Somerville Public Schools had extraordinary growth exceeding most other school districts according to
results from the Spring 2013 MCAS tests,
released Friday by the Massachusetts Department of Elementary and
Secondary Education (DESE), leading all Massachusetts urban districts in
Student Growth Percentile (SGP).
Somerville’s
extraordinary SGP growth this year, following incremental improvements
in recent years, moved the District from one hovering at the state
median level in 2012 to one that is on par with some of the
highest-performing districts in the State. As measured by SGP,
Somerville Public Schools grew faster than almost any district,
surpassing hundreds of districts along the way as it rose from the 35th to 81st
percentile rank. The new 81st percentile rank for combined Math and
English Language Arts SGP means that students in the Somerville Public
Schools performed as well as or better than students in 320 (of 397)
districts in the State as measured by SGP. Furthermore, when small
districts with fewer than 500 students are removed from the database,
the Somerville Public Schools’ percentile rank jumps to 92nd.
In
fact, the Somerville Public Schools showed improvement by every
measure—School Accountability ratings, Student Growth Percentage (SGP),
Composite Performance Index (CPI) and percentage of students scoring
proficient and advanced.
Because
of these results and Somerville High School’s overall improved
performance, the high school made a two-level leap on the state’s
five-level Accountability scale and now has a Level 1 accountability
designation for the first time in the school’s history—the highest
Accountability Level that can be earned. The John F. Kennedy School also
earned a Level 1 designation, moving up from a Level 2 school in
2012-2013.
Somerville’s
SGP growth was coupled with District-wide improvement in the number of
students progressing toward proficiency. The number of students
district-wide scoring Advanced or Proficient in Math leapt an impressive
7 percent and the number of students scoring Advanced or Proficient in
English Language Arts jumped a notable 5 percent. These score
improvements are part of a district-wide total for all students known as
the Composite Performance Index, but the gains were system-wide with
percentage increases made in every grade and in both core subject areas
(Math and English Language Arts), with the exception of 4th grade English Language Arts.
“This
is great news for the District, for our teachers and students, and for
the City of Somerville. Still, this isn’t a destination—this is a
foundation,” said Superintendent Tony Pierantozzi. “These results send a
clear and undeniable message that the initiatives we have undertaken
yield demonstrable improvement in student achievement. Although we’ve
had significant growth to celebrate, these results also serve as a
beacon for Somerville Public Schools’ future, and that the hard work of
our teachers will lead to higher proficiency levels for all students.
That type of effort requires patience, consistency, and diligence. That
effort will not stop today.”
SGP
measures a student’s progress relative to the progress of other
students with similar MCAS performance histories from across the state.
According to MCAS data, higher-performing districts tend to consistently
post higher SGP numbers. MCAS SGP and Composite Index Highlights
include:
- Somerville
students have the highest overall SGP—in both English Language Arts
(ELA) and Math—of any of the 26 urban districts in Massachusetts.
- Somerville
students showed District-wide improvement in SGP of 7 points in ELA and
12.5 points in Math, among the largest statewide gains between 2012 and
2013.
- Somerville’s 7th graders lead the district, with a combined ELA and Math SGP in the 96th percentile rank. This means that only 12 of 291 districts had higher 7th grade SGP scores and less than 2 percent of seventh graders in the Commonwealth were enrolled in a district with higher growth.
- By subject, SPS performed in the 79th
percentile rank for math, meaning SPS performed as well as or better
than 314 of 397 districts and only 9 percent of MCAS-tested students
were in districts with higher SGPs. For ELA, the percentile rank was 78th,
meaning SPS performed as well as or better than 309 of 397 districts
and only 12 percent of MCAS-tested students were enrolled in districts
with higher SGPs.
- Somerville’s
2013 median English Language Arts SGP was 58 and its Math median SGP
was 59, compared to the statewide median of 51 in both subjects. In
2012, Somerville’s median English Language Arts SGP was 51 and its Math
median SGP was 46.5.
- The
percentage of SPS students scoring Advanced or Proficient in both
English Language Arts and Math was the highest it’s been in the last
four years with a 7 percent improvement in the number of students
District-wide scoring Proficient or Advanced in Math and a 5 percent
improvement in English Language Arts, led by a 10 percent growth in the
percentage of Grade 10 students scoring Proficient or Advanced in both
ELA (84 percent) and Math (69 percent). Close to 70 percent of all 7th and 8th grade students scored Proficient or Advanced in ELA.
- Somerville’s
CPI was higher in all tested areas (Math, English Language Arts, and
Science/Technology/Engineering) than in 2012, including a Grade 10 CPI
improvement of 10 points in ELA to a 2013 CPI of 94.2.
2011 Student Growth Percentile (SGP)
for MA School Districts with 1,000 or More Students(horizontal axis = Median SGP Math, vertical axis = Median SGP English Language Arts)
2013 Student Growth Percentile (SGP)
for MA School Districts with 1,000 or More Students(horizontal axis = Median SGP Math, vertical axis = Median SGP English Language Arts)
While
SGP is not the state’s sole measure of progress, it does provide a
clear measure of a school’s ability to help students at every level of
proficiency show growth compared to their “academic peers” from across
the state.
