‘We’re going to change the culture here’

Published: Wednesday, January 15, 2014 at 01:44 PM.

The reason for this low point total is that just 44 percent of students were at grade level or better in reading, with a slightly higher percentage, 51 percent, at grade level or better in math. The lowest percentage at grade level or better was in writing, 40 percent, while the highest was in science, at 54 percent.

When it came to points assessed for learning gains overall, the school received 68 out of 100 points for math gains, and 56 points for reading gains. The data also showed that when it came to the lowest performing 25 percent of students, reading gains accounted for 57 out of 100 points, and math gains 56 points.

“Those are scary; we have a lot of work to do,” Bidwell said. “We’re not pointing at any grade level, it’s across the school. Everybody can improve their efficiency. We all can.”

The principal noted that one bright spot was how well students enrolled in accelerated classes were performing, as measured by end-of-year course exams and other data. The school earned 43 out of 50 points for middle school students, and 107 out of 150 points for high school.

But, he noted, when it came to the numbers of middle and high school students enrolled in such accelerated courses, or dual enrolled in community college courses, the numbers were less impressive, with the school earning only 35 of 50 points for middle school participation, and 44 out of 150 points for high school participation.

Bidwell said the remaining 20 percent of the school’s grade depended on a variety of other components, such as graduation rate and college readiness, and these results did little to improve the school’s grade.

Fewer than two-thirds of high school freshman graduate, even after five years of high school, and for those students who are considered by the state to be “at risk,” the numbers were little better.



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