CSAPs show Re-1 students lacking in math | PostIndependent.com

CSAPs show Re-1 students lacking in math

Roaring Fork Re-1 School District high schools’ principals graded their own report cards this week. To achieve state accreditation, the schools were mandated to improve their Colorado Student Assessment Program scores by 8 percent last year. Overall, they met that goal, but principals see much room for improvement.Principals of the district’s four high schools presented the school board the results of four years of CSAP in ninth- and 10th-graders.The results confirm what teachers and administrators have claimed since the tests were first adopted. Kids in Re-1 are doing comparatively well in reading and writing, but are not doing well in math.Math scores “have been kind of troubling statewide,” said Basalt High School principal Jim Waddick.BHS is no exception. In 2001, 17 percent of the students tested were proficient or advanced in math, Waddick said. But a new math curriculum and daily math instruction for ninth- and 10th-graders in 2003 helped pull the score up to 39 percent of the students being proficient or advanced, compared to the state average of 18 percent, he added.”I felt really good about that. I think we have outpaced a lot of schools in the area,” he said.CSAPs also confirm what teachers and staff have observed, that growing ranks of Latino students who are just learning English and to read and write in their own language, test lower than their Anglo counterparts.Nowhere was that more apparent that at Roaring Fork High School in Carbondale, where the four-year overall trend has shown scores dropping instead of improving.RFHS Principal Wendy Moore said the growing number of Latino students with language and literacy issues is the primary factor in the downward trend.Glenwood Springs High School principal Paul Freeman echoed Moore’s frustration.”We made huge gains for Latino students in the ninth grade that were offset by an equal decrease in 10th grade,” he said.Anglo students’ scores also declined in 10th grade, but not by as marked a degree, he said. Freeman also noted that Latino students in ninth grade had more English as a Second Language and literacy help than the tenth-graders, which made a difference on their CSAP scores.”We have some small grounds for satisfaction, but no grounds at all for complacency,” Freeman said.”We have some small grounds for satisfaction, but no grounds at all for complacency,” Freeman said.

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