I am tired of mentioning Branford’s student test scores. That is, I am not so sure that a perfect score on either the mastery test or academic achievement test translates into an Ivy League track for Johnny or Susie. And, I think I may be correct in saying parents and teachers do not want to place all of the poker chips on the outcome of one test.
But here is what I do know about our scores. The mastery and academic performance tests measure the bare minimum knowledge the state has determined the student needs to know. We rank at the bottom percentiles compared to other districts in our district reference grouping when we led the pack just a few years ago in 2006. We have dropped across the board – in reading, writing and math. And, students from John Sliney and Mary Murphy Elementary School rank 83rd and 84th out of 86 elementary schools in our district, while Mary Tisko ranks 14th.
I attended the Teaching and Learning Committee meeting, chaired by John Prins, on April 21st. Branford Superintendent of Schools Dr. Kathleen Halligan presented more data about mastery test scores and the CT Academic Achievement Test scores. Specifically, she presented vertical scale scores from the mastery test. The only comments offered were that Branford was in the middle of the list of other districts in our District Reference Group, (DRG) the 24 town cohort that Branford is a part of. Clinton and Old Saybrook are the only local shoreline towns in the 24 district cohort. However, we were in the bottom quartile.
Yet another look at the data, another presentation on how we are doing.
From what I can understand, vertical scale scores are calculated from Connecticut Mastery Test (CMT) data and “measure growth across grades….on tests that have different characteristics and items but have similar content.” In other words, the scores look at the same students from one year to the next and assess for growth. However, the CMT individual student performance sheet with the individual student results, specifically mentions that caution should be used when using vertical scale scores to assess an entire group.
Vertical scale scores range from 200 to 700 points. Vertical scale scores less than 464 (stage I) in math (425 in reading) mean that these students demonstrate limited knowledge of most of the assessed content areas while students scoring above 578 (Stage V) in math (529 in reading) suggest students are demonstrating extensive knowledge of all assessed content areas.
For example, when looking at 3rd to 4th grade vertical scores, Branford had an average vertical scale score of 462 in math and 462 in reading. Students from East Lyme lead our DRG with vertical scale scores of 480 in math and reading. Third to fourth grade students from Madison had vertical scale scores of 521 in math and 483 in reading (Stage III). Branford vertical scale scores are even less than the state average in math (497).
Jeez. We don’t look that good with these vertical scale scores either.
To be honest, all of these tests scores are quite dull to write about. And, it is depressing to hear more bad news over and over again. We have been talking about our scores for months now. And, I wonder if we raise our scores, are we, in fact, a better school district?
Maybe yes. Maybe no. But from a parent’s perspective, all this talk about scores, and bad ones at that, coupled with no observable action is frustrating. Let’s remember that the BOE is a $47 million corporation. Can you think of any other corporation that can stew about profit losses for this long without coming up with a game plan?
What I am not hearing mentioned with each twist in our current CMT saga is that Branford schools, as measured by a score, are not up to snuff. They are not where we once were a very short time ago. When, are we going to see a leader “step up to the plate” and say this is unacceptable and how are we going to fix this? When are we going to say that this one tiny window into how our children in school are doing on this one test may be pointing to larger concerns in the grand scheme of things? Are we truly meeting the educational needs of each and every student in Branford?
In my last blog I wrote an open letter to our next superintendent. Now, I write to remind our BOE of their role. I do understand some members believe the BOE is addressing our concerns. But, from my seat this is not at all clear. The fact that many public citizens speak up at meetings and ask questions is a strong sign that the public is not appreciating any progress. And, the constant patronizing rhetoric from the BOE is another sign.
Our district is at a crossroad. In order to fix a problem, there must be a realization and acceptance that there is a problem in the first place. I have yet to hear this from our BOE or the Superintendent’s central office.
We keep hearing from the BOE that it may take time. We realize this. But, it does not take this long for one member to stand up and say enough already. Too much time has passed waiting for the BOE to start asking the superintendent and the central administration tougher questions and to demand real answers.
Please, let’s speed this up. We need solutions.
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Thank you, Laura, for your excellent observations. As parents, our frustration has been with the inability of this superintendent and the BOE to publicly recognize the issues this system is facing. If there was a sense that 'we're all in this together' we would have more hope for a better outcome. Instead, we are shuttled to the background, treated as if we are stupid, then told we are nothing more than a drop in the bucket.