially looked for ways to make math more
relevant."
The Fort Worth school district also continued to show improvement in all
areas of the test, said Dr. C. Neil Shaw, the district's director of research
and evaluation.
"This was supposed to be the year for math, and I think around the state it
was, " said Dr. Shaw. "But we've made more progress in reading than we did in
math
Everybody is focusing on reading everywhere we go in the district
/
and it seems to be paying off."
Dr. Shaw said officials are particularly pleased with improvement in scores
among economically disadvantaged students.
Dr. Whit Johnstone, the Irving school district's director of planning,
evaluation and research, said officials there are pleased that 70 percent of
students passed all the tests.
"That's a key indicator, he said. "They have to pass all tests to
graduate."
Grand Prairie district officials said they are happy with their test results
but are still looking to make better scores next year.
"We're pleased," said Dr. Mark Jackson, executive director of that district's
planning, evaluation and information services. "But we always believe we can
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Page 16
THE DALLAS MORNING NEWS, April 30, 1997
improve. II
Highland Park High School sophomores received the highest scores they have
received in recent years on the TAAS.
Ninety-nine percent of the students passed in the reading and writing tests,
and 96 percent in math, the highest scores in four years, district officials
said.
Sophomore scores in the Hurst-Euless-Bedford school district jumped to 81
percent overall, up from 73 percent last year. The biggest jump came on the
math section of the test, which increased from 77 percent last year to 84
percent.
"I think that everybody takes these tests very seriously," said Madeline
Taylor, director of counseling and testing for the district. "Teachers,
students, and parents all know it is a real high stake for the kids. "
Staff writers Kendall Anderson, Liz Cardenas, Joy Dickinson, Dianna Hunt and
Laurie Wilson contributed to this report.
GRAPHIC: CHART (S) : (DMN) TAAS Results.
LANGUAGE: ENGLISH
LOAD-DATE: May 10, 1997
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Page 17
LEVEL 1 - 34 OF 345 STORIES
Copyright 1997 The Dallas Morning News
THE DALLAS MORNING NEWS
April 23, 1997, Wednesday, ARLINGTON MORNING NEWS EDITION
SECTION: NEWS; Pg. 1A
LENGTH: 913 words
HEADLINE: Four schools post higher TAAS;
Lamar shows;
drop in reading portion
BYLINE: Tracey-Lynn Clough, Staff Writer of the Arlington Morning News
BODY:
The percentage of sophomores passing each component of this year's
state-mandated TAAS test improved at all but one of Arlington's five high
schools.
In the reading portion of the Texas Assessment of Academic Skills test, Lamar
High School scored lower than in 1996. The percentage of Lamar sophomores who
passed the category declined slightly, to 87 percent this year compared with 89
percent in 1996.
Arlington High School posted the biggest improvement in any of the exam's
three academic categories, according to figures released Tuesday by the school
district. Seventy-three percent of Arlington High sophomores passed the math
portion, a sharp rise from the 64 percent who passed last year.
"We're not pleased with it," said Lamar Principal Jimmy Jones of the lower
reading scores. He added that his school concentrated its efforts on
improving previously disappointing math scores.
Lamar High's passing rate in the writing portion of the TAAS test remained at
87 percent, the same as last year.
"Our most concentrated efforts were in mathematics, II Mr. Jones said. "To be
honest, we coasted in what we were doing the year before in our reading and
writing programs.'
Lamar High's emphasis on math appeared to pay off. Eighty percent of
students passed the math component, up from 73 percent in 1996.
Although the school missed its goal of reaching a 90 percent passing rate in
reading and writing, the figures show Lamar High is on the right track, Mr.
Jones said.
An equal emphasis will be placed on each of the three components for next
year's exam, he said.
Arlington High sophomores passed the reading and writing portions at 88
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Page 18
THE DALLAS MORNING NEWS, April 23, 1997
percent and 87 percent, respectively, a gain of 5 percentage points in each
component over 1996.
Arlington High Principal James Adams said he was pleased by his school's
performance.
"I'm glad we've made some improvements," he said.
He added that Arlington High will work toward even higher scores in 1998.
"There's no question there is room for improvement," Mr. Adams said. "We are
preparing campus goals, and part of those will be to continue to improve those
scores. 11
Overall, 3,189 Arlington sophomores in February took the exam, which students
must pass to go to college. Eighty-seven percent of district sophomores who
took the test passed the reading section, 75 percent passed in math, and 87
percent passed the writing portion.
Those percentages are up from 1996, when 85 percent passed reading, 70
percent passed math, and 86 percent passed writing.
Statewide, TAAS passing rates improved, with 86 percent passing reading, 72
percent passing math and 88 percent passing the writing portion, according to
preliminary figures released Monday by the Texas Education Agency.
"We're delighted with what they were able to accomplish," Superintendent Lynn
Hale said Tuesday. "We're very pleased with the progress. It shows great
growth. "
Trustee John McInnis said the good showing compares well with the statewide
results.
"We're keeping up and getting ahead, " Mr. McInnis said. "How can you not
feel good about the results. "
TEA spokeswoman DeEtta Culbertson said the statewide results show that
students are "getting more of the basics in the classroom."
However, while sophomore scores increased over last year, 7 percent of Texas
seniors have not yet passed the reading, writing and math portions, according to
state figures.
Seniors who failed to pass a portion of the TAAS exam will get another chance
during testing Tuesday, said Ms. Culbertson. The TEA will not release final
figures until June, she said.
