Local AYP scores lag
Last Updated on 12/1/2008
Published on 10/2/2008
By Scott Harper
sharper@gtowntimes.com
All but three elementary and middle schools in Georgetown County missed the mark with this year's Adequate Yearly Progress (AYP) but state officials say the news is not as bad as it sounds.
The release of the AYP data from the South Carolina Department of Education Wednesday was supposed to include all public schools in the state. Because of calculation problems, information about the high schools has to be refigured and is expected to be released next week.
According to the data that was released about elementary and middle schools, only Browns Ferry Elementary, Pleasant Hill Elementary and Sampit Elementary met all of their AYP objectives this year. The number of objectives a school must meet is based on several factors, including the makeup of the student population.
Students are divided into groups based on race, socio-economic status, disability and English proficiency.
The number of subgroups a school has depends on the diversity of the particular school. Most South Carolina schools will have between 17 and 21 subgroups, each of which must have 40 or more students to count toward the school's grade.
To meet yearly goals, a school must test 95 percent of the students in each subgroup and, in each of those subgroups, students must make a certain amount of progress in English and math.
If a school met all but one of the outlined objectives, that school would not make the grade under federal law.
It's that all-or-nothing part of the rules that have educators from the local and state level upset because many schools that are being called inadequate only missed the mark by two or three objectives.
For example, Andrews Elementary and Maryville Elementary successfully completed 19 of their 21 objectives but are still classified as inadequate.
Georgetown County School Superintendent Dr. Randy Dozier does not hide his frustration with the system.
"I don't think this system reflects the progress we've made. I question the accuracy of these results. Many of our schools have improved as indicated by PACT scores. Dozier said, adding the district has appealed some of the results.
Dozier also points out, each year the benchmark for meeting the AYP requirements is set higher and higher. In fact, by the year 2014, every student must be meeting 100 percent of their objectives in order for their school to be graded adequate.
"With the changes made this year in increased benchmarks and alterations in subgroups, it isn't surprising that test scores are lower across the state. The system is complicated and confusing and in my humble opinion, fraught with errors. In spite of this system, we will continue to make good progress and make the best possible advancements for our children. I certainly do want to compliment our teachers, students and parents for the significant progress we have made in the last few years."
State Superintendent of Education Jim Rex -- calling AYP an "unfunded federal mandate" -- he feels the grading system is flawed and is unfair to schools that are high-performing but still do not meet every single objective.
"Unless No Child Left Behind's rating system is revised to incorporate a more commonsense approach, the danger is that this law will lose all credibility with the public. That would really be disappointing because its goals are so admirable," Rex said.
During a press conference Wednesday, Rex said he knows many if the schools across the state rated inadequate are making great progress.
He said AYP is "just one piece of information" a parent should consider when judging the adequacy of their child's school. He said parents should talk to their child's teachers and principal and look at other factors when considering the effectiveness of a school.
Two schools singled
Two middle schools in Georgetown County -- Carvers Bay and Rosemary -- have been placed on a "needs improvement" list as a result of this year's AYP results.
According to the state, Carvers Bay Middle has been placed under a "restructuring" status because the school missed AYP after two years of corrective action. As a result, the school must implement the restructuring plan and continue school choice and supplemental services.
As for Rosemary Middle, it has missed AYP for four years. That school must continue school choice and supplemental services and the school district must take corrective action.
Rex said although parents of students at these schools have the option of sending their child to another school, few parents across the state choose to do so. He said one reason is because, despite the AYP results, they do not feel the school is under-performing.
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For a complete listing of all elementary and middle school AYP data, go to http://ed.sc.gov/topics/assessment/scores/ayp/2008/default.cfm.
The report will also be posted on the Georgetown Times Web site, www.gtowntimes.com.
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Mr Schott, every child is born with an appetite, it must be taught how to satisfy it. Even if the 3 schools "taught the test"...the children did manage to LEARN. Mr. Rex said it best...AYP is an "un-funded" federal mandate...not high on any school districts list in crunching economic times that demand tough choices. I do not envy our educators. Posted by taxpayer wuth kids on 10/7/2008
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To question: I'm just another public school throw away who had to learn for myself. Were you one of my teachers? Posted by Horace Schott on 10/6/2008
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Who is Horace Schott? Where do you teach? OR are you just another "man in a suit" telling the educators how to do their job? The test is based on standards. If you teach standards based curriculum, then you will achieve the goals set for your school. Some things I realize are beyond a teacher's control,i.e. home life. And as far as the drop-out rate, it could be a result of WELFARE...you get more by doing less. Why would you finish school, if every month you got a check for doing absolutely NOTHING!!! No HS diploma needed for that!!!! Posted by question on 10/6/2008
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Before all of you "taxpayers" jump on the bandwagon to beat up the school board and teachers, it would pay you to learn what is actually required of the schools to meet AYP. All students, regardless of any factor, must meet the objectives for their grade level. That poises such incredible variety of obstacles for the teachers, it is a wonder that any public school meets AYP. I would look at the ones that passed, because they obviously are doing something differently than the rest. Posted by georgetown girl on 10/6/2008
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It is much easier to "complain" about the rules of the program than to admit most schools failed. For some reason three schools solved the puzzle. Give them a bonus and let them teach the others. But what the "..." to I know. I just have a GED. Posted by Tired of Taxes on 10/6/2008
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To taxpayer with kids: Those three schools met the requirements because they teach the test. The problem isn't with the teachers or principals, it is with a system that believes that education involves the accumulation of facts rather than developing an apetite for learning. That apetite feeds itself. Without it, the mind starves. Look at the drop out rate. Around half the kids are victims of the famine. Posted by Horace Schott on 10/6/2008
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we have at least 3 schools in the county that found a way to meet the AYP requirements...why not learn from them and see what can be applied to the rest of the schools? Posted by taxpayer with kids on 10/6/2008
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As a teacher who teaches at a school that met AYP, I take offense to people who say the only ones who meet AYP, teach the test. This statement is only made when certain schools don't meet the requirements. The system is not perfect, but don't take away this achievement by NOW saying we teach the test. Did the schools who met AYP last year and the years before only teach the test? I think not. The bar has risen...Do I think we will have 100% proficient by 2013. Of course not! However the blame should not be placed completely on the district or the teachers. Parents play a role in education, too. Posted by teacher on 10/5/2008
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Principals and teachers are expected to come up with a magic formula for success with no help from the overstaffed department of curriculum and instruction. Shouldn't the same be expected from administrators at the district office? Enough excuses...what's the plan? Posted by Houdini on 10/5/2008
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All these test scores are meaningless. The schools that do well are those that "teach the test" rather than getting children interested in what they are learning. The best evidence: A drop-out rate of around 50%. When asked about that in the past, District staff would try to funny with the numbers by switching attention to something they call the "completion rate." That's where the add every GED received by those who previously dropped out a success for the District. But the District deserves no credit for those achievements. Those belong to the individual GED recipients who, after realizing that they've been left behind, start doing something about it themselves. Posted by Horace Schott on 10/4/2008
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Thank you Dr. Dozier and Dr. Rex for celebrating the accomplishments and complementing the hard work of all of our elementary and middle schools. It is refreshing to realize that you are aware that: our students are achieving success; our teachers are going above and beyond to meet the ever challenging needs of all students; our support staff creates an environment conducive to learning in our schools; our administrators will continue to provide instructional leadership and support to those in their respective schools under your leadership. Posted by Hardworker in the GCSD on 10/4/2008
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What!! The Board should explain. Without giving excuses. Posted by taxpaper in Georgetown Co. on 10/3/2008
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