Some USD 408 test scores show decline years ago
Staff writer
Students attending school in Marion-Florence USD 408 work hard in school, but state assessment scores don't always reflect that hard work.
"I know how hard our kids and teachers are working," said USD 408 assessment coordinator Missy Stubenhofer. "But maybe we're not always focused on the right things."
Stubenhofer gave a 133-panel power point presentation Nov. 8 during the board of education meeting filled almost entirely with graphs showing student performance on state assessments from 2000 to 2003 and ITBS (Iowa Test of Basic Skills) results.
During earlier board meetings, superintendent Lee Leiker focused on specific assessments showing how students must score to fall in exemplary, advanced, proficient, basic, and unsatisfactory performance levels on state assessments.
These performance levels are used to determine a district's AYP or annual yearly progress. The national No Child Left Behind initiative focuses on performance level information.
"In 2000, we started well above state expectations and performed over our own expectations," Stubenhofer said.
"But our improvements have not kept pace with improvements across the state, except in certain areas," she explained. "We're not keeping track with others (districts).
The assessment tests require certain percentages of students to fall in the upper performance levels — exemplary, advanced, and proficient. Likewise, only a certain percentage can fall into the lower performance levels of basic and unsatisfactory.
In other words, as the years pass, student scores — performance levels — need to be steadily climbing in order to meet state standards. Unfortunately, scores are declining in some content areas.
One area of concern is in fifth grade reading where proficiency levels have decreased from 68 percent to 62 percent, Stubenhofer said.
Another concern is eighth grade reading where proficiency has decreased from 76 percent to 71 percent.
"The question here is 'Are we addressing the needs of kids not reading at grade level?'" she asked.
"I might not think we can get all kids to 100 percent proficiency," Stubenhofer said, but felt it was possible — at some point — to get 90 percent or above in the proficient level.
The size of a class — especially smaller classes — can throw off percentages, Stubenhofer indicated.
For example, it was initially reported that eighth grade writing had met the state standard of excellence. However, one student's scores had to be pulled from the pool because the individual had attended school in another district for several months.
"This was a student who had all of their education in Marion (except for that short period of time). The student left, then returned, took the test, and scored in the exemplary range," Stubenhofer noted.
However, when that one score needed to be pulled, the class lacked the needed percentage to meet exemplary status.
"As a district we need to focus in on the gray areas (basic and unsatisfactory). We need a bigger exemplary group," she said, referring to the graphs.
"We're still performing over AYP standards, but we're not seeing the gains we'd like to see," she continued.
One way of improving assessment scores would be to refocus on how class time is used, Stubenhofer said.
"For instance, one debate we've been having is whether it's really a good use of class time for middle school students to be pulled from their classes to watch a play (MHS musical), especially when the option is available for them to see it (outside of school time) at night," Stubenhofer said.
"As a math teacher I know we're all working so hard in school, so the data is very depressing," she added. "We need to educate the public better and refocus the time we have in the classroom."
Stubenhofer said it was important that students know the information which will be tested, which is not the same as "teaching the test."
Sometimes low test scores are not due to the fact that students did not understand the material, but it may not have been introduced yet. To address the problem, districts may need to realign their curriculum.
"We've made a lot of strides especially at the high school level," Stubenhofer said. "Our MHS class scores are pretty good. Algebra is taught every day now (instead of on the block schedule). It (algebra) is on the test."
Although it's important to teach "statewide content" as seen on the assessments, Stubenhofer said it's just as important to teach other things and test students on that information.
"There are certain things kids need to know," she said.
Over the years test scores have not always been perceived as being of much importance. Especially at the high school level, some students tend to feel there's no reason to really try because there's no grade attached.
Stubenhofer said this was true. "High schoolers don't always take the test seriously, although the staff there has really worked on that," she said. "But elementary and middle school students do. They still want to please their teachers by doing their best."
MHS principal Ken Arnhold agreed. "Some times we've noticed it's the high-end kids who say 'Maybe I'll try sorta hard.'"
Stubenhofer said she believed the change in district leadership under the direction of superintendent Leiker will "help us focus."
"Lee (Leiker) has said 'Let's look at the data and what exactly do we need to do?'" Stubenhofer said.
Leiker agreed that sometimes the importance of test results is not realized.
"A high school education is the foundation for future success," Leiker explained. "It's very competitive out in the world. It's critical our students be well prepared to meet those challenges."
One way of measuring whether or not students are prepared is through testing, he said.
"Test scores are one of the first and most accurate measuring sticks to measure whether students will be successful after school," Leiker said. "Performing well on these tests is critically important to be successful."
Leiker noted most MHS students will go on to college, other post-secondary schools, or careers. "Many will go on to be leaders of this community.
"The communities need to take an active role and be competitive in order to survive. If our students aren't successful, our communities run a tremendous risk," he said.
"Ultimately, we're looking at the future success of our community."