The recently released figures will not impact Arlington's rating by the TEA
as an academically acceptable school district.
Of the state's 1,044 school districts, 37 are rated exemplary, 208 are rated
recognized, 786 are deemed academically acceptable, and 13 are rated
academically unacceptable, Ms. Culbertson said.
Ratings are based on the percentage of students in varying ethnic groups who
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Page 19
THE DALLAS MORNING NEWS, April 23, 1997
pass the TAAS test, as well as attendance and drop-out rates.
Mrs. Hale said attendance and drop-out rates for Arlington students will not
be released until the close of the school year in May.
Arlington school officials say they will aggressively seek to improve the
district's rating to exemplary by 2000.
"We need to move heaven and Earth to make it happen, " Mr. McInnis said. "We
need to be single-minded in our goal because we have only a short three years to
accomplish an exemplary rating. "
The district has developed incentive programs to help students achieve higher
scores on TAAS exam. One offers money to campuses that improve their rankings.
Depending on the level of improvement, campuses may receive $ 5,000 to $
20,000 in additional funds for enrichment programs to assist students with the
TAAS.
Those efforts are beginning to work, some trustees said.
"We expect the figures to go up, and the kids keep proving us right, " said
trustee Barbara Nash. "They're making improvements, and that is the most
important thing. If
However, school ratings will not be reviewed until the TEA tabulates the
results of TAAS exams that will be administered to third- through eighth-grade
students next week.
Texas elementary and junior high students will take the math portion of the
exam Tuesday and the reading portion April 30. No writing portion is
administered to those students, Ms. Culbertson said.
She said results probably won't be available until August.
GRAPHIC: CHART (S) : (AMN) TAAS results.
LANGUAGE: ENGLISH
LOAD-DATE: May 7, 1997
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LEVEL 1 - 39 OF 345 STORIES
Copyright 1997 The Austin American-Statesman
Austin American-Statesman
April 22, 1997
SECTION: Metro/State; Pg.. B2
LENGTH: 651 words
HEADLINE: TAAS scores up 7 percent statewide; Early results show improvement
BYLINE: JODI BERLS AND KEVIN WISHARD
BODY:
Texas high school sophomores, including many in Central Texas, continued to
improve scores on the test they all must pass to graduate the Texas
Assessment of Academic Skills preliminary figures released Monday showed.
Statewide, 67 percent of the 10th graders taking the high school-level exam
passed all three sections of the test given in February, according to the Texas
Education Agency. That's an increase of 7 percent over last year.
Minority students showed slightly stronger gains but continued to lag
significantly behind whites in overall scores: Among African American students,
48 percent passed the test, up from 38 percent last year; Hispanic students
gained 8 percent to a 52 percent passing rate; white student scores rose 7
percent to 81 percent passing, according to the Texas Education Agency.
Preliminary results of the exit test come as students at elementaries, middle
schools and high schools prepare to take the TAAS next week -- scores that will
be used to calculate overall accountability ratings in all districts in August.
In the Austin district, all 10 high schools showed improvement in scores on
the math portion of the TAAS, with some making double- digit gains. Tenth-grade
students at McCallum High School went from an average score of 67 percent
passing to 80 percent.
We think it's time to celebrate, said Superintendent Jim Fox.
Officials in many districts surrounding Austin said they are preparing for
next week's TAAS and haven't analyzed the preliminary results from February's
test. Still, most knew their overall performance.
Round Rock officials said 84 percent of the district's sophomores not
enrolled in special education classes passed the exit exam. That was an increase
of 7 percent over 1996 results, said Zena Trcka, assessment coordinator.
Westwood High School led the way, with 99 percent passing the reading and
writing tests and 93 percent passing math.
Linda Watkins, Westwood's principal, said teachers set high expectations and
are demanding of students.
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Page 21
Austin American-Statesman, April 22, 1997
We do get good students from our feeder schools, but some of them haven't
passed their tests (as eighth-graders), so there is work to do.
Preliminary results show San Marcos sophomores are hitting higher marks than
last year's class, said Bea Flores, an assistant superintendent for the San
Marcos school district. Scores in reading and math were up, and writing scores
matched the 90 percent passing rate of the year before.
Flores said the class's overall passing rate was 61 percent.
In Bastrop, the passing rate on math tests shot from 53 percent to 80
percent. In writing, 95 percent passed compared with 81 percent the previous
year.
Betty Richardson, director of academic programs for Bastrop's school
district, said passing rates among black students showed dramatic improvements
but remain below the district's goals. Half of the 24 black sophomores passed
this year. In 1996, only one of the 15 sophomores tested passed.
Bob Phillips, an assistant superintendent for the Georgetown school district,
said scores for sophomores were better this year than in 1996. He said reading
and writing passing rates were over 90 percent.
The results were particularly good news for Austin, where in recent years
nearly all of its high schools have been rated low-performing either for poor
test scores or for high dropout rates. After last year's results left 11 schools
including five high schools with the low-performing label, school
officials pledged to get all its schools off the list in 1997.
The district announced early in the year that preliminary numbers indicate no
high schools will be rated low-performing for dropout rates.
We expect to have absolutely no schools on the low-performing list, said
Deputy Superintendent Kay Psencik.
LOAD-DATE: April 22, 1997
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standards
23
Associated Press
04-18 1:30a
Hartford High students confused about how
state takeover affects them
By NICOLE SCHIAVI
and opinions from his young audience.
to (the Whalers) first."
