Utah recently released School Grades for every public school
in the state. The School Grade Report is
based on data for the 2012-13 school year.
Each elementary and middle school was graded on assessment results in
proficiency and growth, while high school grades also included graduation
rates. How meaningful is this
grade? How was it determined? What does it tell us about schools in Utah? How did Good Foundations Academy score?
The School Grade is a single grade, based on the test scores
for all students in the school that participated in state-wide testing. Each student who achieved a predetermined
score at “proficient” or above counted for a point. These scores account for half of the total
points possible (up to 300). The other
half of the possible points come from the “SGP” or student growth
percentile. Schools are awarded credit
for each student who meets their growth target (up to 150 points), and they are
given credit again for students who were below proficient and now have reached
their growth targets (another 150) – that means the below proficient students
are counted twice.
Good Foundations Academy received a “B” grade, with 471
points out of 600. 42% of the schools in
Utah earned a B, while only 10% received an A.
GFA is in good company. Many
well-established and successful charter schools also show B grades, including
John Hancock Academy, an outstanding Core Knowledge school.
Why did GFA receive a B instead of an A? Students at our school are demonstrating
proficiency. 94% passed Language Arts,
82% passed in Math, and 73% passed the Science test. The problem seems to be that our growth data
was not high enough to merit an A, and yet this question needs further
analysis. When one looks at the Spring
2013 CRT scores in more detail, a problem with the system becomes
apparent. Student proficiency scores are
divided into four achievement categories:
substantial, sufficient, partial, and minimal. In Language Arts and Math, GFA students were
more likely than Utah students to score in the “substantial” or highest
proficiency category. On the Language
Arts test, 71% of GFA students received the highest possible score while 56% of
Utah students did the same. In Math, 57%
of our students scored “substantial” while 52% of Utah students earned this
score. This difference indicates that
our students are performing at a very high level of proficiency. If these students did not meet the
established goals for growth, they were already performing well above their
grade level expectations. A student may
have dropped slightly in scores compared to his peers, but this is not an
indication that the school has failed to teach him. And yet, a student who was ranked in the 97th
percentile the year prior and is now in the 95th percentile will not
receive a point for the school in the growth calculation.
Another area that affects the School Grade at Good
Foundations Academy is the way the report counts growth for “below proficient”
students twice. At GFA, the number of
students who scored below proficient is tiny!
In some grade levels, they count for only 2% or 3% of the total number
who tested. In fact, at all the grade
levels that tested in Science, GFA did not have enough students below
proficient (minimum of 10) to count their score. Therefore, the score for “all students” is
the same as the score for “below proficient”.
Does GFA have room to improve? Absolutely.
While Language Arts stayed high, our Math and Science scores dropped
this year. In 2012, our Math score was
86%, compared to 82% this year. Our
analysis indicates that our program remains strong and effective. As we grow, we have an influx of new students
in the upper grades and it takes some time to bring them up to the level of
achievement in math that our established students can demonstrate. We remain committed to working with these
students to master this important subject.
Our scores in science have been inconsistent. We scored 66% in 2011, 86% in 2012, and 75%
in 2013. Science is a content-specific
subject. While language arts and math
are general subjects with the same topics repeated year after year, science is
handled differently. The Utah Core
Standards require certain topics to be taught at each grade level. At GFA we follow the Core Knowledge Sequence,
which lists similar topics but not always at the same grade. Second grade learns about the water cycle but
it is tested in fourth grade because that is where Utah Common Core places it. So, our teachers in fourth grade review the
subject in addition to the Core Knowledge topics they teach at that level. It is a difficult compromise but we are
working through the details to meet both standards. GFA has committed resources and training to
improve our instructional program in science.
We believe Core Knowledge provides an effective curriculum in science
and we remain committed to faithful implementation. We are confident that as these students
mature in our program, science scores will improve.
Good Foundations Academy supports the state’s efforts to
provide transparency and accountability to the public school system. We will use this data in addition to our curriculum-based
assessments and NWEA tests to continue improving our instructional
program. We believe the School Grade
Report is a step in the right direction, but it does need further
development. We encourage the leaders of
our state to continue reviewing the data to ensure schools like GFA are not
penalized for providing a rigorous academic program.
