On July 2, 2013 the Rhode Island Department of Education (RIDE) released school classifications using a new system. The new system, revamped according to RIDE website “...comes out of a request for “flexibility” regarding some of the provisions of the Elementary and Secondary Education Act (ESEA - also known as No Child Left Behind or NCLB)” , and it placed my school, East Greenwich High School into a category of “Warning”. The reasoning for this classification has been explained by RIDE as: the size of the gap that existed last year in our NECAP Math scores between the scores of our “Performance Reference Group” and a subgroup of “Students with Disabilities” has increased.
Needless to say, this data, in light of the high stakes nature of NECAP on our students ability to graduate, and the impact that it has on our school’s classification and reputation, greatly concerns us. We have, and will continue to actively take steps to address this and any gaps that we may identify in our students’ learning. There is, however, a great deal of data and information that comes out as a result of this annual classification, that has not yet been disseminated to the EGHS community. It is my intention to do so here.
What follows below are some important data points from our 2013 ranking and scores that I hope will clarify some of the concerns that the community may have, and will show the true growth that East Greenwich High School has made and is currently being overshadowed by this new classification. All of the information below can be obtained through RIDE’s "Fall 2012 RI NECAP Results Public Report" or Public NECAP Reports via Measured Progress. The links in the bullets are to the the official RIDE “Report Card” for EGHS in the year highlighted.
A Closer Look at the Data
- According to our Official “School Report Card” EGHS had the number of examined targets almost double this year. However, we “Met” or “Met †” († symbol means- Student group has fallen short of the target but has made sufficient progress”) in all of those targets in 2013 (9/9). This was not the case when we were ranked as a “Commended” school in 2012 (3/5).
- The percentage of EGHS students achieving “at or above proficiency” in Mathematics on NECAP improved in 2013 to 70%. This is 5% growth from last year and a 6% growth over 5 years. This growth puts further pressure on any gap that may already exist between all students and any subgroups. Only one other high school in the state (Barrington HS) joined us at or above 70%. The State average in mathematics is 34%.
Reading and Writing
- The percentage of EGHS students “at or above proficiency” in Reading on NECAP improved in 2013 to 95%. This is 4% growth from last year and a 5% growth over 5 years. Only one other high school in the state (Classical HS) was at or above 95%. The State average in reading is 79%.
- The percentage of EGHS students “at or above proficiency” in Writing on NECAP was 75% in 2013 . The State average is 50%. NECAP Writing Scores are not a factor in school classifications and unlike NECAP Reading and Math, RIDE has not made it an area required for graduation.
EGHS Scores vs. RI “Commended” and “Leading” Schools
All data taken from Fall 2012 RI NECAP Results Public Report
1. Commended Schools
According to RIDE’s Website on School Classifications Commended Schools are “The highest performing schools that represent the strongest patterns of performance across metrics, test at least 95% of their students, and serve all students well.”
RIDE “Commended” Schools
Exeter West Greenwich
Jacklyn M. Walsh
“Commended” Schools Average
2. Leading Schools
According to RIDE’s Website on School Classifications Leading Schools are ranked as such because of “Strong achievement in reading and mathematics, small or no gaps in student performance, and/or are improving student achievement, and increasing graduation rates
RIDE “Leading” Schools
“Leading” Schools Average
New Factors Qualified for in a New Classification System
- For the first time ever, in 2013 EGHS had enough students qualify for the subgroup “Students with Disabilities” as a category RIDE uses in determining in classification. In order to qualify for any subgroup that is factored into classifications, the group’s population must be greater than or equal to 20 students. In addition, new to the classification system this year, if a school qualifies for a subgroup, RIDE automatically creates another category that is then also used in the classifications called “super-subgroups”. This occurs even though the school’s population may not qualify for the other subgroup that is factored. The EGHS super-subgroup is called “Program” Super-Subgroup and it consists of students with an IEP along with students who are considered ELL (English Language Learners).
EGHS Actions- Math and Subgroups
- Based on previous years NECAP and course taking data, in 2011-2012 EGHS made major changes to it’s Mathematics scope and sequence as well as to the courses offered to all students in Mathematics for School Year 12-13.
- In SY 12-13 EGHS increased the number of “Math Labs” to meet increased need and support students to meet the new NECAP graduation requirement. This class provides additional direct mathematics instruction by a certified Math teacher and supported with a Special Education teacher. Math labs support all students who meet local criteria as being in need of Mathematics support.
- Specialized sections of “Study Skills”, a Special Education support class, were designated for students with IEPs who struggle in Math during SY 12-13.
- To support struggling students, the number of sections of Response to Intervention (RtI) (which is taught by Special Educators) was increased.
- A grant funded after-school program called “Check and Connect” was implemented in SY 12-13 to support students involved in RtI.
EGHS’ Commitment to Excellence
Despite our school’s history of, and continued exemplary achievement on standardized tests such as NECAP, SAT, AP, ACT, etc., we reject the notion that any school, student or educator should ever be defined or categorized simply by one test or measure. Standardized tests can be a valuable tool to help inform instruction, but they are only a snapshot in time, not an album of true growth and achievement. As such, we will constantly work to examine and improve the full complement of educational experiences for our students at EGHS.
We are proud of the hard work done every day by our students, teachers, staff, parents, and the support that the East Greenwich community provides to the High School. We are confident that in the coming years, the EGHS community will rise to the challenge of closing any achievement gaps that we may encounter, whether for groups or individuals. While we continue to be proud of the education that we provide at EGHS, we will always look to improve, because we are truly driven to empower students as lifelong learners. We believe that this is best accomplished through: a commitment to implementing and achieving the highest standards, delivering personalized instruction with student choice, and promoting real and relevant skills that our students find valuable to shape their futures.