Associated Press Writer
Student views ranged from outright
Freshman Wilfredo Ruiz supported
HARTFORD, Conn. (AP) - The
indignation to an attitude of good
the state takeover.
newest course offering at embattled
riddance to the Hartford Board of
"I think its good because the
Hartford High School is State Takeover
Education.
(Hartford) Board of Education wasn't
101, and students had plenty of
He defended the state's decision,
doing nothing," said Wilfredo Ruiz, a
questions.
telling the students that the takeover is in
freshman.
The Connecticut General Assembly
their best interest and that the local
Senior Chris Wyatt partly agreed.
approved the takeover of Hartford
school board's performance was a sham
faulting the school board for not getting
schools
Wednesday,
dissolving
that needed to be stopped.
enough money to fix the problems at the
Hartford's school board June 1, and
He told students that the purpose of
school, which is losing its accreditation.
giving a panel of state-appointed trustees
the state takeover is to save the schools
But Wyatt is strongly opposed to the
control over the district's finances.
from losing accreditation, but he warned
state takeover, and he defended the
On Thursday, House Speaker Tom
they should expect bad news before
teachers and staff.
Ritter held an assembly with the 1,670
things start to improve.
"We don't need the state to come in
students to explain what they can expect.
The students seemed to have a hard
and take over the school," Wyatt said.
"We're not going to let adults mess up
time digesting and separating the two
"We work just as hard as any other
your life," said Ritter, D-Hartford. "The
main issues at hand: the state takeover
students."
adults that let you down were politicians.
and the impending loss of accreditation.
Students also rallied behind Principal
The adults that stood up for you were
Students also asked Ritter why the
Amado Cruz, voicing strong opposition
your teachers."
state offered money to keep the Hartford
to the governor's call for his transfer. One
Hartford is the first Connecticut
Whalers hockey team in town before
student drew wild applause when he
community forced to give up full control
giving money to the schools.
yelled out, "If Mr. Cruz go, we all go."
of its 23 schools and 24,000 students to
The takeover bill makes Hartford
Ritter did not say whether he
the state for the next three years.
Public High School eligible for $20.5
supported the governor's statement.
Poor academics, high dropout rates
million in state money for construction.
which was made Wednesday. The
and the state's worst test scores were
"The governor really doesn't care
students were told that sometimes
compounded by an accreditation board's
about our education," freshman Dwyane
situations need to be defused and such
recent vote to revoke the Hartford High
Pitts said. "(The takeover) made a lot of
episodes put behind.
School's accreditation, and fueled
us happy, but I'm upset because the
Cruz said after the assembly he is
support for the takeover.
government felt it could give $20 million
confident he has Ritter's support.
Ritter was bombarded with questions
USA Today
April 18, 1997
Texas city ahead of the class in school standards
By John Ritter
learning," says Wynn Seale principal
competitiveness into American schools at
USA TODAY
Richard Peltz. "Our kids know exactly
a time when students change schools
Wynn Seale's kids come from the
what's expected of them. And they know
often, when the nation's employers knock
city's most gang-infested neighborhoods,
we expect a lot. There aren't any more
schools for turning out unemployable
so poor that 95% of the kids qualify for
excuses."
graduates and when U.S. students' test
free or subsidized school lunches.
The hue and cry for higher standards
scores trail those of Asian and European
Stem discipline helped turn around
has gained momentum in the last decade
students.
this knot of low expectations. But the
behind corporate leaders, education
Yet, not many schools have tough
real key to better performance was a
reformers and politicians, including
standards, and even fewer enforce them.
single-minded focus on establishing
President Clinton. But the pace of school
Standards are a highly charged issue for
tough academic standards, a focus that
reform and the move to curriculums
school boards and state legislatures.
has made this south Texas port city
based on standards have been slow.
Conservatives often object that the
virtually without equal nationwide.
Supporters say tough standards are a
government is trying to dictate what
Standards took the mystery out of
way to inject consistency and
should be taught. Liberals worry about
24
how poor kids, minorities and
and math tests annually. But students
extracurricular eligibility under Texas' no
immigrants will fare when the academic
don't have to pass the tests to be
pass, no play rule.
bar is raised.
promoted. And although students must
"We told them student achievement is
Little progress nationwide
pass a high school exit exam to graduate,
non-negotiable," Blackett says.
The public seems to have no appetite
it is based in part on eighth-grade. not
To the surprise of many. the district's
for national standards. A Bush
12th-grade, standards.
overall course failure rate is down
administration proposal to set national
Most states that have set standards,
slightly this year. The presumption had
standards bombed. President Clinton is
rigorous or not, don't take the critical
been that more students would struggle
trying to jawbone the states, but progress
extra step of requiring students to pass
under tougher standards. "Kids will rise
is fitful. Of standards that do exist - state
tests based on them. So there's no
to the expectations you set for them."
or local - few are world-class.
guarantee schools will use the standards.
Superintendent Abelardo Saavedra says.
Corpus Christi, however, stands out as
Corpus Christi's standards not only are
But Corpus Christi's transition was
an example of what can be done when
more rigorous than Texas', but students
helped by other elements of its standards
there is the will to do it. No large school
have to master them to graduate.
initiative that experts say are crucial to
district has pushed the envelope the way
Pushing for change
success:
this city has. It has set standards for what
So how is it that this oil and
A discipline code, which stripped
its 42,000 students should know and be
petrochemical hub, the nation's
away disruptions to learning. Anything
able to do in every subject in every grade
sixth-busiest port, a middle-sized city
that smacks of gang influence certain
from dates, facts, trends and concepts to
with a Hispanic majority, has moved to
caps and jewelry, untucked T-shirts with
problem-solving, experimentation and
the forefront of the academic standards
baggy pants is banned. Regular testing
essay-writing. And it demands that
movement?
that determines whether the standards are
teachers teach them and students learn
Employers were complaining that
being taught. Students must show their
them.
high school graduates lacked basic skills.
mastery of standards as they learn them.
