RENTON – Sept. 8, 2006 – Superintendent of Public Instruction Terry Bergeson unveiled the latest data on student skills and knowledge as measured by the Washington Assessment of Student Learning, or WASL, at a press conference this morning. The data show gains in writing across grades 4, 7 and 10; significant growth in 10th-grade reading and writing; an anomalous drop in seventh-grade reading scores; and persistent problems in math achievement.
The data released today includes results for WASL tests taken last spring by students in grades 3 though 8 and grade 10. The WASL has been administered in grades 4, 7 and 10 for the past decade, but 2006 was the first year for the test in grades 3, 5, 6 and 8. Administration of the test in those grades is now required by the federal No Child Left Behind Act.
The WASL results for grades 3, 5, 6 and 8 will serve as baseline data to track future progress. It will also help teachers tailor instruction to student needs, and help parents track student progress from year to year. First-year test results for these grades show much higher levels of proficiency in reading and math than when tests were first given in grades 4, 7 and 10; this is a reflection of a decade’s worth of progress in raising student achievement throughout Washington’s K-12 system.
Getting to graduation: Progress in reading and writing, difficulty in math
Last year’s 10th-graders received their individual scores last June; today’s release includes final analysis of those scores as well as results from other grades. Students in the class of 2008 and beyond are required to pass the reading, writing and math sections of the WASL to graduate. Those who fail any section of the WASL twice will be able to use an alternative of comparable rigor. Alternatives include portfolios of student work, calculations of student grades in core classes, and, for math only, specific scores achieved on certain college readiness tests such as ACT and SAT.
In 10th grade, the percentage of students scoring proficient or advanced in reading rose 9.2 percent, from 72.9 percent to 82.1 percent. In writing, the gain in 10th grade was 14.6 percent, rising from 65.3 percent to 79.9 percent of students meeting or exceeding the standard.
Just over 51 percent of 10th-graders scored proficient or better in math.
Among tested students, 52.1 percent passed all three sections; an additional 28.8 percent passed two of three. Of those who passed two of three, 92.3 percent missed on math. Among students who passed two out of the three tests, 74 percent scored at level two on the one test they didn’t pass. (Level 3 is passing, or "proficient," level 2 is "basic.")
Over 10,000 10th-graders who did not pass one or more of the three required assessments participated in the first WASL retake opportunity last month. Their scores will be available in late October. More retake opportunities will be available during students’ junior and senior years. The Legislature appropriated $28.5 million to schools to fund summer school, tutoring and other supports to help students master the skills they need to pass the tests.
Math needs focus similar to past efforts in reading and writing
Math scores rose by 3.7 percent in grade 10, but declined slightly in grades 4 and 7. The struggle to improve mathematics achievement is a national phenomenon that is drawing increasing attention. "Our country is finally overcoming denial and starting to confront our math problem," Bergeson noted, "largely because we are starting to feel the economic impact of competition from countries whose students outperform ours."
Bergeson’s office has ramped up assistance to school districts to help improve teachers’ skills in teaching math, and to help districts choose curricula that match up with state academic standards. The National Council of Teachers of Mathematics is expected to weigh in next week with a set of "focal points" that spell out major math learning goals for each grade level. And Washington Learns, a state study of education goals and financing, is preparing to make recommendations to the Legislature to improve math performance.
Achievement gap narrows in reading and writing, but not in math
Although the achievement gap remains large, the rate of improvement by low-income and minority students in reading and writing outpaced their white and/or more affluent peers; for instance, the percentage of African-American 10th-graders who earned proficient scores in reading grew by 40 percent over the last 10 years, while the percentage of white students who earned proficient scores grew by 28 percent.
In math, where educators are struggling to raise student achievement for all students, the gap has not narrowed.
"The achievement gap won’t be closed until all of us – educators, business and community leaders and families – own the problem and take responsibility for solving it. Some schools and districts are redoubling their efforts to close the gap, stimulated in part by the requirements of the federal No Child Left Behind Act. Many have created stronger partnerships with minority and low-income families and communities," Bergeson noted. A pilot grant program, funded by the 2006 Legislature to create more school/community partnerships, has recently been launched, and a summit on family and community engagement is planned for next year.
"We need every one of our students in school and on track for success," said Bergeson. "This is a moral imperative for all of us."
Middle school reading anomaly
After two years of strong growth in the percentage of seventh-grade students achieving proficiency in reading, there was a 7.5 percent drop in 2006. Bergeson emphasized that the overall trend is still up, and that this is a single data point and therefore insufficient information on which to base decisions. She urged educators to dig into student data to see how many students missed the mark by just a few points. "This is a cause for concern, but not necessarily alarm," she said. "You can bet that schools across the state will be examining this data very closely, but we know enough now to focus on trends, and not to make decisions about program changes based on a single data point."
Recipe for success: alignment between standards, curriculum, assessment, and teaching
Bergeson pointed out that the biggest and most consistent gains in student achievement have been in schools and subjects where there has been the most focused work to align state academic standards, curriculum, assessment, instruction and teacher professional development, and to use assessment data to pinpoint where improvements are needed. Ten years of focused effort on improving reading and writing have paid off with steady gains in student skill and knowledge.
"Now we need to bring that same focus and alignment to math and science," Bergeson said. "And we need the same level of public understanding and support. We need to get past the idea that math is not for everyone, and recognize that math and science skills will be required of everyone who wants a decent job in the 21st century."
The goal: students prepared for success in college, work and life in the 21st century
"I am very proud of what our students, educators, and support staff are achieving, and grateful for the support for our work from the Governor, the Legislature, and the public," Bergeson concluded. "This year has been particularly challenging because we added new tests in four grades, and new, important but complex options for students who receive special education services. We also face the growing pressure of the new graduation requirement. Our educators have risen to meet all these new challenges without the additional resources or the time they really need, and I want to thank them from the bottom of my heart for all they have done."
"We are on the right path. We may need to pick up the pace in certain areas, but we are headed in the right direction – towards 21st century levels of skill and knowledge for all our students."
