Algebra I scores and student subgroups need improvement Algebra I scores and student subgroups need improvement (October 14, 2005)

Trustess review low points in district's test scores
by Rebecca Guyon

Low eighth grade Algebra I test scores and underperforming subgroups were scrutinized by the Board of Trustees during Tuesday's meeting. The Board reviewed the district's overall high standardized test scores during the Sept. 27 meeting and is now looking at places where it needs to improve.

"Sometimes high overall student test scores can hide low performing subgroups," said Assistant Superintendent of Education Services Cindy Galbo.

The district tracts test scores for students categorized as special education, socio-economically disadvantaged, English learners (EL), English learners reclassified as fluent English proficient (EL-RFEP) and gifted and talented (GATE) students. While all students are tested and scores are reported, under the No Child Left Behind Act of 2001, the school is required to have all students, including students in the identified subgroups, performing at proficient or advanced levels by 2014. When this deadline was set in 2003, the district decided to set its own deadline for 2010, given that it was already performing at higher levels than most other schools, said Director of Assessment and Evaluation, James Gulek.

To measure and track student improvement, the district uses English/language arts in grades 3, 6 and 10, math in grades 3, 6, 8 and 10, science/biology in grades 9-11, U.S. History in grade 11 and Advanced Placement tests in grades 11-12 as the benchmarks for comparison each year. The district also sets its own targets for where it wants all students and students in subgroups to perform annually.

The biggest concern was drops in the eighth grade algebra scores in each subgroup with the exception of EL-RFEP and GATE and within the overall student population. Not only did students not improve, they also did not meet the district's target proficiency levels.

In order to improve algebra scores, the district is looking at the middle school math curriculum to make sure it prepares students to take Algebra I by eighth grade. As state and federal requirements have moved Algebra I from a standard ninth grade math to a standard eighth grade math, the curriculum in the middle school has not kept pace. "It's so important to focus on Algebra I because I really feel it is a stepping stone to other higher level math classes," said trustee Pat Kernan.

Overall, students in the EL, special education and socio-economically disadvantaged subgroups did not reach the targets set by the district at most of the benchmark levels, with few exceptions. While not reaching targets, these subgroups did show improvement in grades 6 and 11. Conversely, EL-RFEP students showed remarkable improvements and hit many of the targets set. Trustee Kris Weaver said those scores spoke to the great work ethic of those students and the success of the schools in supporting them.

The district has several plans of action to help students in each underperforming subgroup. Special education students have the option of taking a two-year Algebra I section at the high school level. Socio-economically disadvantaged students will be provided with additional instructional materials and extended day options through the use of Title 1 funds. For EL students, the district is going to add specially designed textbooks in grades 6-12, as well as open up extra sections and increase the use of community liaisons.

"I like that it's not just data for the sake of data, but what we do with it," said Trustee Steve Pulido.

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