As simple as that sounds - as
More than half the graduates who
Grades don't hinge on one big final
fashionable as it sounds it's not
enrolled in a community college were
exam. Programs that kick in quickly to
happening to the degree that education
taking at least one remedial class.
help students who are falling behind
reformers say it should if the nation's
"Basically there was no consistency in
before-school and after-school tutoring,
schools are to rise above mediocrity.
what was being taught," says Sandra
Saturday classes and "clustering"
"What we still see is that it's going to
Lanier-Lerma, assistant superintendent
students who are struggling with the
take more than just talk to arrive at
for instruction.
same standards. Summer school was
high-quality standards," says Matt
"I have five Biology I (one) teachers,"
restructured so students go just long
Gandel, director of education issues for
says King High School principal Sherry
enough to pass standards they had failed.
the American Federation of Teachers.
Blackett. "There was no way to be sure
A ban on "social promotion," allowing
The teachers union, behind its late
that students got the same amount of
students to advance from grade to grade
president Albert Shanker, has long
instruction in the most important things."
whether they pass. "On the social
pushed for tougher standards, and it
The realization touched off a two-year
promotion issue, few if any places match
keeps track of progress. Its annual review
crusade that brought together parents,
up to Corpus Christi," says Gandel of the
last year found that only 15 states have
teachers and experts. The final product:
teachers union.
standards in math, English, science and
Real World Academic Standards 50
Outlawing social promotion may be
social studies "that are clear, specific and
pages of the stuff students must know
the best insurance that standards are met,
well-grounded in content."
and how they are to show they know it,
but few districts have the stomach for it.
Two states - Iowa and Wyoming
from pre-kindergarten through 12th
Some experts think the emotional distress
have no standards at all. In 12 states,
grade.
children suffer when they're held back is
standards in all four core subjects fail to
King and 22 other schools tested the
worse than the academic repercussions of
meet the teachers-union criteria. The
standards in 1995-96. All 61 schools
promoting kids who fail.
remaining 21 states and the District of
adopted them this school year, and every
They don't buy that in Corpus Christi,
Columbia have standards that fail in one,
student was immediately accountable.
although the real test of the policy won't
two or three subjects.
"Last year no one really liked them,"
come till the end of this school year,
And many standards simply don't
says junior Morgan Switzer, 17. "This
when for the first time students could be
measure up because they're too vague,
year it's a lot easier.
held back for failing standards. Linda
wordy or all-inclusive to be useful as
"You study for the performance
Bridges, president of the teachers union
practical learning guides.
standards, you learn the information to
local, says teachers are anxious to see
An example, from Oregon, that falls
pass them and then you retain the
whether the district follows through.
short: Students are required to
knowledge much longer than if you had
Saavedra says: "We're not going to
"demonstrate the ability to think
just crammed for an exam."
socially promote."
critically and creatively in solving
Senior Hillary Towers, 18, says, "You
Taking the next steps
problems." And one from Corpus Christi
know exactly what you're supposed to be
Across the district, there's a level of
that measures up: "Analyze the
learning, and you know you have to learn
cooperation that outsiders say is rare in
development of individual rights in the
it by the end of the year. You're prepared
an education bureaucracy. A key to
United States from 1865-present."
for it."
success is that teachers had a central role
Texas' standards meet teachers-union
Some high school parents balked
in drafting the standards.
criteria in all four subjects, and students
when their children failed to master
As a result, Corpus Christi has moved
from grade three on take state English
standards and lost sports and
on to issues that aren't even on the radar
25
screens of most/other districts. Grading,
problem-solving. "If students can
posters everywhere preach standards.
for example. It became apparent that the
verbalize about math, they retain it
Teachers laminate them and post them in
best set of standards could fall prey to the
longer," algebra teacher Jerrie Barker
classrooms. Students know what they
grading quirks of teachers. Corpus
says. "What we had been doing was not
have to master and when. Parents are
Christi is now experimenting with
working."
becoming familiar with them.
scoring criteria for every standard.
The district has no meaningful data
"We're after higher-order thinking
Teachers also are shifting to more
yet to prove that tougher standards are
skills," says Wynn Seale principal Peltz.
active and hands-on learning. A
raising performance. And it may not have
"We're used to hearing teachers say, 'Tell
buzzword districtwide is "products"
any for a few years, because standards
me. listen, restate.' Now we're hearing
charts.
portfolios,
displays,
are not a quick-fix. Lanier-Lerma is
'Evaluate. create, defend, justify, give
demonstrations, research - that students
quick to point out that some schools, and
reasons.'
create, often in teams, as they learn.
some principals, lag behind others.
Peltz and his teachers have-made a lot
Students are more motivated.
But anecdotal evidence is
of progress with Wynn Seale's at-risk
Corpus Christi is trying to incorporate
encouraging. Test scores seem to be
student population. But he thinks taking
more reading, writing and math into the
heading up. Blackett says some of last
them to the next level, the district's goal
other subjects. Until high school, you
year's King High graduates who resisted
of 90% passing state tests, will be much
don't take English, you take "language
standards the most have come back to tell
harder. "Anyone can take a school to
arts," a combination of reading, writing,
her they were wrong, that they benefited
60% or 70%," he says. "The research
speaking and listening. A reading course
from a single year of higher expectations.
says we're going to plateau next year, and
is required for all high school freshmen.
