ON THE RISE: Student test scores showing promise
SMMUSD HDQTRS — The number of students in the Santa Monica- Malibu Unified School District who are proficient in English and math has increased significantly over the last five years, with double-digit gains at nearly every grade level, according to a recent analysis of standardized test scores.
What is more encouraging, district officials said, are the increases seen in the scores of African-American and Latino students, two groups that have been the focus of a district-wide effort to close the achievement gap and raise graduation rates.
Last year, only 27 percent of black students met the state’s definition of proficiency in English, according to figures released by the district. That number jumped to 40 percent in 2006. For Latinos, the level of proficiency was raised to 39 percent from 26 percent in the same time period. The district has been under fire from black and Latino parents for failing to raise grade point averages and keep students from dropping out.
“It’s not nearly as dramatic as we’d like, but we are seeing the gap closing for both African-American and Latino students,” said Maureen Bradford, director of educational services for the district.
Math scores are expected to be broken down by race by the end of August, when more information will be provided by the state, Bradford said. At that time, the district expects to see even more improvements.
Further data analysis will also continue throughout the fall, as the district compares performance locally with that of the state and county. The district will also receive word on whether it is in compliance with the adequate yearly progress element of the No Child Left Behind federal accountability program, as well as with the academic performance index, the state’s accountability measure for school improvement.
The current figures come from student performances on the annual California Standards Tests (CSTs) in English language arts and mathematics. History and science are also tested in some, but not all, grade levels. Students attain one of five levels of performance on the tests for each subject: advanced, proficient, basic, below basic or far below basic.
The state board of education, which has instituted some of the highest standards in the nation, has set the target for desired achievement at the proficient level.
Tim Walker, assistant superintendent for educational services, said the latest CST data “document strong academic growth for Santa Monica-Malibu students.
“In addition, we see many indications that our efforts are resulting in narrowing achievement gaps for particular groups of students,” Walker said. “There are several good news stories here, as well as areas for continued focus.”
In English, the greatest gains were experienced by students in sixth grade and juniors in high school. From 2005 to 2006, sixth-graders increased their scores by eight points, from 59 percent efficiency to 67 percent. For juniors, the one-year gain was 11 points, from 49 percent efficiency to 60 percent.
District officials give credit for the increase to students, a dedicated faculty and intervention programs, such as those at Santa Monica High School, where students continue to demonstrate high levels of performance in ninth-grade English language arts. That grade level has posted double-digit gains over the past three years. In addition, ninth-grade English learners and economically disadvantaged students have posted similar gains.
“I definitely feel that our smaller learning communities have contributed to our academic success,”said Ruth Esseln, principal of Santa Monica High’s H House. “The house structure builds connection for students, especially ninth-graders.”
For the past few years, several elementary schools have focused attention and resources in the area of writing. The fourth-grade CST writing assessment indicates that these efforts are paying off, district officials said.
The assessment, given in grades four and seven, is a performance-based test of students’ writing ability. Fourth-graders must write an essay on a given topic in one of four genres. Neither they, nor their teachers, know what the prompt or genre will be until they open their test booklets. The tests are scored by a panel of outside experts, with each essay being graded by two different readers.
Since the inception of the writing performance test three years ago, SMMUSD’s fourth graders have made impressive gains, according to data released by the district.
In 2003, 17 percent of students scored a one or a two out of a possible eight. In 2006, students in this low-scoring range were reduced to 3 percent. In 2003, only 6 percent of fourth-graders scored a six or above, while in 2006, 40 percent received high marks.
Those gains are especially prominent in elementary schools that have high numbers of teachers engaged in on-going professional development in writing, district officials said.
One final bright spot is the success of a group of fourth-grade students involved in an after-school reading intervention program, Read 180, district officials said. Sixteen of the 19 fourth-graders enrolled in this program at Will Rogers Elementary School moved from below or far below basic from their previous year’s CST scores to either basic or proficient on their 2006 tests.
In math, district officials said the number of students participating in more rigorous classes, such as algebra and geometry, has increased.Algebra enrollment has grown from 631 students last year to 657 students this year, and geometry participation has grown from 72 students to 107 students. “We are especially pleased to see the number of eighth graders enrolled in geometry rising dramatically, with 94 percent of those students performing at the proficient or advanced levels on the geometry exam,” said superintendent Dianne Talarico. “While we still have far to go in closing achievement gaps across all grade levels in all subject areas, there are indications that with high quality professional development for teachers and specific and intensive intervention programs for students, we will continue to increase the magnitude of gains for underperforming groups.”
Originally published in the Santa Monica Daily Press print edition on August 24, 2006. Read the original PDF.