October 11, 2009|By Nicole Fuller | Nicole Fuller,nicole.fuller@baltsun.com
Standardized test scores and other academic success indicators are rising among most Anne Arundel County public school students but not at fast-enough rates to satisfy tough federal standards, according to a report presented at a recent school board meeting.
Despite gains in reading and math scores on state tests, minority, special education and English-language learners are still trailing behind their counterparts, according to a yearly update of the school system's strategic plan targeting successful completion of rigorous course work and academic performance.
In addition, while more students are taking Advanced Placement and International Baccalaureate classes, fewer are passing exams for those classes that would earn students college credit. Also, while the school system's graduation rate has increased from 87.8 percent three years ago to 90.6 percent last year, it was still short of school officials' goal of 92 percent.
"Overall, we're happy with the successes we see," said Superintendent Kevin M. Maxwell. "I'm pleased with our success ... but I'm not satisfied with where we are. And I don't think you should be, either. ... We still have a lot of work to do."
Anne Arundel school officials, like school systems across the country, are closely monitoring these benchmarks as part of the federal No Child Left Behind law that requires 100 percent pass rates on standardized tests for all students and 100 percent graduation rate by 2014. Critics of the legislation have argued that the standards place unrealistic goals on school systems.
Board member Eugene Peterson said that while he is pleased with the positive increases, he is concerned by the continuing achievement gap.
"Do we need to start sounding alarm bells in the community and say to parents the reason this is not working is because you're not engaging your children?" Peterson said. "I think it's time for us to now say this has now reached crisis level. [The year] 2014, 100 percent graduation rate is staring us in the face. Everyone's going to say, 'You said you're doing great, then why's the federal government giving you a D to D minus?' "
Board member Victor E. Bernson Jr. expressed frustration with the federal standard, asking rhetorically, "Are we a failure if we get 97.5 percent in a variety of these categories?"
Both Bernson and Peterson pointed to Brooklyn Park Middle School, which failed in the past to meet adequate yearly progress, defined by federal standards, on state tests by just one student.
"Does that mean Brooklyn Park is a bad school?" Peterson said. "Absolutely not."
"Overall, we do have a lot of upbeat and positive messages going on," Bernson said. "When I look at this, I'm liking what I'm seeing. We're making great progress, tremendous improvement, category by category."
Maxwell cited the reorganization of schools into clusters and an infusion of technology into schools as ways the school system has improved student achievement, but noted that the number of non-English-speaking students that have entered the school system at a higher rate than predicted has strained resources. Maxwell said school officials are examining a co-teaching model, similar to special education, to improve academic results among English learners.
"For whatever flaws of No Child Left Behind ... it made us focus on every child," Maxwell said. "I think that's really important, and I think it's important for us to have that honest discussion. ... We are really focused on the work, and we're going to keep working to continue to change that arc."