Most teachers are bélievers. "Before,
the kids will slip.
Teachers find that some textbooks no
you closed your door and you didn't want
"So we'll try more radical strategies.
longer measure up to Corpus Christi
anyone to know what you were doing,"
Maybe extend the day, regroup children
standards, and that has put a premium on
says Ann Rall, a seventh-grade language
every other day. Teach, assess and
finding other resources. Now it's not just
arts teacher. "Teachers used to keep their
regroup. The paradigm is going to have
social studies teachers requesting maps
successes to themselves. Now we want to
to be broken by the parents. Maybe the
for classrooms; language arts and science
share our successes."
parents of underachievers will have to
teachers want them, too.
In just two years, standards clearly are
come to school once a week, learn how
Math gets a huge push. A goal is that
driving public education here. They
to help their kids with homework.
all students pass algebra by eighth grade.
dominate school meetings. Banners and
"We'll have to be more radical."
Computation takes a back seat to
Minneapolis Star Tribune
April 18, 1997
Pennsylvania campus tames some of
Minnesota's toughest kids
Star Tribune
CONCORDVILLE, PA. - As the
are trying to ensure that kids such as
Wing and Sauk Centre committed new
remains of a snowstorm melted into a
Nelson don't have to travel 2,000 miles
crimes within five years numbers that
spring morning, Duane Nelson gazed at
from home to get that chance.
alarm parents and communities as they
the lush grass, the stately brick buildings
There is no place like Glen Mills in
watch delinquent juveniles turn into
and the grand stone library. And, smiling
Minnesota. A state that prides itself on an
dangerous adults.
into the sun, he basked in the hope of
abundance of programs for society's ills
Like other states, Minnesota has long
redemption:
sends hundreds of its toughest and most
focused on locking up more adults for
The 18-year-old gang member from
violent juveniles to out-of-state facilities
more years. This year, the Legislature is
the Minneapolis area was forced to come
at a cost of about $5 million each year.
taking a closer look at the places we send
here, to Glen Mills Schools, for severely
That's not to say Minnesota has no
young criminals.
beating another young man. Staring at a
place to keep kids who set fires, steal cars
The proposals range from boot camps
four-year sentence in adult prison if he
or rape people. But state and local
for first- and second-time offenders to
messes up again, Nelson sees this pretty
officials acknowledge that it's a
transforming Red Wing or Sauk Centre
but tough-talking private school for
hodgepodge of a system. It locks up a
into a place that would reform even the
delinquent boys as his last chance to
few kids, tries to treat many and casts
worst a place like Glen Mills.
bloom.
others adrift. And nobody knows whether
Praised for its educational and
"I am lucky to be here," he said. "I am
any of it works.
vocational programs, yet knocked for its
very lucky to be here."
One study showed that 90 percent of
reliance
on
discipline
over
This week, key leaders in Minnesota
kids sent to the "reform schools" at Red
soul-searching, Glen Mills has inspired
Page 25
LEVEL 1 - 73 OF 345 STORIES
Copyright 1997 Times Publishing Company
St. Petersburg Times
February 25, 1997, Tuesday
SECTION: HERNANDO TIMES; Pg. 1
DISTRIBUTION: HERNANDO TIMES
LENGTH: 648 words
HEADLINE: County's college prep scores rise
BYLINE: ERIC WOODMAN
BODY:
In two years, graduates of Hernando County's public high schools have gone
from being the least prepared for college in the Tampa Bay area to among the
best, according to the results of a test given to freshmen at Florida's public
colleges and universities.
And for the first time, students who attended Hernando schools performed
better than the statewide average.
"Any time you can improve your test scores you have to be
pleased," Superintendent John Sanders said. "I don't think this represents any
sort of change on our part. We have various people who work hard. Our goal is
to get better every year. "
As the state average has dropped, the percentage of students from Hernando
who passed the test has risen for several years. The test measures new college
students' aptitude in three areas: math, writing and reading.
The test, given last fall, showed that 59.1 percent of college freshmen who
graduated from Hernando high schools were prepared for college work in all
three areas. The state average was 54.1 percent.
Students who fail an area of the test are given remedial classes at their
college.
Among Hernando's three high schools, Hernando High in Brooksville did the
best job of preparing its college-bound students. Seventy-one percent of
Hernando High graduates passed the test, compared with 58.1 percent for
Central High, west of Brooksville, and 54.4 percent for Springstead High in
Spring Hill.
Springstead's scores were weighted down by just 50.4 percent passing the
writing part of the test, versus 80.7 percent at Hernando High and 76.8
percent at Central.
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Page 26
St. Petersburg Times, February 25, 1997
Because only students attending Florida public colleges and universities
take the test, Sanders warned against assuming that one school is providing a
better or worse education.
"There are a lot of factors to consider,' " he said. "We don't even' know who
is taking the test. Some of our best students may be going (to college) out of
state."
Taylor Culler, educational policy analyst with the Florida Department of
Education, said that although results can be deceiving, the overall picture
for Hernando is good.
"Scores in the state have dropped for five years in a row, and they've been
going up in Hernando County," he said. "That's something people there should be
proud of. "
In the past three years, the percentage of Hernando graduates passing the
test has gone from 51.1 percent to 54.4 percent to 59.1 percent.
