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Boston: The Column of the Mayor |
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By: Mayor Thomas M. Menino |
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is reason to be proud of the students and teachers in the Boston Public Schools right now.
The end of the year Stanford 9 achievement test show significant gains where we most need
to see them at the middle and high school levels, especially in math! The results of our
Stanford 9 tests show that our five year reform plan for the Boston Public Schools, called
"A Focus on Children," is making strong and steady progress. Four years ago, we
began administering the Stanford 9 achievement test to obtain an honest assessment of our
student's capacity to perform against high academic standards. As standardized tests go,
the Stanford 9 is one of the toughest, but the scores improved again demonstrating the
ability of our students to rise to the challenge.
Students are scored in four categories from the lowest - "1" or "little mastery" and "4" or "superior." Our objective is to move more students out of the lowest scoring category and increase the number of students performing at the higher levels of proficiency. Student scores this year improved in all grade levels in all grade levels in both math and reading showing progress on this objective. The results show that nearly 80% of our students scored at the basic or higher level ('level 2' or greater) in reading and 60% scored basic or better in mathematics. The current 8th grade students, the first class that will be required to pass the MCAS to obtain a high school diploma, made the most significant gains. They showed significant improvement over last year on all levels in both reading and math. We know that our students are performing better against very high standards. We are proud and at the same time determined to work on continued improvement. |
These results point to a continued level of significant gains rather than just a one-year success story. The scores build upon the gains made in the past two years, showing that reform in our schools is happening. While there are signs of progress, we must remember that there is still work to do in helping the lowest scoring students move into a higher category of performance. Our efforts to improve student performance will continue when we launch a mandatory summer school for students failing reading or math in grades 2,5,6,7 and 8. The very small classes, individualized attention and a sole focus on reading and math will enhance the systemwide performance. Additional intensive attention will also continue during the school year for "at risk" students in the critical transition grades (3,6,9) where students are moving into middle and high school. Academically at risk students will have access to additional classroom teachers for spending more time each day on reading and math. (up to two hours reading assistance and one hour of math). Students may also enroll in after school tutoring. These extra help opportunities in math and reading will make sure that all students at every school have access to the best possible opportunities for educational achievement. The Stanford 9 test results this year show some rewarding data. The results show that positive change can and are happening. "Focus on Children" is now coming to the close of its third year. These test scores affirm the successful momentum of this reform effort and offer excellent data on where a more concentrated effort for improvement. The plans we have for intensive reading and math instruction this summer and in the coming year will support students in need of help and contribute further to systemwide progress. ¨ |
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