Huntington Studies State Assessment Results
Huntington School District officials continue to study state assessment test results and refine plans to improve scores. School districts everywhere are conducting similar reviews, which are common in this age of testing and “accountability” measures.
While Huntington officials are pleased with the high scores achieved by some student groups, they see the need for more work across the board, especially with students who continue to struggle in meeting state standards.
The State Education Department breaks down scores for districts into subgroups to provide a better understanding of the raw data. A study of Huntington’s ELA results for grades 3-8 show the district falling into the same phenomenon that many schools across the country have, namely students who are defined as “economically disadvantaged” achieve at much lower levels than those listed as “not economically disadvantaged.”
For example, only 28 percent of Huntington sixth graders who are economically disadvantaged met or exceeded the state ELA standards. That number pales in comparison to the 90 percent of not economically disadvantaged sixth graders who met or exceeded the learning standards. Similar results are seen in every grade level tested in the district. Huntington will continue to target individual students with a variety of programs to improve their performance.
Disparities were seen in the state math assessment, too, with large groups of students earning high scores while others struggled. For example, among sixth graders, 89 percent of those defined as not economically disadvantaged met or surpassed the state standards while only 43 percent of those who are economically disadvantaged did the same.
There is also much good news in the results. For example, among third graders, 95 percent of those who aren’t economically disadvantaged met or exceeded state math standards and 81 percent of those who are economically disadvantaged also met the standards.
Close relationships have been created between district, building and department leaders as academic interventions are developed and implemented. In some cases this has led to modifications in master schedules as administrators and teachers search for a more effective delivery of academic intervention services.
Officials stress that students at every level are receiving the programs and classes they need to excel. Some students are performing well so they are continuing to be given opportunities for an enriched curriculum while those students who need to strengthen their skills are being provided with intervention services.
Huntington is providing academic intervention services (AIS) to every student who scored at either the 2 (partially meeting standards) or 1 (not meeting standards) level across grade levels. Instruction is being tailored to meet the needs of students. Extra help periods are being used to provide both enrichment and extra help, as well as test prep, as individual needs demand.
What is clear from a study of the state results is that a large majority of Huntington students are either meeting or exceeding standards. But, teachers and administrators say they won’t rest until every single student meets state performance target levels.
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