Wednesday, August 20, 2014

ACT Scores




The School District of Janesville began redesigning high school curriculum during the 2012-2013 school year in response to lackluster student achievement results on the ACT and advanced placement (AP) test results.  The effort known as Project Redesign is ongoing, and is a complete overhaul of the curriculum beginning with 9th grade and rolling up to subsequent grades.  This effort has the ultimate goal of aligning curriculum with the Common Core State Standards and the ACT College and Career Readiness Standards.  “The School District of Janesville cannot settle for being average,” stated Superintendent Karen Schulte, “we must do better for our children and we will.”

To increase the College and Career Readiness of our students, the School District of Janesville has begun annually monitoring our students’ growth with the ACT’s Educational Planning and Assessment System (EPAS) from 7th through 10th grade.  Additionally, all 11th grade students participated in a practice ACT in the spring of 2014.  As part of Project Redesign, these results, along with our annual ACT data, are being used to identify students’ learning needs and align the curriculum with the College and Career Readiness and Common Core State Standards.  This system will also help schools monitor student progress toward the desired outcome of College and Career Readiness, as well as improved ACT scores. 

A review of the 2014 district ACT scores shows an increase from 21.5 (2013) to 21.7 (2014).  District scores this year trail the state composite score by 0.5 compared with 0.6 in 2013. The state composite ACT score increased by 0.1 from 2013. District scores are above the national average by 0.7 points.


Graduation Year
District Composite Score
State Composite Score
2012
21.4
22.1
2013
21.5
22.1
2014
21.7
22.2




          Craig High School:                Scores increased from 21.9 to 22.1 at CHS.  The composite score at Craig trailed below the state by 0.1, but was above the national average by 1.1.

          Parker High School:               Scores improved from 20.9 to 21.1 points from the previous year.  Parker trails the state by 1.1, and is above the national average by 0.1. 


                   Sub-Tests:                      As a district, scores increased in English, Math and Science; scores stayed the same in Reading. Scores at Parker High School improved in English, Math, and Reading, and declined by 0.1 in Science. Scores at Craig High School improved in all for sub-tests.   

A substantial change will take place next year when all Wisconsin public high school students enrolled in eleventh grade take the ACT in the spring of 2015.  In addition, due to state mandate, the progress of all 9th and 10th grade students will be monitored using the Aspire test designed by ACT.  As part of Project Redesign, these results, along with other student achievement data, are being used to identify students' learning needs and to align the curriculum more closely with the College and Career Readiness and Common Core State Standards. These systems will also help schools monitor student progress toward the desired outcome of College and Career Readiness, as well as improved ACT scores. 

The results from this year’s testing are reflective of the 2014 graduating class, which means the majority took the ACT in the spring of 2013. 

Dr. Ehrhardt states that an  “analysis of this year’s ACT data indicates work still needs to continue with enhancing student achievement in our high schools especially with ensuring students are ready for college-level coursework in Algebra.    The ACT data reveals that our high schools are ten percent behind the state benchmark for college Algebra.”    In response, starting this school year, all students enrolled in grade eight will now take Algebra.  ACT trend data indicates the average math score on the ACT increased by two points when students take Algebra in the eighth grade.  The middle schools have been planning for this change for the past three years.  Also, a series of secondary math “Boot Camps” have been taking place throughout the summer to assist math teachers with the professional development needed to improve student performance in high school math.  Dr. Ehrhardt acknowledges that “challenges continue, however, the goals of Project Redesign (to create student learning experiences that are more rigorous, relevant and engaging) is starting to pay dividends.  Central to that success story is the diligent efforts of the staff at both Parker and Craig high school to refine curriculum, focus instruction and motivate positive student performance on the various data markers that measure results.”



No comments:

Post a Comment

Note: Only a member of this blog may post a comment.