As with the rest of the state's districts, students entering community
colleges were less prepared for college than students going to four-year
schools.
Just 43.3 percent of the community college students from Hernando County
passed all three areas of the test, compared with 96 percent of those going to
four-year colleges or universities.
Statewide, 37.1 percent were ready in community colleges and 91.5 percent
were prepared for four-year schools.
Test grades show improvement
Nearly 300 Hernando County high school graduates took the readiness-for-college
test this year at one of Florida's public universities, colleges or community
colleges. For the first time, Hernando's students finished above the state
average. Numbers indicate the percentage of students who passed each area of
the test. The "overall" category reflects the percentage of students who passed
math, writing and reading.
Math
Writing
Reading
Overall
Central High
69.5%
76.8%
85.4%
58.1%
Hernando High
84.3%
80.7%
89.2%
71.1%
Springstead High
69.9%
58.4%
73.7%
54.4%
Hernando district
73.8%
74.2%
81.2%
59.1%
State averages
68.5%
72.0%
75.8%
54.1%
Source: Florida Department of Education
GRAPHIC: COLOR CHART; Chart listing test results for the readiness-for-college
test for students at Central High, Hernando High, Springstead High, the
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St. Petersburg Times, February 25, 1997
Hernando district and state averages, includes a pencil writing "A, B, C."
LANGUAGE: ENGLISH
LOAD-DATE: February 26, 1997
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Page 28
LEVEL 1 - 80 OF 345 STORIES
Copyright 1997 The Courier-Journal
The Courier-Journal
February 13, 1997, Thursday KY: KENTUCKY
SECTION: NEWS Pg. 01B
LENGTH: 760 words
HEADLINE: Schools to share $ 27.7 million in KERA rewards
BYLINE: GIL LAWSON, The Courier-Journal
SOURCE: STAFF
DATELINE: FRANKFORT, Ky.
BODY:
A check is in the mail to 533 Kentucky schools as part of the state's reward
system for improved test scores.
The Department of Education announced yesterday the schools will share $ 27.
7 million this year, the second time reward money has been distributed.
The rewards will range from $ 1,155 to $ 2,310 for each teacher at those
schools, depending upon the level of improvement.
Under Kentucky's school accountability system, schools that exceed their
goals on tests are eligible for cash rewards every two years. The test results
determine the amount of the, reward. Teachers, counselors, librarians and
principals can vote to decide what to do with the money.
Two years ago some schools voted to share money with other employees such as
janitors and cooks, some set aside money for scholarships and others used it for
school projects. In a handful of districts the method used to hand out the money
was challenged in lawsuits by teachers who had left the school, but none of the
challenges has been successful.
The expectation of receiving the reward money ''hasn't posed a problem yet''
for the staff at Wellington Elementary in Jefferson County, said Principal Verna
Cahoon. A committee of teachers was assigned to come up with options on what to
do with the $ 44, 732 the school will get.
Teachers at Slaughter Elementary, another of the 41 Jefferson County schools
receiving rewards, have been busy preparing students for this year's test, which
will start in April, and haven't decided what they 11 do with the money,
Principal Eugene Kelly said. 'We can't let this go to our heads, he said.
He also plans to have a committee consider options for dividing the $ 39,
047.
When the test scores were released last October, the state said 502 schools
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Page 29
The Courier-Journal, February 13, 1997
would share in rewards. But adjustments and corrections made in the scores have
added to the total, Department of Education spokeswoman Lisa York Gross said.
Also sharing in the money will be 35 central offices for districts that were
placed in the reward category.
The amount of money for each teacher is down from two years ago because more
schools and teachers qualified for the rewards. Last year, 14,126 people
qualified to share $ 26.1 million and the reward amount ranged between $ 1, 301
and $ 2,602 for each teacher. This year the money is being divided among 16, 074
people. The amounts could differ depending on what the teachers and schools
decide to do with the money.
The state has set aside $ 506, 497 because 43 schools are appealing their test
scores to the state Board of Education. Some of those schools, which have
hearings scheduled in the next few weeks, could qualify for reward money if
their appeal is successful.
Any leftover money will be held until the next reward payment in two years.
The reward money is part of an accountability system established by the
Kentucky Education Reform Act. Schools are held accountable, based on the test
scores, and can get rewards or face sanctions.
Some critics contend the reward system is flawed because the test and the way
improvement is measured isn't reliable. Others think that reward money should
not be used as an incentive.
A recent survey by the Kentucky Institute for Education Research showed a
split between educators and the general public when they were asked whether
rewards and sanctions were necessary to improve school performance.
Just over a third of the principals and teachers agreed rewards and sanctions
were necessary; more than 80 percent of public school parents and members of the
general public agreed.
LANGUAGE: English
LOAD-DATE: February 14, 1997
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LEVEL 1 - 113 OF 345 STORIES
Copyright 1997 The Hartford Courant Company
THE HARTFORD COURANT
January 14, 1997 Tuesday, 2 WEST CENTRAL
SECTION: TOWN NEWS; Pg. B1
LENGTH: 419 words
HEADLINE: PLAINVILLE STUDENTS' TEST SCORES GO UP IN MOST AREAS
BYLINE: FRAN SILVERMAN; Courant Staff Writer
DATELINE: PLAINVILLE
BODY:
Students in fourth, sixth and eighth grade showed marked improvement on the
Connecticut Mastery Tests, with scores rising in almost all categories and
across the grade levels.
