State taking closer look at increase in test scores
BY DAVE BENJAMIN
Staff Writer

JACKSON - When annual math or language test scores spike up or down in a particular school, the state Depart-ment of Education wants to know why that happened.

Such is the case of McAuliffe Middle School eighth-grade math scores on the 2005-2006 GEPA test, which spiked 18 points higher than the previous year.

Richard Vespucci, a spokesman for the Department of Education, said, "If there was a significant change in test scores from spring 2005 to spring 2006, it automatically generated a letter to those schools asking the school officials for an explanation as to why their scores were significantly higher or significantly lower than the previous year. It may be that the explanation points to some things that are being done with the instruction and curriculum that can serve as models for success. It could mean that there may be reasons for being suspicious, depending upon the nature of the explanation that we receive.

"We are waiting for explanations not only from [Jackson], but for about 40 other schools statewide [whose] performance in spring 2005 and spring 2006 automatically triggered the letter from us," Vespucci said. "It is not implying anything positive or negative at this point. It's just saying we noticed that your scores are significantly different and we would like you to tell us why that is."

Vespucci said if the explanation provided by school district administrators is reasonable that can end the process.

"If it's not an adequate explanation we may look into it further," he said.

Superintendent of Schools Thomas Gialanella said administrators are proud of the students' achievement and credits an aggressive approach to improving eighth-grade testing performance.

"We have a number of district-wide initiatives and strategies designed to help increase students' comprehension of our curriculum," he said. "We're pleased they are working."

One significant change in the math curriculum and instruction was the adoption of a new math series for the 2005-06 school year. The textbooks and curriculum were last updated for the 1997-98 school year, according to the superintendent.

In addition to employing the district's strategies and initiatives to improve pupil achievement, the McAuliffe Middle School staff reached out to parents to help strengthen the connection between home and school.

"They sent home informational packets and parent education flyers so that parents would know how to work with students on the challenges of the test and on critical thinking problems," Gialanella said. "This created another venue for those lessons we teach during the day to be reinforced at home and is helpful to many students."

Gialanella said it is important to realize that the year-to-year comparison of any state test is not an apples-to-apples comparison. He noted that the eighth-graders who took the test in 2005 were not the same students who took the eighth-grade test in 2006.

"While I can appreciate why the state would want to look into what they consider to be unusual changes in student performance, we do have to remember that a year-to-year comparison is looking at a whole different group of students, in a different year taking a different test," he said. "There are going to be fluctuations from year to year."

He said the district has seen similar spikes in scores in other schools in previous years.

Other initiatives that were designed to increase student achievement included:

+ In 2005-06 the district began using the "Study Island" software which allowed students to work with programs that simulated a testing atmosphere. Students were given opportunities in literacy and math classes to spend time working with this program. During the 2005-06 school year students answered thousands of questions while teachers used games and incentives to have students complete more challenging sections of the software for homework.

+ Using GEPA preparation books as part of the math and literacy curriculum as a supplement to enhance regular instruction.

+ Analyzing data to help identify at-risk students. These students were offered additional tutorials in small group settings before and after school.

+ The school principal visited each class two weeks before the test to explain the importance of doing well and the impact the test scores would have on future academic placement.

+ The district hosted a Parents Night to educate parents about the state testing program and to provide them with strategies on how to help their children be successful on the state test. Administrators said the information night helped parents appreciate the importance of the testing process and helped them learn how they could help their students succeed.

+ Staff development continues to be a priority in the district. Highly trained math and literacy teachers work to prepare their students for state testing. In-service sessions were held on Sept. 2 and Jan. 30, according to information provided by the school district.