San Benito High school has received good news from the
powers-that-be: The high school saw a significant increase in
standardized test scores last year, surpassing all federal and
state goals for the school and saving SBHS from possible state
sanctions.
Hollister – San Benito High school has received good news from the powers-that-be: The high school saw a significant increase in standardized test scores last year, surpassing all federal and state goals for the school and saving SBHS from possible state sanctions.
SBHS received word Tuesday that the school had made a 25 point increase in its Standardized Testing and Reporting (STAR) scores overall, which Superintendent Jean Burns-Slater shared with the public at Wednesday night’s school board meeting. The increase will improve the school’s statewide Academic Performance Index ranking considerably, though school officials are still waiting to hear what their new rank is.
“This is wonderful news,” said SBHS Principal Debbie Padilla. “It shows what we’ve known all along: That our students are progressing, and that we all put a priority on success.”
Educators attribute the score improvements – the most dramatic jumps made by economically-disadvantaged and Hispanic students – to increased emphasis on the test’s significance, logistical changes to test administration and a friendly peer-pressure campaign lead by students.
STAR tests cover four basic curriculum areas: English, math, science and social studies, and determine a student’s proficiency level by comparing him to other student in his grade and on a statewide level. After the school dropped four points in the STAR scores in 2004, SBHS was required to improve in order to avoid state sanctions, which could have meant the loss of after-school sports and other clubs and activities. That threat, coupled with a new testing emphasis on the part of educators, seems to have been more than enough to motivate students.
“We made sure everybody knows that we are ranked, and that’s important,” said Padilla. “Employers look at that, colleges look at that, it’s a status thing… it’s a way to check that students received a quality education.”
Under the No Child Left Behind Act, the federal government also determines Adequate Yearly Progress, which in large part deals with examining how a school’s particular demographics are performing.
White, non-Hispanic students saw an increase of 21 points on their STAR scores. Socio-economically disadvantaged students, a target group comprised of students who receive free and reduced-cost lunches, increased by 25 points. Hispanic students achieved the largest point increase, scoring on average 29 points higher than they had the year prior.
Padilla says no curriculum was altered or any specific programs instated to bolster test scores, but believes the logistic changes made to how students actually take the test have been very successful.
Instead of students taking every test with one teacher for two or three days straight, the tests were broken up into smaller chunks. Students only took the subject tests in a corresponding classroom – English tests were taken during English class with their regular teacher, and so on.
“It was a challenge to organize logistically, but the students benefited,” said Dan Quinn, SBHS Math Teacher. “It’s more difficult for a kid to give up and make a decorative design on their answer sheet when a teacher they know and have to see every day is standing in front of them.”
In the past, lackluster performance on the STAR test has been attributed to the fact that results have no bearing on a student’s grade or future. Colleges never see an applicant’s STAR scores and the exams only have a bearing on the school as a whole, so previously, students may have been less than motivated to put forth 100 percent on the exams.
In addition to an Associated Student Body campaign designed to impress upon students the consequences SBHS might face should STAR scores fail to improve – such as the loss of dances and the school’s beloved ‘Baler football – teachers emphasized the importance of the exams during class time, even though the test does not explicitly effect the students’ grade.
“I think students are beginning to take the test more seriously, but if we don’t emphasize it, we get what we deserve,” said Quinn. “Even at this point in the year I’m talking about the STAR test every day – what’s on the test, the fact that they can’t use a calculator, and why they need to know it.”
While SBHS educators are pleased with the results of the test, many teachers are quick to stress the fact that test scores are not the only indicator of student success.
“While I am pleased that the scores have gone up and collectively improved, as a society we place too much emphasis on standardized testing as a way to measure achievement,” said Chuck Schallhorn, Social Science Division Chair. “A lot of people think this is the only or best way to measure success, but it’s only one tool in the tool box.”
The school is still waiting to see what sort of goal will be expected of them for this year’s round of testing, and expect such information when their new ranking is determined, as well. Padilla says that students will be rewarded for their hard work, but educators are still working on how best to reward a group of nearly 3,000 students.
“I think the entire community should be excited,” said Padilla. “It shows that our academic community is focused on academics, and we’re working to improve student achievement. Our students take pride in their school and have worked hard.”
Danielle Smith covers education for the Free Lance. Reach her at 637-5566, ext. 336 or [email protected].