The results of the exam, released by school officials Monday, showed that the
scores were improving among the same group of students who took the test as
fourth-graders, then as sixth- and eighth-graders. The test results also showed
the percentage of students in fourth and sixth grades scoring at or above state
goals increased in all areas of the test since it was first given in 1993.
The mastery test measures the proficiency of fourth-, sixth- and
eighth-graders in reading, writing and mathematics. Its goal is to establish
high educational standards and ensure that students can apply their academic
skills to realistic, everyday problems.
The most significant increase came in writing. In 1993, 36 percent of
fourth-graders reached the state goal; in 1996, 51 percent did. In 1993, 47
percent of all sixth-graders scored at or above the state goal, while in 1996,
that rose to 60 percent. Eighth-grade scores also rose, with 33 percent of
students meeting or exceeding the state goal in 1993, and 66 percent doing so in
1996.
In reading, the number of students in fourth-grade scoring at or above the
state reading goal increased from 54 percent in 1993 to 59 percent in 1996; in
sixth grade, 58 percent scored at or above the state goal in 1993, compared with
66 percent in 1996; and in eighth grade, 53 percent hit the state goal in 1993,
compared with 57 percent in 1996.
In math, fourth-grade scores also rose. In 1993, 49 percent scored at or
above the state goal, while in 1996, that had increased to 60 percent.
Forty-three percent of sixth- graders scored at or above the goal in 1993; the
number jumped to 55 percent in 1996.
But the percentage of eighth- graders who met or exceeded the state goal in
mathematics dropped from 55 percent in 1993 to 48 percent in 1996. And
mathematics scores dropped among fourth-graders in 1994 who took the test again
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Page 43
THE HARTFORD COURANT, January 14, 1997
in sixth grade from 61 percent to 55 percent meeting the state goal.
School officials said they'd be examining the results.
"I am just tickled pink in those improvements over time, " said Superintendent
James P. Ritchie. "In the history of my career, I haven't seen them pop up quite
that fast."
"I attribute improvement trends to the focus on literacy in the past five
years, II Curriculum Director Kathleen Binkowski told the school board.
LANGUAGE: ENGLISH
LOAD-DATE: January 14, 1997
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LEVEL 1 - 120 OF 345 STORIES
Copyright 1997 The Hartford Courant Company
THE HARTFORD COURANT
January 11, 1997 Saturday, 7 HARTFORD NORTH FINAL
SECTION: METRO HARTFORD; Pg. B3
LENGTH: 500 words
HEADLINE: WINDSOR IMPROVES SCORES ON STATE TEST
BYLINE: MARIE K. SHANAHAN; Courant Staff Writer
DATELINE: WINDSOR
BODY:
The first results of the school system's push to improve students' writing
skills are starting to show.
According to Connecticut Mastery Test scores released this week, the
percentage of eighth-graders reaching or exceeding the state goal in writing has
more than doubled from 21 percent in 1995 to 43 percent in 1996.
Significant improvements in writing were also made by fourth- grade and
sixth-grade students, with an additional 13 percent of fourth-graders and 15
percent of sixth-graders meeting the state goals on the standardized tests in
1996.
"We're very pleased with the results," said Assistant Superintendent of
Schools Carol MacMullen. "It shows we were able to create momentum for everyone
in the district to focus on writing students, teachers, administrators and
parents. If
The mastery test measures the proficiency of fourth-, sixth- and
eighth-graders in reading, writing and mathematics. Its goal is to establish
high educational standards and ensure students can apply their academic skills
to realistic, everyday problems.
Writing scores were the one area school officials recognized as needing major
improvement after test results in 1995 and 1994 showed most town students were
lagging, MacMullen said.
After being berated by residents because of the low scores, school staff
members developed an action plan for improvement, said school board member Tim
Curtis.
"We focused on instruction in writing rather than just making students
write," MacMullen said. "We made writing [all teachers'] responsibility. Writing
wasn't just for English classes, but for science and math classes, too. It
should be used in every area. "
MacMullen said the system also developed a way to monitor student writing
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THE HARTFORD COURANT, January 11, 1997
skills by administering quarterly writing exercises similar to those on the
mastery test.
Sixth- and eighth-graders are tested in expository and persuasive writing,
while fourth-grade students are tested in narrative writing.
"Whatever the staff did obviously worked, " Curtis said. "It's very gratifying
to see Windsor students moving in the right direction."
Overall, the system improved eight of its nine mastery test scores. The only
decline came in fourth- grade mathematics, where 56 percent of students met the
state goal, compared with 61 percent in 1995.
This chart shows the percentage of Windsor students scoring at or above the
goal in reading, writing and mathematics on the Connecticut Mastery Test for
1996 compared with the town scores in 1995 and the state average for 1995. The
state averages for 1996 have not been released.
GRADE 4th 6th 8th
Math
Windsor '96
56 53 52
Ct. Avg. '95
59 48 47
Windsor 95
61 48 49
Reading
Windsor '96
54 61 63
Ct. Avg. '95
48 59 59
Windsor '95
51 60 61
Writing
Windsor '.96
54 36 43
Ct. Avg. '95
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THE HARTFORD COURANT, January 11, 1997
46 40 46
Windsor '95
41 21 21
LANGUAGE: ENGLISH
LOAD-DATE: January 13, 1997
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LEVEL 1 - 121 OF 345 STORIES
Copyright 1997 The Hartford Courant Company
THE HARTFORD COURANT
January 10, 1997 Friday, 3 ENFIELD NORTH CENTRAL
SECTION: TOWN NEWS; Pg. B1
LENGTH: 497 words
HEADLINE: SOMERS STUDENTS' TEST SCORES RISE;
IMPROVEMENT SEEN IN 8 OF 9 CATEGORIES
BYLINE: DON STACOM; Courant Correspondent
DATELINE: SOMERS
BODY:
The school district reported widespread improvement in scores on the 1996
Connecticut Mastery Test, with an especially strong rise in results on the
eighth- grade writing section of the exam.
