September 9, 2005

2005 STAR results laudable at all levels

ESD’s scores remain ahead of state and county
scores at all grade levels, all content areas

By Candy Richter
Staff Writer

In mid-August, the state released its annual Standard-ized Testing and Reporting (STAR) scores touting significant gains across the board over 2004 results.

According to State Superinten-dent Jack O’Connell, California’s public school students are making widespread gains in most subjects and grade levels tested. This momentum has been reinforced by the five years of collective data supporting the upward movement of California’s student populace.

“With five years of data, we can now see a clear trend of student gains in nearly every subject and every grade,” O’Connell said. “This impressive gain in student achievement can be traced back to the implementation of our comprehensive standards-based educational system. Since California adopted rigorous standards of what every child should know and be able to do and systematically integrated those standards into the classroom, our schools have made steady improvement.”

This year’s STAR results are in sharp contrast to the disappointing outcome of the 2004 test scores. Most notably improved are the scores at the high school level, which have been a challenge area in years past.

“I am particularly pleased with the improvement seen in our high school scores,” O’Connell said. “After years of stagnation, our high schools are making some positive progress,” he continued. “In addition to showing improvement on our standards-aligned tests, greater numbers of high school students are taking more college preparatory mathematics and science courses like algebra, geometry, chemistry and physics.”

ESD scores continue to rise
Traditionally, both Santa Clara County and Evergreen School District schools have scored above the state average, and this year is no exception.

These gains can be attributed to assessment-driven, standards-based instruction at all Evergreen schools. In the fall and throughout the year, each staff, under the instructional leadership of the site principal, analyze assessment data to understand the needs of each student.

Based on this analysis, schools plan a solid classroom instructional program and offer after-school intervention and enrichment classes. This focused approach to educating all students has resulted in improved student achievement across the grade levels.

“I am extremely pleased with our school and district STAR scores,” said Clif Black, superintendent of the Evergreen School District. “I am proud of our schools and the achievement of our students. This success is a direct result of focused instruction on the part of all of our teachers.”

Susan Hanna, assistant superintendent of instruction, noted that this improvement can be attributed to five aspects of the district-wide instructional program implemented at all schools.

They include: a state-adopted textbook for each student in the four main curricular areas, the implementation of instructional strategies that meet the needs of all students, a learning environment that encourages all students to succeed, the use of assessment data to drive instructional decisions and well-trained staffs to implement all of the above.

STAR Test changes for 2005
In August 2004, the governor signed legislation reauthorizing the STAR program. Changes to the test affected both the California Achievement Test, Sixth Edition (CAT/6) and portions of the California Standards Test.

Before this reauthorization, the CAT/6 survey was administered to all students in grades two through 11 in the areas of language arts and mathematics.

Under the parameters of the new legislation, effective with the spring 2005 testing session, only students in grades three and seven were administered the CAT/6 Survey. The purpose of administering the CAT/6 Survey is to determine how well California students are achieving academically compared to a national sample of students tested in the same grade at the same time of the school year.

Working to close the gap
As in years past, O’Connell’s focus remains on closing the achievement gap between the state’s socio-economically disadvantaged populations, English language learners, special education students and other challenged subgroups.
“While the consistent growth of our subgroups across all measures should be celebrated, I am seriously concerned that our achievement gap remains unacceptably wide,” said O’Connell. “Of particular concern are the overall results of our African-American and Hispanic/ Latino students, as well as our English learners and special education students. While they have made impressive gains, we must seek extraordinary progress for those students in order to close the achievement gap that persists for all groups.”

O’Connell emphasized the need to maintain the focus on content standards and reinvesting in the state’s lowest performing schools—in such critical programs as improved teacher training and extra assistance for programs for at-risk students.

“Such investments and high expectations are critical for success for all students in our global economy,” O’Connell said.

For more information on the STAR and CAT/6 Survey results, visit www.cde.ca.gov. The STAR Program data released in mid-August is considered preliminary. A second posting of preliminary results that will include all students tested is scheduled for October. Final results after local corrections are incorporated are scheduled for posting during December.

Watch the Times for an article on the Academic Performance Index scores, which should be finalized in mid-October. Preliminary scores can be found on the same Web site, www.cde.ca.gov.