Back on September 27, 2010, this writer posted data regarding the three schools within SAD 63 (Eddington Elementary School, Holden Elementary School, and Holbrook School). The data was found on Educationnation.com, a national public education awareness project sponsored by NBC and other companies. (If you are interested in reading the data, you can screen this blog site to "older posts" to the posting of that date.)
Yesterday, November 4, I met for over an hour with Don Spencer, principal of the Eddington Elementary School, who graciously explained data he provided after that posting. (See the posting on Oct. 7 for more information.) The following is a result of yesterday's meeting and previous research by this writer. My appreciation is extended to Mr. Spencer.
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The Educationnation data came from 2008-2009 Maine Education Assessment (MEA) test results. Under the MEA system, third and fourth graders took the tests at the end of the school year, before the break for summer.
There are many explanations offered as to why Maine changed from the MEA testing system to the New England Common Assessment Program (NECAP). Some say it was for cost efficiency. Others say it was to meet the documentation required under the “Leave No Child Behind” program, otherwise known as Adequate Yearly Progress (AYP). And others say it was because the MEA gave a false sense of academic achievement for Maine’s public education system. Whatever the reason, effective October 2009, the testing element used for elementary students in Maine’s public schools became the NECAP. To be clear, these grades are now 3rd through 5th grade.
There are many differences between the MEA and the NECAP. Unlike the MEA tests, which were conducted at the end of the academic school year, the NECAP tests are conducted during the first two weeks of October. The test results not only provide information regarding the individual students knowledge. The results also impact federal and state funding for the school and the district.
Let us look at Entering Third Graders being tested as an example. On or about the second week of October, they will be tested on what they learned, on an accumulative basis, during their Second Grade Year – after an entire summer vacation period. The third grade teachers will have only September to review all of the material taught during the Second Grade Year which will be tested.
We know children will have forgotten a lot over the summer unless parents have been involved with their children and have helped them children retain what they learned that Second Grade Year. How many parents will have known or done that? Fewer than the number who attend Parent-Teacher Conferences, I expect. Fewer than those who review their children's homework during the school year or who read to them nightly throughout the year if the child is under twelve.
To complete the scenario, Entering Fourth Graders will be tested on what they learned in the Third Grade. And Entering Fifth Graders will be tested on what they learned in the Fourth Grade.
The subject matter being tested is Reading (to test both reading and literacy), and Math - basic skills upon which all education and professions are based regardless if one becomes a carpenter, a mechanic, a doctor, a lawyer, a teacher or a homemaker.
The AYP sets overall Annual target scores for the elementary grades (3, 4 & 5) in the areas of attendance and academic achievement (math and reading). These targets are set in terms of a percentage. For the 2009-2010 NECAP testing, the target percentage for SAD 63’s elementary grades was 92 percent. The actual testing result for SAD 63’s elementary graders was 95 percent. Good job - on the overall. Certainly an improvement over the 2008-09 scores.
What comprises Reading for testing purposes?
The subtopics are: Word identification & Vocabulary; The type of text – Is it Literary or Informational; and the Level of Comprehension – Initial Understanding and Analysis & Interpretation.
What comprises Math for testing purposes?
The subtopics are: Numbers & Operations, Geometry & Measurement, Functions & Algebra, and the Data & Statistics & Probability.
How are the tests graded?
There are four (4) grading levels:
Level 1 is the lowest. It is labeled as Substantially Below Proficient. Basically, it is the equivalent of an F.
For the Reading test, it is defined as follows: Student’s performance demonstrates minimal ability to derive/construct meaning from grade-appropriate text. Student may be able to recognize story elements and text features. Student’s limited vocabulary knowledge and use of strategies impacts the ability to read and comprehend text.
For the Math test, it is defined as follows: Student’s problem solving is often incomplete, lacks logical reasoning and accuracy, and shows little conceptual understanding in most aspects of the grade level expectations. Student is able to start some problems but computational errors and lack of conceptual understanding interfere with solving problems successfully.
Level 2 is the next highest level. It is labeled as Partially Proficient. Basically, it is the equivalent of a D.
For the Reading test, it is defined as follows: Student’s performance demonstrates an inconsistent ability to read and comprehend grade-appropriate text. Student attempts to analyze and interpret literary and informational text. Student may make and/or support assertions by referencing text. Student’s vocabulary knowledge and use of strategies may be limited and may impact the ability to read and comprehend text.
For the Math test, it is described as follows: Student’s problem solving demonstrates logical reasoning and conceptual understanding in some, but not all, aspects of the grade level expectations. Many problems are started correctly, but computational errors may get in the way of completing some aspects of the problem. Student uses some effective strategies. Student’s work demonstrates that he or she is generally stronger with concrete than abstract situations.
Level 3 is the next highest level. It is labeled as Proficient. Basically, it is the equivalent of a C (average).
For the Reading test, it is defined as follows: Student’s performance demonstrates an ability to read and comprehend grade-appropriate text. Student is able to analyze and interpret literacy and informational text. Student makes and supports relevant assertions by referencing text. Student uses vocabulary strategies and breadth of vocabulary knowledge to read and comprehend text.
