State Report Card

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May 2008

Dear Fellow Rhode Islanders:

For the second year in a row, I am pleased to share with you some good news about the performance of our students. The improvements in scores on the NECAP tests, which I reported to you last year, have continued at all grade levels.

These tables give you a snapshot of the improvements that we have seen over the past three years:

Reading - Percent Proficient

2005

2007

Improvement
Grade 3
60
68
+8 points
Grade 4
60
64
+4
Grade 5
60
66
+6
Grade 6
58
62
+4
Grade 7
56
67
+11
Grade 8
55
61
+6

 

Mathematics - Percent Proficient

2005

2007

Improvement
Grade 3
51
60
+9 points
Grade 4
52
54
+2
Grade 5
52
57
+5
Grade 6
49
54
+5
Grade 7
47
49
+2
Grade 8
48
48
--

 

Just as important, these gains were seen across all student groups (Asian, Black, Hispanic, Native American, White, Students with Disabilities, Students living in Poverty, English-language learners). Moreover, some of the best gains have come in our four urban districts (Central Falls, Pawtucket, Providence, Woonsocket), where the scores rose 8 points in reading and 4 points in mathematics.

It can be done! We have seen improvement in student performance because:

  • The state has adopted clear standards that specify what students should know and be able to do at each grade level,
  • Educators across the state use these standards as the basis for classroom instruction,
  • Statewide tests are aligned to these standards, and
  • The Department of Education offers ample support to schools and districts struggling to meet their annual targets.

Our challenge now is to sustain these gains over the course of many years, because we are a long way from our goal of bringing all students to proficiency.

Challenges at the High-School Level

The good news at the elementary schools and middle schools was tempered somewhat by the release of the first NECAP tests at the high-school level (Grade 11). The results were quite good on the reading test (62 percent proficient), and the results in writing compared favorably with the other New England states (37 percent proficient, 4 points above the New Hampshire score). But the mathematics results, at only 22 percent proficient, have raised some alarms.

First of all, it is important to note that this new high-school mathematics test was set to a high standard. For those with any question about the difficulty and rigor of this test, I encourage you to look at the released test questions, posted on the RIDE Web site.

The NECAP high-school tests measure students against the state standards, what students should know and be able to do at each grade level. The high-school mathematics standards include basic knowledge of algebraic equations. Our preliminary indications are that too many high-school mathematics classes have not incorporated the state standards into the coursework. Many students, therefore, are not receiving the instruction that they need in order to perform well on the state test.

The low mathematics score is not just a Rhode Island problem; New Hampshire and Vermont, our partners on the NECAP tests, reported similar results. All three states have determined to focus efforts and resources on mathematics instruction in order to improve student performance. In Rhode Island, we have called for an audit of the contents of mathematics courses, a review of the college-level training for mathematics teachers, and a statewide summit on mathematics education.

Just as we expect all students to be able to read and write, we expect all students to be competent in mathematics. We must ensure that all students receive the instruction necessary to build that competency. This process cannot begin in high school. Students must enter high school with a solid foundation in mathematics.

Building on the Successes of the Early Grades

I am concerned that the strong test results that we see in the early grades – in all subjects – level off by the end of middle school. We must be sure to maintain the same degree of rigor and engagement from the early grades through high school.

This year, we have been working diligently with all school districts to ensure a successful implementation for the Class of 2008 of the new Diploma System, with its proficiency-based graduation requirements. Under the Diploma System, our high schools must place a strong emphasis on personalization, small learning communities, and student advisories. Students are required to demonstrate their proficiency through presentations of portfolios of their work or through exhibitions or senior projects that focus on a topic of special interest that the students select and pursue.

These initiatives are intended to keep our high-school students engaged with their academic work, right through their senior year, and to prepare students for graduation and for success in higher education and the world of work. We are at the beginning stages. Over the next several years, the Diploma System will continue to take shape, and it will shape students’ lives for years to come.

Information Works!: The State Report Card

Information Works! 2008 serves as the official Rhode Island State Report Card, as required by the No Child Left Behind Act. In this report, you will find state-level data as well as many tables that give data for all schools and all districts. If you are interested in more detailed information on any school or district, you can read the individual school and district reports here on our Web site.

As you look through Information Works! 2008, you will see how well our students are performing on state assessments. You will also find reports that summarize the findings of our annual SALT Surveys regarding instructional practices, school climate, and parental engagement. And you will find charts and tables on school spending and municipal finances.

Information Works!, now in its 11th year, is the result of a successful partnership between RIDE and the National Center on Public Education and Social Policy, at the University of Rhode Island. Since 1997, there has been basic policy agreement on education, shared by the legislature, the Regents, and the Governor. I hope that you will use this report to become more engaged in public education, no matter what your community of interest. School improvement is a challenge for all of us – parents, teachers, and students of course, but also business leaders, labor leaders, and community members. Let’s continue working together to improve our schools and to improve student performance at every level.

Sincerely,
Peter McWalters
Commissioner of Elementary and Secondary Education

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