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Puzzle: African American Proficiency Much Lower Than Kindergarten Readiness
In elementary school, something seems to work very differently for African American students than for other student groups. That’s the pattern that emerges from comparing KPREP proficiency rates for the last two classes of third graders to the kindergarten readiness rates when those classes started school. For Kentucky’s African American students:
44.2% were kindergarten ready…
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Jan 11 2019 Supports Boost Success in Murray
JANUARY 2019 \\\\\ MURRAY HIGH SCHOOL
SUPPORTS BOOST SUCCESS
Keagin Brooks’ second math class of the day is turning around years of frustration about the subject — not quite understanding algebra basics and growing accustomed to test results that lag behind other subjects. A few hours after her Honors Algebra II class, the 16-year-old junior returns to… -
An Absent-Minded Quest
I’ve been feeling somewhat like an adventurer on an epic quest in search of the answer to a question that, in my mind, should be fairly simple: What is chronic absenteeism? As part of the new accountability standards, I assumed that a functioning definition for the term MUST exist somewhere in the vast catalogues of information we now access on the Internet. After all, it was defined and utilized within the Every Student Succeeds Act (ESSA) and as part of the Office of Education Accountability (OEA) report. Yet, the more I asked, the more the answer changed. Surely, the definition must be somewhere. Yet, as part of my journey, slaying the dragons of red tape and being the new “guy”, I was informed - much to this researcher’s chagrin - that a singular definition of chronic absenteeism does not exist. Though the many permutations of the discussion are similar, there are nuances. On my quest, I came across these similar (yet different) definitions: Chronic absenteeism is typically defined as missing 10 percent or more of a school year -- approximately 18 days a year, or just two days every month. (Obrien, 2013) Students who are chronically absent—meaning they miss at least 15 days of school in a year—are at serious risk of falling behind in school. (U.S. Department of Education) Chronic absenteeism measures attendance in a different way, combining excused, unexcused and disciplinary absences to get a complete picture of how much instructional time students are missing. (Jordan, Miller, 2017) The criteria for chronic absenteeism varies, but generally students who miss 10 or more days of school or 10% or greater of the school year are considered chronically absent. (Carter, 2018) Chronic absenteeism—or missing 10 percent or more of school days for any reason—is a proven early warning sign of academic risk and school dropout. (Bruner, Discher, Chang, 2011) And of course, I asked Merriam-Webster: 1: prolonged absence of an owner from his or her property 2: chronic absence (as from work or school); also: the rate of such absence. -
Sep 26 2018 Rising Graduations and Declining ACT Scores in 2018 High School Results
Compared to 2017, high results released today showed continuing improvement in graduation rates, but an alarming drop in high school juniors reaching the ACT benchmarks established by the Council for Postsecondary Education.
As shown in the table below, graduation increases were reported for all students and for every group except for Hispanic students’ four-year graduation rate.
For… -
Sep 26 2018 2018 Middle School Results Are Mixed
Compared to 2017, middle school KPREP results released today showed potentially important increases in reading and writing proficiency, but also showed proficiency declines in mathematics and social studies.
As shown in the table below, this pattern was visible for all students and also English learners, students eligible for free or reduced-price meals, Hispanic students, and students… -
Sep 26 2018 2018 Elementary Results Raise Concerns
Compared to 2017, elementary school KPREP results released today showed declining levels of proficiency in math, social studies and writing and only small increases in reading proficiency.
As shown in the table below, this pattern was visible for all students and also for students with identified disabilities, students eligible for free or reduced-price meals, African American… -
Press Release: Kentucky Board of Education Establishes New Standards for Identifying Low Performing Schools
September 5, 2018
FOR IMMEDIATE RELEASE
For More Information Contact:
Brigitte Blom Ramsey, Executive Director
(office) 859-233-9849
(cell) 859-322-8999
brigitte.blomramsey@prichardcommittee.orgG
Kentucky Board of Education Establishes New Standards for Identifying Low Performing Schools
Nearly Half of Kentucky Schools Expected to Be Identified for Improvement
The Prichard Committee supports meaningful standards, high expectations and robust accountability that helps ensure quality learning for all students in Kentucky schools. The… -
Jun 14 2018 New Higher Ed Equity Report Released – How did Kentucky fare?
New Report shows postsecondary attainment gaps – Kentucky is making progress.
A new report released today by the Education Trust – a national non-profit focused on equity in education – brings into sharp relief postsecondary attainment gaps between racial and ethnic groups at both the national and state levels. The report specifically ranks and grades states… -
STATEMENT | Declines in 2017 Reading and Math Results Raise Concerns
Declines in Reading and Math Raise Concerns,
Along with Losses for African Americans and English Learners
Renewed commitment to high expectations and
adequate supports is necessary going forward
LEXINGTON, KY –Statewide assessment and accountability results for academic year 2017 released today show declining reading and mathematics proficiency compared to 2016, along with declines in most tested subjects for African American students… -
Nov 22 2016 2016 Statewide Results: An Excellence with Equity Report
“2016 Statewide Results: An Excellence with Equity Report” is the first of what will become an annual analysis of the test results recorded by Kentucky’s elementary and secondary students. The study asserts that while no one assessment can give a complete picture of student learning, the results provide an important snapshot of recent progress and…
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