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Creating a Plan to
Raise Test Scores

 

"I am responsible to my area superintendent to accomplish a 'principal's checklist' of goals. One of those responsibilities is to meet, along with my assistant principal, with each of my Level 1's [students scoring at the lower levels on the state tests] and their parents to discuss test scores and the importance of raising those scores. We talk about the school's responsibility for raising the students' test scores and how the parents can support that effort. That personal attention is a very good idea because, many times, students and parents don't understand how close they are to the next level until we point it out. The district's extra attention to test results has paid off substantially. Our scores have gone up in each of the last five years." (Michael Miller)

Sue Astley sets aside time for teachers in her school to analyze their students' test results. The goal of that exercise is twofold: to identify areas of the curriculum that need to be improved and to identify the strong and weak students in each class. "We are trying to move away from the smile-and-file mode of testing -- the mode in which we get back test results, smile as we share the results with parents, then file away the results and never look at them again. We are also trying to get away from the perception that we're evaluating teachers based on student scores. As we all know, there are many variables in the testing equation. While we want scores to improve from year to year, we're more interested in what they tell us about our curriculum and teaching."

Sue Astley sets aside time for teachers in her school to analyze their students' test results. The goal of that exercise is twofold: to identify areas of the curriculum that need to be improved and to identify the strong and weak students in each class. "We are trying to move away from the smile-and-file mode of testing -- the mode in which we get back test results, smile as we share the results with parents, then file away the results and never look at them again. We are also trying to get away from the perception that we're evaluating teachers based on student scores. As we all know, there are many variables in the testing equation. While we want scores to improve from year to year, we're more interested in what they tell us about our curriculum and teaching."

Principal Marguerite McNeely helped steer test results on an upward slope at her school. Test scores went up as a result of some commonsense things she and her staff did.

  • Class size. Grant money was used to hire 2 extra teachers to target students who had weak scores.
  • After-school tutoring. Another grant provided the money.
  • After-school team meetings. Teachers across the curriculum were paid a stipend to participate in the additional meetings.
  • Curriculum connections. The entire school worked to enhance math and language arts skills.
  • Rewards and incentives. Student and teacher accomplishments are regularly recognized. Students receive pins and a special breakfast for good grades; incentives for teachers include everything from plaques to notes posted on classroom doors and candy bars in mailboxes.
    "I would say the greatest catalyst is our constant effort to remind and convince staff and the student body that we can do this. The staff and students feel a sense of accomplishment now, and next year should be even better."

    Principal Paul Young has used a state access grant to bring aboard two expert consultants who work in classrooms with teachers to identify and assist "bubble" students. "Bubble is the term we use for kids who appear to score right at the minimum level. With one or two more correctly bubbled answers, those students would achieve a proficient score. Bringing aboard the consultants has proved successful. Having a fresh set of eyes and ideas -- and having an outsider reiterate the things the principal, supervisors, and master teachers have been saying -- is valuable."

    Just as data analysis and progress monitoring are ongoing ventures, so too is practice testing in many schools. "We purchased practice materials for improving test scores for reading, math, and language arts. Teachers are asked to make use of those materials about once a week. We also set up an after-school program where students and a teacher work with the materials. We all agree having the practice-testing materials helps put students more at ease with testing." (Patrice DeMartino)

    Take Five more to read this entire article from Education World's "Principal Files" series:
    "Boosting Test Scores: 'Principal' Strategies That Work"
    (Education World -- August 31, 2004)
    http://www.educationworld.com/a_admin/admin/admin366.shtml