In eight of nine test categories, students who took the test in the fall did
better than those who took it a year earlier.
"This shows a lot of hard work on behalf of the students, the staff and the
administration, II Superintendent Paul Gagliarducci said Thursday. "We're hoping
to use this to raise our base line and go on from there."
Each year, fourth-, sixth- and eighth-graders across the state take the test,
which measures skills in reading, writing and mathematics. This year's results
showed that roughly two-thirds of Somers students met the state's performance
goals in reading and math, with a slightly lower average in writing.
The single most dramatic rise was in eighth-grade writing. In 1994 and again
in 1995, only 38 percent of Somers eighth-graders reached the state goal. In
1996, that figure shot up to 71 percent.
As dramatic as that improvement appears, Gagliarducci still recommended that
parents and observers not draw too many conclusions from any single test.
In eighth-grade writing, for instance, a large percentage of students who
fell below the goal in past years were missing by only one or two points out of
the possible 12 that could be scored, Gagliarducci said.
"You really have to take a look at things over a period of years. You can't
tell too much from one snapshot, " he said.
At the elementary school, teachers are regularly getting time to discuss
students' writing skills and performance, Gagliarducci said. That appears to be
paying off.
"We're starting to see results and we'll be seeing even more results, " he
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Page 48
THE HARTFORD COURANT, January 10, 1997
said.
Gagliarducci will present a more detailed examination of the mastery test
results and a comparison with scores from similar school districts in the state
in February.
"At first blush, it looks like it was solid, If school board Chairwoman Janice
Budington said. "Some areas really looked like we made significant advances in
places we were watching. "
*
Numbers reflect percentage of students meeting state standard:
GRADE 4
1996 1995 1994
Mathematics 77 56 64
Writing 52 48 48
Reading 64 50 49
GRADE 6
1996 1995 1994
Mathematics 62 55 49
Writing 62 52 37
Reading 70 66 79
GRADE 8
1996 1995 1994
Mathematics 69 55 69
Writing 71 38 38
Reading 70 66 79
LANGUAGE: ENGLISH
LOAD-DATE: January 10, 1997
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Page 57
LEVEL 1 - 125 OF 345 STORIES
Copyright 1996 Capital-Gazette Communications, Inc.
The Capital
December 27, 1996, Friday
SECTION: Annapolis; Pg. A12
LENGTH: 526 words
HEADLINE: Schools improve test scores
BYLINE: By MIMI EUBANK Staff Writer
BODY:
A number of Annapolis teachers, principals and students went home for the
holidays with an extra present this year: a shining performance on statewide
assessment tests.
Many of Annapolis' seven elementary schools can claim responsibility for
comments from state officials that the county school system is one of the
fastest-improving school systems in Maryland.
Every Annapolis school showed improvements in some areas of the Maryland
School Performance Assessment Program tests. Three elementary schools West
Annapolis, Georgetown East and Rolling Knolls improved in every subject.
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Annapolis student accomplishments on the statewide tests, and what they're
learning in preparation for them, will go a long way, said Joan Briscoe,
principal of West Annapolis.
"MSPAP as an instructional model is a step in the right direction," she said,
adding that the tests "set higher expectations for teachers and students."
Eastport third- and fifth-graders scored higher in 11 of the 12 subtests;
Germantown and Hillsmere gained in nine of the areas.
Annapolis Elementary School scored higher in six of the subtests, finishing
with a school composite score of 37.3, while Tyler Heights improved in seven.
That school, however, finished with a low composite score of 26 percent.
Mills-Parole third- and fifth graders received a 32.35 percent composite
score, gaining in eight of the subtests.
Annapolis Middle School eighthgraders made gains in four of the six areas,
while Bates Middle students scored higher in three of the subtests.
Each year, the MSPAP tests
third-, fifth- and eighth-grade students in six areas: reading, writing,
language usage, mathematics, science and social studies.
By the year 2000, schools where at least 70 percent of the students are not
scoring satisfactorily in every subtest face a takeover by the state.
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The Capital, December 27, 1996
Many of the Annapolis elementary schools, such as Eastport and West
Annapolis, credit better comprehension skills for MSPAP test improvements.
"Eastport has been improving for three years in a row," said James Seamon,
principal of Eastport.
Students gain a better understanding in all areas by reading and writing more
about whatever they're studying, Mr. Seamon said.
"There are no true or false or multiple choice answers anymore. They must be
able to explain themselves, " Mr. Seamon said.
"They've certainly received dividends."
Eastport third-graders made improvements in every subtest, finishing with a
composite score of 48.25 percent. Fifth-graders scored higher in all but the
writing test. Their composite score was 48.5.
Students at West Annapolis are also very close to meeting the 70 percent
state standard, prompting the state to single out the school when the state
results were released earlier this month.
The third- and fifth-grade composite score at the school was 58.5 percent.
Last year, Hillsmere Elementary School was placed on a countywide list of
schools that could be in danger of being taken over by the state.
This year, fifth-graders improved in every area except reading, while
third-graders improved in all but reading and social studies.
LOAD-DATE: December 27, 1996
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