It’s report card time again for Minnesota schools, and many did not make “adequate yearly progress” (AYP) this year under the federal No Child Left Behind (NCLB) Act. How are we to interpret the apparent failure by so many schools to make the grade in reading and math? How does this jibe with Minnesota’s national-leading performance on tests such as the ACT? And what do the list of “underperforming” schools and the number of stars on the state report card tell us about our own local schools? It’s crucial to look beyond the ratings. Both the report cards and the list of schools not making AYP are based on once-a-year state math and reading tests that, at best, provide only a limited snapshot of the learning that takes place in a school – and at worst may present a false picture. At the moment, the tests may not even measure what students are expected to learn under current state standards. The tests are still aligned to the repealed Profile of Learning; that won’t change until the 2005-06 school year. For now, school ratings may be based on questionable data. The complex rules of AYP can also produce misleading results. A school that serves most students well can still fail to make AYP because a single subgroup of students did not score high enough, or a few students did not show up on a test day. Test attendance counts; in fact, there are 37 ways for schools to fail. Eventually, most schools in Minnesota will fail NCLB requirements – at least 80 percent of elementary schools, according to the legislative auditor – as the state steadily raises proficiency requirements. The school report card, based partly on AYP, reflects these problems. Parents should be aware that a school’s academic star ratings may have little to do with its educational quality. The difference between a three-star and a five-star school may boil down to the students attending each school. So how should you assess your school’s “grade” from the state? o If the school did not make AYP, ask what factors led to that designation. o Consider how the rating squares with your family’s experience. Is your child making good progress in class? Are the teachers and school responsive to your concerns? Look for other indicators of school quality: Small classes, appropriately licensed teachers, adequate books and materials, strong professional development, a safe and respectful school climate and support from parents and the community. Finally, please be part of the solution. Reinforce learning at home; volunteer at school. Educators need your help to give every child in Minnesota the best possible education. That’s the way to truly leave no child behind. Judy Schaubach, president, Education Minnesota
