62 Oklahoma schools don't make the grade

By Wendy K. Kleinman Modified: August 24, 2007 at 11:06 am •  Published: August 24, 2007
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Th
ey will need to do so again next year to come off next year's list.

About the benchmarks

How they're set

Adequate Yearly Progress is a measure determined by student test scores in math and reading, the percent of students tested, and graduation and attendance rates.

The bar was raised from an Academic Performance Index of 790 to 932 in math, and from 768 to 914 in reading. The goal is to reach a score of 1500 API by the year 2014.

"We thought we'd have more than that, because that was a pretty steep climb,” state schools Superintendent Sandy Garrett said of the 62 schools.

Under No Child Left Behind, only 2 percent of a school's population may take a modified test for students with cognitive disabilities. That exam still must test grade-level content.

Another 1 percent of students, those with the most significant disabilities, may take a portfolio test.

Test scores: A ‘special' problem

Also at the state Board of Education meeting, 2007 state test results were released for algebra I, English II, biology I and U.S. history exams; those same exams in their modified version for students with cognitive disabilities.

In most subjects, the percentage of proficient students increased from 2006 scores, though Algebra I scores could not be compared because the test was retooled.

However, noticeably fewer eighth-grade students who took the modified tests achieved "advanced” scores than third graders who took modified tests.

Consequences
•The first year a school lands on the list, it must provide a plan for improvement and offer students the choice to attend another public school.

•In the second year, schools must provide supplemental educational services to low-income students, in addition to the consequences for first-year schools.

•In the third year, schools must take at least one of a variety of actions, such as replacing school staff or extending the school day.

•In the fourth year, in addition to continuing all the remedies already outlined, schools must come up with a plan to restructure, which can include reopening as a charter school.

•If a school is on the list for five straight years, the plan created in the fourth year must be implemented. The state also can take over at this point.

Oklahoma School Testing Program, Grades 3-8 NCLB's Performance Benchmarks for Oklahoma 2007 Oklahoma Core Curriculum Tests Improvement Schools 2007


Other developmentS
School accreditation
The state board also approved accreditation recommendations for the 2007-2008 school year.

Statewide, 528 public, nonpublic and CareerTech schools were accredited with no deficiencies; 53 were accredited with one deficiency; and 19 were accredited with deficiencies.

However, none of the deficiencies are considered serious enough to detract from the schools' educational programs, and no schools lost their accreditation.

In the Oklahoma City School District, 91 sites were accredited without any problems; four had one deficiency and one had multiple deficiencies. Those schools are:

•F.D. Moon Academy for a 4-year-old class size that does not meet regulations.

•Capitol Hill High School for fire drills that are not in compliance.

•Classen High School of Advanced Studies for a science teacher teaching without the proper credentials or endorsement.

•U.S. Grant High School for a science teacher teaching without the proper credentials or endorsement.

•Oklahoma Centennial High School for English I and geography teachers teaching without the proper credentials or endorsement.


By the numbers
62: Number of schools statewide listed as needing improvement.

23: Number of those schools that met "adequate yearly progress” goals last year.

55: Number of schools on the list designated as Title I schools.

47: Number of schools on last year's list of schools needing improvement.

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