Mary Tokarz Photo
Second-graders learning math.
New data show that Branford’s academic performance test scores have improved, in some cases taking a sharp turn upward after declining for the past three years.
Results for both the CMT (Connecticut Mastery Test), which measures math, reading and writing skills in grades 3 – 8, and the CAPT (Connecticut Academic Performance Test) for Grade 10 have improved in 2010 over 2009.
“In general, our scores are up,” says outgoing Superintendent Dr. Kathleen Halligan. “There are a few areas that are still lagging, but overall this is very good news,” she exclaimed.
Some parents have hired tutors to help their elementary students with math, but the breadth of change suggests the program is what’s helping students perform. Mary T. Murphy Elementary School math scores are up almost 30 percent, from 29.9 percent to 76.2 percent; Mary R. Tisko Elementary School scores are up 13.3 percent to 95.2 percent; and John B. Sliney Elementary School scores are up 25.8 percent to 73.8 percent — all at or above goal, according to a memo Dr. Halligan sent to the Board of Education.
“Scores for fourth-grade students at or above proficiency in math across the district are in the mid-90s to 100 percent,” (Murphy 95 percent, Tisko 100 percent and Sliney 92.5 percent), Dr. Halligan notes. “When you look at these same students in third grade, in 2009, they went from 62.9 percent at or above goal to 81.9 percent as fourth graders in 2010.
What does this turnaround say about Branford’s schools? What will administrators and teachers look for in these test results? What does the Board of Education want to know? How can Branford teachers and parents learn what works and what areas need more focused efforts? And what if it turns out that the scores soared because teachers spent their time teaching to the test?
School administrators are reviewing the test results now, looking closely at gains and losses by subject area and by school. Assistant Superintendent Mary Peraro will discuss a brief overview of their analysis so far at the Board of Education’s “Teaching & Learning in the 21st Century Committee” meeting this Wednesday, Aug. 11 at 6:30 p.m. in the Walsh Intermediate School Faculty Lounge, 185 Damascus Rd. If you have questions about Branford’s test scores, come to the meeting.
The Teaching and Learning Committee, which says it welcomes parents and the public to participate, will ask questions and provide guidance for what the board would like to have included in the deeper analysis at the September Board of Education meeting.
Areas where scores improved include: math in third, fourth, fifth, sixth, seventh and eighth grades; reading in fourth, sixth, seventh and eighth grades; and writing in fourth, fifth and sixth grades. Science, which is tested only in fifth and eighth grades, also shows growth.
Areas that did not improve include reading and writing in third grade, reading in fifth grade, and writing in sixth, seventh and eighth grades. Writing was much better by the time students reached the 10th grade.
The Board of Education, the administration and teachers were concerned about decreases in recent years in test scores, particularly in math. Since the “No Child Left Behind” legislation requires that schools make “adequate yearly progress,” there has been a strong emphasis on test scores to measure that progress. Connecticut devised the CMTs to monitor student progress at every public school in the state. Although the test is not a perfect yardstick, persistently declining scores in any area is a serious concern that demands attention and analysis.
In 2006, Branford’s math scores were declining at every level, from elementary to college SAT scores, and 30 percent of high school students taking Algebra 1 were failing or in danger of failing. Scores on all state standardized tests indicated a systemic concern regarding mathematics performance from K‑12, with the overall trend of student performance on the mathematics portion of the CMT, CAPT and the SAT, the standardized test for college admission, moving downward.
A committee of math elementary teachers reviewed different math programs and other materials recommended by the Connecticut Department of Education over two school years. The process involved reviewing and analyzing the programs, piloting lessons, and rating each program. Ultimately the committee recommended Investigations in Number, Data and Space, according to a statement presented to parents and the public in 2008 when implementation began.
Despite the review, Branford’s adoption of Investigations spurred controversy among both teachers and parents. Feeling that the administration acted too fast in adopting the new program and concerned about how to implement the changes virtually overnight, the teachers union filed a grievance against the Branford Board of Education. Both sides eventually settled with school officials agreeing to include additional hours of professional development (equivalent to five school days) along with added preparation time.
Like other districts that experienced similar resistance to change, Branford took steps to explain the program and help parents and teachers understand it. Teachers had 10 hours of in-service training on how to teach with Investigations. At least 16 other Connecticut districts have adopted the Investigations curriculum, including Simsbury, New Canaan, Westbrook, Stonington, Trumbull, Bridgeport Six to Six Magnet, and New London Multicultural Magnet School
Investigations was “phased in,” meaning that grades K‑2 started with it in 2008-09, then grade 3 was added in 2009-10 and grade 4 began in 2009-10.
Each year teachers send home copies of materials and examples of ways parents can work with their children in the new math program – which includes many “games” to engage the students. Branford’s school website includes a section on Investigations.
Well-publicized one-hour open house events are held twice a year, inviting parents to find out about the program, get their questions answered and their concerns addressed.
Now, not only are the CMT scores turned around but also fourth graders are doing algebra, with confidence. They can say exactly what they are doing and why. They can graph the results. And they are having fun while learning. “Every student can learn math” this way, according to fourth-grade teacher Nancy Ryan.
Branford’s CMT scores for 2010 are up 20 percent overall for elementary students in math, including lower scores among third graders who have less experience with the Investigations curriculum and who may not have developed test-taking skills.
“It takes at least three years with Investigations,” according to Math Specialist Adrienne David, “for students to apply the concepts they’ve learned with confidence.”
While scores in other subject areas have improved, the “most exciting are the fourth grade math scores,” says Dr. Halligan. “Our scores in math at fourth grade are up 22.7 percentage points at goal or above! We went from 59.2 percent at or above goal (in 2009) to 81.9 percent of all fourth grade students at or above goal.”
Test scores are reported in two categories: “proficient” and “goal.” Goal is the higher of the two standards and represents the state’s target for student performance. Click here for more details about CMT scores.
The high school test scores were up in every category but there is a big gap between “proficiency,” the lower standard and “goal,” the higher one. For example, tenth grade scores in reading for 2010 showed a proficiency of 93.7 percent, but a goal of 65.7 percent. And 10th graders in math had a proficiency of 90.5 percent in 2010 but a goal of 59.9 percent.
Overall, Dr. Halligan was pleased with higher scores across the board. “These amazing results are due to the hard work and dedication of our teachers, math specialists, principals and assistant superintendent! While we still have work ahead of us, the positive trending across the district is very encouraging,” she said.
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Catherine S. Jackson, a writer and public health professional, served as chairwoman of the Branford Board of Education from 1999 – 2005. She served as assistant editor of the Aspen Illustrated News in Colorado from 1967 – 70 and has written numerous articles over the years for the New Haven Advocate, Connecticut Magazine, Connecticut Parent, Shoreline Times, the Bridge Yale Nurse, the Branford Review and other publications.