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Saturday, Apr. 19, 2014

Sikeston MAP scores higher, ACT lower

Wednesday, September 10, 2003

SIKESTON -- The results were in at the Sikeston R-6 Board of Education meeting Tuesday, and the findings were higher MAP scores and lower ACT scores for the school district.

Sikeston R-6 students who took the spring 2003 ACT averaged a local composite score of 20.4, which was slightly lower than the national composite of 20.8, said Stephanie Reddick, assistant superintendent of curriculum for Sikeston Public Schools.

"That is a trend we have not seen," Reddick noted. "We have always either been equal to or exceeded the national composite, and this year there's a slight decline in that. In 2002, Sikeston students were at 20.8. "

Thirty-six percent of Sikeston students who took the ACT in the spring scored at or above the national average, Reddick said.

"Also, when you look at English, mathematics, reading and science, which are the components that the ACT tests -- we're below national average in each of these subject areas, as well -- another trend that we have not seen."

Moving on to discuss MAP scores, Reddick pointed out while the state's MAP scores were down, the Sikeston School District's scores were up.

"We're very proud of the scores being up," Reddick said. "The goal at Sikeston and all across the state is to increase the number of students in the Advanced and Proficient levels -- which are the top two levels -- and you want to try to lower the number of students scoring in the Step 1 and Progressing."

Districtwide, the science category was a weakness, Reddick said, while social studies was one of the district's strengths.

"In each one of the social studies categories at each grade level, we managed to increase at the Advanced and Proficient, and we decreased at the Step 1 and Progressing."

Mathematics was another area of concern, Reddick said, adding the district has hired a math consultant for grades 5-12 to bridge the achievement gap.

"We had the most impressive gains in communication arts," Reddick said. "All scores increased in each grade level at Advanced and Proficient and decreased each grade level at Step 1 and Progressing."

Annual Performance Reports for each school district should be available via the Department of Elementary and Secondary Education's Web site by Oct. 1, Reddick said.

"After looking and talking with other districts that usually perform very well on the MAP, their scores were down, and in our case, ours were up so that was a positive for all of our staff and students and all of their hard work they contributed last year to improving their scores," Reddick told the board.

Another area of concern for the district is the adequate yearly progress (AYP). In order to meet the No Child Left Behind federal legislation which requires all children to score proficient in communication arts and math by 2014, DESE established specific targets for each school district to meet, otherwise known as AYP.

In AYP for math and communication arts, there are subgroups that are monitored, Reddick said. In order for a subgroup to be considered for a district, there has to be 30 or more students in a category, she explained.

To make AYP for 2003, all subgroups needed to have met the 2003 State Proficiency Goal and more than 95 percent of the students must have taken the test.

For Sikeston, four groups that were disaggregate were the white population, black population, free/reduced lunch students (FRL) and IEP (special education) students.

The 2003 AYP goal for communications is 19.4 percent. Districtwide, 39.7 percent of the white population scored Proficient, up from 34.2 percent in 2002. Sikeston's black population was at 6.4 percent in 2002 and rose to 11.7 percent in 2003 for communication arts.

"Although we didn't make AYP, we're making a significant movement upward, and that's the way we want to go," Reddick said.

FRL students scoring proficient were at 13. 9 percent in 2002 and 14.5 percent in 2003. Nearly 5.5 percent IEP students scored proficient in 2002, and that increased to 19.5 percent in 2003.

For mathematics, the state level was 9.4 percent.

"Looking at the district as a whole, the white population in 2002 was at 25.6 percent scoring proficient and 28. 2 percent in 2003," Reddick said. "In the black population, 7.6 percent scored at the proficient level in 2002, and 9 percent in 2003."

FRL students dropped slightly to 14.6 percent in 2003, compared to 15 percent in 2002 scoring at proficient. The percentage of IEP students scoring proficient was 5.6 percent in 2002, and it increased to 6.4 percent in 2003, Reddick reported.

"After researching, I found that several schools that did not make AYP were also schools of distinction," Reddick said. "Sometimes districts can do well on MAP performance and not meet AYP."

Enrollment for the 2003-2004 school year is also up, noted superintendent Steve Borgsmiller. The most recent "warm-body" count as of Friday was 3,849 students, or 60 more students than at the same point in time last year, he said.

"Kindergarten enrollment is up by 25 children," Borgsmiller said. "Numbers from first grade through fifth grade dropped. Overall enrollment for grades 6-12 were up so we're thrilled."

Science

GradeAdvanced & ProficientStep 1 & Progressing
311 percent increase10.2 percent decrease
74.8 percent decrease6.9 percent increase
102.1 percent increase5.4 percent increase

Social Studies

GradeAdvanced & ProficientStep 1 & Progressing
47.8 percent increase9.4 percent decrease
8.5 percent increase2.1 percent decrease
119.9 percent increase6.6 percent decrease

Mathematics

GradeAdvanced & ProficientStep 1 & Progressing
49.2 percent increase2.7 percent decrease
8.2 percent decrease4 percent decrease
103.5 percent decrease1.7 percent increase

Communication Arts

GradeAdvanced & ProficientStep 1 & Progressing
32.2 percent increase16.4 percent decrease
75.8 percent increase7.1 percent decrease
1114.8 percent increase16 percent decrease