According to the results, math scores increased by 4 percent to 35.2 percent "at goal" and reading scores increased by 3 percent to 39.6 percent "at goal". Since 2008, the district has shown some overall progress in reading and writing. More than half of tenth graders performed "at goal" in writing.
However, Norwalk continues to lag behind the state average by 10 to 15 percentage points in math, science and writing. In reading, however, the gap is narrowing to 5 percentage points between Norwalk and the rest of the state.
The achievement gap between Norwalk's white and minority students remains significant. For example, 9.7 percent of Black students scored “at goal” in math versus 58.2 percent of white students. In reading, 12.3 percent of Black students scored “at goal” versus 50 percent of White students. The scores for Black students “at goal” dropped in all subject areas.
Hispanic students also scored behind their White peers, but made “at goal” improvement in every subject area this year. For example, 26.5 percent of Hispanic students scored “at goal” in math; that’s up from 19.5 percent last year. In reading, their "at goal" score went from 20.1 percent last year to 25.5 percent this year.
The city's two high schools, Norwalk High and Brien McMahon, had similar results overall in math and science. However, Norwalk High scored higher in reading with 42.5 percent at goal versus 39.5 percent at McMahon. In writing, 58 percent of Norwalk High students "at goal" versus 46.5 percent at McMahon.
The CAPT is administered annually in March to high school sophomores across Connecticut. It tests math, reading, writing and science and is used by the federal government to measure yearly progress through the No Child Left Behind law. The CAPT has five levels of performance for each content area: Below Basic, Basic, Proficient, Goal and Advanced.
Percent of students at/above “Goal”
Norwalk State
Grade 10
Math 2008 38 50.2
Math 2009 37 48
Math 2010 31.2 48.9
Math 2011 35.2 49.6
Science 2008 32.7 46.5
Science 2009 32.3 43
Science 2010 33.5 45.5
Science 2011 32.9 47.2
Reading 2008 31.0 45.5
Reading 2009 36 .1 47.5
Reading 2010 36.7 45.9
Reading 2011 39.6 44.8
Writing 2008 47.9 57.9
Writing 2009 39.6 55
Writing 2010 51.1 59.6
Writing 2011 51.1 61.3
Posts
Looks like the hard work that the Asst. Superintendent and his team have been doing has paid off. We are on the move up! The CALI model is working. The elementary results are up too. Congratulations for those who have worked so hard to move the test scores in the right direction.
ReplyDeleteCongratulations to the students, teachers and ALL NPS staff for their hard work. It's been a bumpy year.
ReplyDelete9:00 - If you understand CALI, you know that the schools' building data teams and instructional data teams are what are guiding the work that leads to gains. You must be one of those people who think it would be good to make the assistant superintendent the next superintendent of schools. I don't regard anyone as less qualified, nor do I know of anyone who would be more divisive.
ReplyDeleteBut here is the essence of your approach: When scores are good, give credit to the assistant superintendent. When scores are bad, blame the principals and the teachers.
STATES CURB DOUBLE DIPPING
ReplyDeletehttp://www.edweek.org/ew/articles/2011/07/13/36doubledip_ep.h30.html?tkn=ZPRFLot13%2F9NlxQieIx7B8MP9%2FrkfpKn1mIw&cmp=ENL-EU-NEWS1
This post is not intended to be teacher or administration bashing. There are excellent teachers and administrators out there and we know who they are. This is an all-in-one to political candidates (particularly those in charge of political appointments and/or hiring for very crucial positions as there are too many immature, selfish people being appointed and way too much cronyism and favortism in bringing in unskilled people) to stop the double-dipping in all areas. Most retirees who were professionals during their careers should be drawing from their retirement plans. Give non-retirees a shot. Grow the economy!
With all this back and forth about education, how on earth are we to implement anything with no money to fund the bright ideas? And with the immature professionals who don't know how to lead and the immaturity displayed with favortism over our children's education, how do these children stand a chance of being able to compete in the national market, let alone the global one?
"THE AMERICAN TEACHER" (A Film)
ReplyDeletehttp://fest11.sffs.org/films/film_details.php
Again, my post above was honestly not intended to bash. We just need to get a handle on things maturely. It would be interesting to compare and contrast the films "Race to Nowhere" and "The American Teacher" "The American Teacher" makes the claim that American teachers are grossly underpaid. This is not the case in Norwalk. Is it?