Parentella

Education is a Team Sport

Part IV is here.

Q: Your school has undergone an amazing improvement in the API (Academic Performance Index) standardized test scores since you arrived. In fact, the scores improved so much so that Laura Bush came in person to see the school in 2005. What caused the change?

A: The first year that I taught at the school, 1999, our API scores were a dismal 426 out of a possible 900 points. That score put us in the bottom third of state in terms of what our students achieved compared to other schools in the state. Over the next 6 years, our scores steadily improved, some years making jumps as big as 50 points, which is dramatic improvement. In 2005, we had a peak of 616 points. Since then, our scores have remained stable in the low 600’s, and now we rank pretty close to the median.

What I believe caused the higher test scores was primarily an influx of new administrative leadership and the attitude they brought. The District gutted the school of its previous lackluster establishment, and the new people greatly increased morale amongst the teachers and students alike. We were blessed with a new principal who was enthusiastic and energetic.  The new principal fostered a positive, infectious attitude and a sense of pride in the school, which the school had not seen in years. Suddenly, school went from being dull to “cool” for the students.

The teachers were happier and tried harder. The kids were happier and tried harder. I would say the increased scores were probably 50% a result of the attitude change alone.
The other factors that led to increased achievement were more tangible. We received more funding, so we were able to lower class sizes and bring in tutors to help the slower kids do well on the tests. Students with comprehension difficulties were assigned to an extra academic class in their area of weakness in lieu of what would have been an elective — but an extra period was added to the day, enabling all students to have an elective. Many students were not allowed to be teacher’s assistants as an elective and instead were made to take “real” elective classes. And, of course, the principal insisted the teachers utilize best practices and academic rigor. We received funding for additional professional development.

In 2006, two things changed. One, the enthusiastic principal was promoted. Two, the District and the State began to relax the scrutiny that had been present during the 2002 intervention. Since then, the scores have stabilized, but haven’t seen the dramatic increases of years past. A combination of lax enforcement of best practices and the withering away of the energy our school had seen has, in my opinion, been the explanation for our flattening out in achievement.

Q: So, do you think the API testing should be eliminated altogether?

A: No, testing serves a specific purpose of evaluating how much students know, in theory, anyway. It can be a useful tool. But you have to remember that students see no reward from the test (results aren’t even available until the next school year) so many do not take it seriously. Colleges have caught on to the fact that testing isn’t necessarily an accurate indicator and have de-emphasized the SAT and GRE.