For the Math test, it is defined as follows: Student’s problem solving demonstrates logical reasoning with appropriate explanations that include both words and proper mathematical notation. Student uses a variety of strategies that are often systematic. Computational errors do not interfere with communicating understanding of most aspects of the grade level expectations.
Level 4 is the highest level. It is label as Proficient with Distinction. Basically, it is the equivalent of an A or B.
For the Reading test, it is defined as follows” Student’s performance demonstrates an ability to read and comprehend grade-appropriate text. Student is able to analyze and interpret literary and informational text. Student offers insightful observations/assertions that are well supported by reference to the text. Student uses range of vocabulary strategies and breadth of vocabulary knowledge to read and comprehend a wide variety of texts.
For the Math test, it is defined as follows: Student’s problem solving demonstrates logical reasoning with strong explanations that include both words and proper mathematical notation. Student’s work exhibits a high level of accuracy, effective use of a variety of strategies, and an understanding of mathematical concepts within and across grade level expectations. Student demonstrates the ability to move from concrete to abstract representations.
NOTE: This writer has taken the liberty to allocate the Letter grades to the aforementioned Levels. There are only four levels. Some might argue Level 1 = A, Level 2 = B, Level 3 = C, and Level 4 = D. In such a world, there would be no failures. Of course, in such a world there would be no need for Special Education classes, either. The system would just keep “passing along” the D level students and eventually they would fall off the grid. Since the “real world” and high school does include the grade “F”, somewhere in the NECAP grading system, failure also needs to be acknowledged. Level 1 is it. Personally, being “average” is no guarantee of success, either.
So, how did Eddington Elementary School do in the 2009-2010 NECAP testing? And how did the SAD 63 district do overall?
There were 27 Eddington Elementary Beginning Third Graders who tested.
In the Reading Scores, 2 achieved Level 4; 19 achieved Level 3; 5 achieved Level 2;, and 1 achieved Level 4. Their “Mean Score” of 346 equaled the State’s Mean Score (with 13,415 students testing).
There were 24 Holden Elementary Beginning Third Graders who tested.In the Reading Scores, 5 students achieved Level 4; 18 achieved Level 3; 1 achieved Level 2; and 0 who achieved Level 4. Because of Holden’s higher scores, the District’s Mean Score turned out to be 350, 4 points higher than the state’s.
For the Math test (same Eddington Beginning Third Graders), the results were:4 students achieved Level 4; 12 achieved Level 3; 9 achieved Level 2; and 2 achieved Level 1 for a Mean Score of 343, which was 1 point above the state’s Mean Score of 342.
For the same Holden Beginning Third Graders, the Math test results were: 9 students achieved Level 4; 28 achieved Level 3; 11 achieved Level 2; and 3 achieved Level 1. Once again, because Holden’s Mean Score was slightly higher than Eddington’s, the District’s Mean score of 345 ended up being better than the state’s.
When it came to the Beginning Fourth Graders, the scores were better. (Remember, these students were being tested on what they had learned the previous year in the third grade and after the summer vacation with only the month of September to refresh their academic knowledge.)
There were 31 Eddington Beginning Fourth Graders who tested.
In the Reading Scores, 7 achieved Level 4; 15 achieved Level 3; 8 achieved Level 2; and 1 achieved Level 4. Their “Mean Score” of 447 exceeded the State’s Mean Score of 444 (with 13,461 students testing).
There were 32 Holden Beginning Fourth Graders who tested.
In the Reading Scores, 13 students achieved Level 4; 35 achieved Level 3; 13 achieved Level 2; and 2 who achieved Level 4. Because of Holden’s slightly higher scores, the District’s Mean Score turned out to be 448, 4 points higher than the state’s.
For the Math test (same Eddington Beginning Third Graders), the results were:4 students achieved Level 4; 17 achieved Level 3; 7 achieved Level 2; and 3 achieved Level 1 for a Mean Score of 445, which was 2 points above the state’s Mean Score of 443 (with 13,481 students testing). NOTE: There is a difference of 20 in the number of students statewide reported to have tested with no explanation.
For the same Holden Beginning Fourth Graders, the Math test results were: 11 students achieved Level 4; 36 achieved Level 3; 10 achieved Level 2; and 6 achieved Level 1. Once again, because Holden’s Mean Score was slightly higher than Eddington’s, the District’s Mean score of 447 ended up being better than the state’s by 4 points.
Two important pieces of information came for this data: (1) The test scores in 2009-2010 were better than 2008-2009, and (2) Our schools and parents still have a ways to go to achieve the high standard of education taxpayers hear about at the Annual Public Hearing in May.
Finally, we need to remember how important these scores are not only for the future of our students, but also for state and federal funding for our schools. When that outside funding goes down, our property taxes go up. As we continue to watch the budgeting process in the district, maybe it's time to start questioning ways we can bring more parents into the process of active participation in their children's educational future as well - particularly over the summer months.
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