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EIS, HCPS fail to make all NCLB goals

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Both districts face consequences for not meeting progress expectations

By Jonna Spelbring Priester

According to data released Tuesday morning, just 42.6 percent of the state’s school districts met all of their NCLB goals. Neither Henry County Public nor Eminence Independent Schools were among those schools.

Both districts failed to meet all of their NCLB goals; EIS met six of 10, while HCPS met eight of its 13 goals.

While EIS fell short on meeting any of its math goal – as well as failing to meeting the math and reading goals for students on free/reduced lunch, HCPS failed to meet its reading goals.

Among the individual schools, Campbellsburg Elementary, Eastern Elementary and New Castle Elementary Schools each met all of their goals. But Henry County Middle School met five of its ten goals, and Henry County High School met six of its 10 goals.

Data for Eminence Elementary School was not provided, but Eminence High School met five of its 10 goals.

According to the data released by the state, 2011’s results marked the first time EIS failed to make progress in reading, but the second year it failed to make progress in math. That means that the district is under NCLB consequences for not making overall adequate yearly progress for two years in a row. According to the reports issued by the state, that means the district must “notify parents using state-provided information, revise district improvement plan, request technical assistance if needed, and may be subject to corrective action from the Kentucky Department of Education.”

For HCPS, it marked the seventh straight year the district failed to meet its goals in math. Last year, the district met its goal in reading, but fell short this year. Overall, the district is in the NCLB status of “corrective action, year 4.” Corrective action begins once the district fails to make AYP for four years. The consequences are that HCPS “Notify parents using state-provided information, revise district improvement plan, technical assistance is provided by the state, and will be subject to corrective action from the Kentucky Department of Education.”

Adequate Yearly Progress

Three factors go into determining whether or not a school or district has made overall adequate yearly progress: 1 – meeting the annual measurable objective in reading and math; participation rate; and other academic indicators. At the elementary and middle school levels, the other academic indicator is an increase in the percentage proficient plus distinguished scores in combined science, social studies and writing on-demand compared to the prior year; or performing at or above the state average percentage proficient plus distinguished in those areas plus a confidence interval; or, decrease the percentage of novice scores in combined reading, math, science social students and writing on-demand . At the high school level, the other academic indicator can be a graduation rate equal to or greater than the annual 2010/2011 reporting goal of 82.32 percent, or a graduation rate that closes the gap between the previous year’s graduation rate of a school or district and the graduation rate goal of 90 percent by at least 10 percent per year.

Reading

According to the data, 71.29 of EIS students tested proficient in reading, with the confidence interval showing a high of 78.05 — above the target goal of 76.52. Among sub populations, data is available for EIS only for white students and free/reduced lunch. Among white students, 72.95 scored proficient, with the interval showing a high of 80.43. But among students on free/reduced lunch, 63.73 percent scored proficient, with a high of 72.84, below the target goal.

For the other academic indicators, the percent of proficient/distinguished students increased almost 10 points from 2010 to 64.79, and the graduation rate increased to 100 percent in 2010 from 97.14 in 2009.

Among the HCPS subpopulations — white students; students on free/reduced lunch; and those with disabilities — no group made its goal. White students had a high of 74.56, while free/reduced lunch students had a high of 67.67 and students with disabilities had a high of 46.17.

For the other academic indicator, the percentage of proficient/distinguished students increased about three percent from 2010 to 57.07, but the graduation rate decreased from 77.17 in 2009 to 74.58 in 2010.

Math

According to the data, 58.03 percent of EIS students tested proficient in math, with the confidence interval showing a high of 65.46 – below the goal of 69.84. Among the subpopulations, no group made progress, though white students, with a high of 68.10, were close. Students on free/reduced lunch had a high of 60.19.

At HCPS, students on free/reduced lunch, and those with disabilities did not make their goal, but showed improvement over 2010. In 2010, just 52.15 percent of students on free/reduced lunch were proficient or better in math, while 57.14 (with a high of 62.47) percent tested proficient or better in 2011. In 2010, students with disabilities tested at just a 21.14 percent proficiency level in math, while they tested 32.62 percent proficiency in 2011 (with a high of 43.02).