“That
measure shows that all Somerville students, from all backgrounds and
regardless of their past academic performance, out improved their peers
in most other districts. Whether students in Somerville are performing
at the higher end of the spectrum, are performing in an at-risk
category, or if they fall somewhere in the middle, what this shows is
that overall they learned more. Our SGP shows that in nearly every grade
in both core subjects overall every level of learner in our schools
advanced to a higher level of learning,” said Assistant Superintendent
Dr. Vince McKay. “As an urban school district, Somerville has a diverse
student population with a wide array of socio-economic backgrounds and
past academic performance. These results show that Somerville Public
Schools educate each and every child, improving student achievement for
all students. In Somerville Schools, every child can succeed.”
“Education
needs to go beyond keeping a student at the same level of proficiency
from year to year. An ideal education helps students develop into more
advanced self-learners no matter what the starting point. Our SGP shows
that this is what we are doing in Somerville. We are giving every level
of student the tools, the targeted education and support needed to
advance to the next level, and ultimately to reach their full
potential,” said Superintendent Pierantozzi. “Whether a student is an
at-risk learner or an A student, the bar should be set higher every
year.”
School
administrators credit these results to the district’s highly
data-informed systems approach that takes a holistic approach to
educating and supporting each student both academically and as a whole
child. Within that effort, five factors are key:
- Somerville Schools have improved general instruction in every classroom by setting high, formal standards.
- Targeted
instructional support that predicts student performance and intervenes
early supports Somerville’s richly diverse student population and a wide
range of educational backgrounds and learning abilities.
- Remediation
initiatives quickly adapt to students targeted for instructional
support—providing intervention to students at risk of a decline in
proficiency before they begin to decline.
- Technology
brings leading edge techniques to the classroom and provides the data
points that return information fast and quickly to teachers, constantly
measuring student progress throughout the year, improving communication
between teachers, students and parents or guardians, and empowering
teachers and the district to stay nimble and proactive in adapting to
the individual needs of each student.
- Finally,
Somerville has expanded academic opportunities both before and after
school, while addressing the education and needs of the whole child.
“We’ve
been encouraged by the incremental improvements in the last few years,
expecting that our focus on laying a solid foundation for improvement
would pay off,” said Dr. McKay. “These steps have included a rigorous
and up-to-date curriculum and effective strategies to intervene quickly
with students who need extra support. I have been confident that these
improvements would lead to the type of success in student achievement
we’re seeing now. I am thrilled for our teachers to see that their hard
work and focused instruction is showing such extraordinary results.”
Today’s
results can also be attributed to the all-hands-on-deck approach and
cooperation between the City and School District, from the establishment
of the SomerPromise joint initiative between the Mayor’s Office and
Superintendent’s Office, to providing opportunities for students and
their families to stay involved in the community through the Recreation
Department and other programs.
“This
isn’t about writing a check and handing it over to the schools—it’s
about a community effort and this is a community success,” said Mayor
Joseph A. Curtatone. “Our investment in active, engaging education, not
only within the classroom but outside the school walls, reflects
Somerville’s commitment to educating the whole child, engaging the
community in a students’ education and ensuring that every student is
exposed to the same rich curriculum. We cannot only change what’s
happening inside the schools, but must change our whole environment to
create an atmosphere where our students’ can reach their greatest
potential.”
"This
announcement comes as no surprise. With the close working
collaboration both inside and out of our school buildings, together we
will continue to better our mark of student achievement," added School
Committee Chair, Mary Jo Rossetti. "These results are indication that
Somerville Public Schools teachers and students are up to the challenge
of a rigorous learning environment, and meeting that challenge with
innovative and engaging approaches designed to help students reach their
individual potential. With a staff that has a focused commitment to
meeting the school committee's targeted goals, we shall continue to
rise."
“Somerville
stands committed to educating the whole child through innovative,
engaging and inclusive approaches that meet the needs of our wonderfully
diverse community,” added Superintendent Pierantozzi. “We’re excited
about our progress, but are even more excited about continuing to pursue
our vision of helping every student in the Somerville Public Schools
reach their potential and be inspired to learn and grow throughout their
lives.”
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For
additional details, analysis, and commentary on the Spring 2013 MCAS
test results, please contact Dr. Vince McKay, Assistant Superintendent
of the Somerville Public Schools at 617-629-5214 or vmckay@k12.somerville.ma.us.
For
an embeddable, interactive motion graphic showing the change in SGP for
all school districts with 1,000 or more students in the state, please
visit http://www.somervillema.gov/mcasdata.
If you need assistance in using or embedding the graphic, please
contact Daniel Hadley, Director of SomerStat at 617-625-6600 ext. 2122
or dhadley@somervillema.gov.