Commentary; Posted: 8/8/07
Test results a key to show progress
Most people agree that high school students of today need a strong fundamental education, particularly in reading, mathematics and science, to compete in the global economy.
By most measures, schools in Minnesota rank well compared to schools in other states by graduation rates, dropout rates and by number who go on to colleges and universities.
Still, there are critics who believe students should be doing better.
One way to judge effectiveness of a school system is testing the students. Obviously there are other measures such as class sizes, money spent per pupil, qualifications of teachers, an updated curriculum, good facilities, up-to-date textbooks, capabilities of students and involved parents.
Last week, the Minnesota Department of Education released school-by-school results of the Minnesota Comprehensive Assessment tests taken in reading and mathematics.
Public school students in third through eighth grades took the reading and math tests. Students in 10th grade took a reading test and students in 11th grade took the math test.
These tests are required by provisions of the federal No Child Left Behind Law. Results will be used to determine if the schools are making annual yearly progress. The list of public schools making or not making annual yearly progress will be released in August.
Schools that haven’t made annual yearly progress are subject to consequences that could result in the school being reorganized.
Parents of students who took the tests will be notified by mail on how well their students did on this one test by seeing if they met, didn’t meet, or exceeded the standard of proficiency. The test results won’t affect either a student’s grade, nor their eligibility to graduate.
Looking at the state MCA test results compared to last year, Education Commissioner Alice Seagren said the scores are holding steady. There was a slight gain by students who took the math test and a slight drop by students who took the reading test.
For some, that’s not good enough since the No Child Left Behind Law is based on steady improvement by schools deemed to be regressing.
As a result, principals and staff are focusing more attention and resources on subject areas and sub groups where progress is lagging. Staff wants to see their students on the “good” list, and that’s happening.
The director of research and evaluation for the Bloomington schools observes that bottom-performing kids are doing better. The aim of the No Child Left Behind Law is to have all students be proficient in reading and math by 2014.
It’s important for parents and students to realize that testing is serious business. Students must pass a state reading test to graduate. The class of 2010 also will have to pass a writing test that will be part of the MCA writing test.
While the No Child Left Behind Law has its critics, the required tests and determining if a school is making annual progress in teaching its students, have stirred interest in school leaders targeting a school’s attention and resources.
That’s good for the students and the taxpayers who keep wondering how their children are learning and how their money is being spent. — Don Heinzman
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