|
NewsDistrict 112 schools perform well above state averages; AYP status mixedThe Minnesota Department of Education released data August 5 showing that all District 112 schools participating in the state testing program performed well above state averages in the number of students meeting proficiency in the areas of reading and math. The results are based on scores of the Minnesota Comprehensive Assessment II (MCAII). District 112's percentage of students scoring at the proficient or higher levels surpassed the Minnesota average again this year. The state results indicate that eight District 112 schools made Adequate Yearly Progress (AYP). Those schools are Bluff Creek Elementary; Chanhassen Elementary; Clover Ridge Elementary; East Union Elementary; Jonathan Elementary; Pioneer Ridge Freshmen Center; Chaska High School. The Kindergarten Center does not participate in the MCA II testing. To qualify as meeting AYP, a state-determined percentage of students in a school must meet or exceed the state's high standards in reading and math or show clear progress toward meeting them. Schools must not only meet AYP with their total enrollment, they must also meet state targets in each of the following subgroups of students: Hispanic, Asian, Black, Free/Reduced Lunch, LEP (Limited English Proficiency), and Special Education. If any of these subgroups do not make the state target, the entire school is listed as not making AYP. Four District 112 schools were on the state's list of schools not making AYP. They are: Chaska Elementary - For math in the Hispanic subgroup, and for reading in the LEP subgroup Victoria Elementary - For reading in the Hispanic, LEP, and Free/Reduced Lunch subgroups, and for math in the LEP and Free/Reduced Lunch subgroups Chaska Middle School East - For reading in the Hispanic, Black, special education, and Free/Reduced Lunch subgroups, and for math in the Hispanic, Black, and special education subgroups Chaska Middle School West - For reading in the Free/Reduced Lunch subgroup The state also named the District as a whole as not making AYP in math for the Hispanic and Free/Reduced Lunch subgroups and in reading for the special education subgroup. According to Cathy Gallagher, coordinator of curriculum, and Jill Velure, student assessment and testing manager, each of the schools on the state's list of those not making AYP will be creating an action plan to address the needs of the subgroups listed in the state report. The staff will be working to develop the plans when they return this fall. "Ironically, two of the four schools who appear on the list as not making AYP actually had more students proficient this year than last year," Ms. Velure said. "Chaska Elementary increased the number of students proficient in reading by more than three percentage points. Victoria Elementary increased the number of students proficient in both reading (+1.5%) and math (+3.2%)." "In addition, District 112 students out-performed Minnesota students at every grade level," Ms. Velure said. "Overall results show 76% of District 112 students tested scored at or above proficiency in math compared to the state average of 62%. In reading 82% of District 112 students scored at or above proficiency in reading compared to 62% state-wide." The following chart compares District 112 results by grade with the state. 
"There are really two issues here," said Dr. Lynn Scearcy, Assistant Superintendent. "First is the need to ensure that all of our students are making progress toward becoming proficient in the very high standards the State of Minnesota has established for students. Those standards are appropriate and necessary in preparing students for life in the 21st Century. We will look closely at the results and make plans to address any issues in our curriculum or instruction." "The second issue is the very nature of the No Child Left Behind law," she said. "The law requires that 100% of children be proficient in the state's standards by 2014. As each year brings us closer to that date, the percentage of improvement required for each school increases dramatically. More and more Minnesota schools will appear on the list of those not making AYP in spite of, in some cases, heroic instructional efforts to help students meet the law's goal." "The fact that a handful of student scores in one small subgroup can put an entire school on a list of schools not making adequate progress is misleading," Dr. Scearcy said. "Coupled with the steep increase in the required percentage of students making proficiency each year through 2014, this provision of the law will continue to create an invalid picture of public schools." Chaska High School shows solid improvement One of the highlights of this year's state report is the significant improvement in math and reading scores at Chaska High School. The percentage of sophomores proficient in reading rose by 9.6% to 86.5%; the percentage of juniors proficient in math increased 14% to 54.6%. | |||||||
