Thursday, December 31, 2009
VOUCHERS TO REDUCE DROPOUT RATES IN GEORGIA?
Review concludes that the conclusions reached by Friedman Foundation series on voucher program benefits "are not trustworthy."
A new report issued last week by the Friedman Foundation and the Georgia Public Policy Foundation is part of a series of reports asserting that dropout rates could be reduced with the implementation of private-school voucher programs, but all of these reports "cherry-pick" research authority and ignore an abundance of relevant research on high school graduation, according to a review of the first five of these reports. The review, by Professor Sherman Dorn of the University of South Florida, was published in January of 2008, and covered reports released from early 2006 through late 2007.
Find Sherman Dorn's review here.
The five reports, each specific to a given state -- Missouri, Indiana, Texas, South Carolina, and North Carolina -- are written in a parallel structure, with only "the details of the arguments chang[ing] in a formulaic manner for each state in question," according to Professor Dorn, who reviewed the reports for the Think Tank Review Project. The Georgia report follows the same formula, making the same arguments, and citing the same sources. All these reports were written by researcher Brian Gottlob.
Among their more serious flaws, Dorn finds that all the reports he reviewed:
• inadequately use existing research on dropping out and school competition;
• present a superficial calculation of the costs of dropping out;
• improperly rely on a single, imperfect 1998 article as the entire basis for their calculations on the purported impact of voucher programs on improving graduation rates; and
• ignore possible alternative approaches for raising graduation rates, instead focusing exclusively on private school voucher programs. Dorn writes: "Without a comparative analysis of alternative proposals to increase high school graduation, the reports are of little practical use to policymakers who have no means by which to gauge the value of vouchers versus other alternatives."
On their argument for vouchers as a remedy to reduce dropout rates, Dorn found that the reports "cherry-pick" a 1998 article to support the association while ignoring other, contradictory research. Moreover, these reports lack appropriate transparency in their calculations that apply that earlier article's formula to each state's dropout data. Absent the necessary statistical details, "the reports' conclusions about the benefits of school voucher programs are not trustworthy," Dorn says. The Georgia report cherry picks the same 1998 article and has precisely these same defects.
At the same time, Dorn adds, "the reports make no mention of the extensive literature exploring graduation, dropping out, and the factors that shape educational attainment." As a result, "each report obscures other program options that policy-makers could consider." These other options include preschool programs and intervention in elementary and high school grades. The Georgia report repeats these mistakes.
In addition, the reports offer only an oversimplified analysis of the costs of dropping out, both to individuals and to society. In doing so, Dorn explains, they ignore the "extensive, published debate among economists" who have found that understanding the impact of dropping out is much more complex. Dropping out is a real problem, he notes, and it deserves serious rather than superficial analysis.
Dorn notes that while dropout rates should indeed be cause for concern, the Friedman Foundation reports are not credible. He concludes by advising state policy makers who are interested in increasing graduation to bypass these reports and instead seek out "the available, well-researched scholarship on the topic," much of which he identifies in the review.
Monday, December 21, 2009
Carroll County School District
Carroll County is located in northwest Georgia with Alabama to its western border and metropolitan Atlanta immediately to the east. Similar to the surrounding Atlanta metropolitan statistical area (MSA), population and enrollment growth had been strong historically, although the growth has slowed substantially over the past two years. The county's 2008 population of 113,700 is nearly 30% higher than in 2000, and current student enrollment of 14,800 is reportedly about 200 less than the prior school year. Resident wealth levels are well below those of the state and nation, reflecting the district's more rural nature and the attraction of development as more affordable than closer to the metropolitan area. The county's unemployment rate of 10.8% through September 2009 ranks higher than the Atlanta MSA, the state and the nation.
Despite nominal operating deficits in fiscal years 2007 and 2008, the district's financial position remains healthy with solid general fund reserves. Fitch views these reserves as prudent given the continued declines in state funding. Preliminary results for fiscal 2009 show breakeven operations, leaving the unreserved, undesignated general fund balance at approximately $13.5 million, equal to slightly less than 10% of expenditures and transfers. The fiscal 2010 budget is balanced and reflects a $4.6 million reduction in state funding compared to the prior year and an overall $6.6 million decrease in total revenue. Management expects to fill the budgetary gap with federal stimulus money and by implementing furlough days for teachers and administration. State revenue sources generate approximately 60% of district general fund revenues, making the district somewhat vulnerable to fluctuations in state funding.
Historical growth in the tax digest (the basis for the district's property tax levy) had been solid, averaging 6.0% annually from 2004-2008, but the current economic downturn prompted a 1.5% decrease for the current year. Sales tax collections have also weakened amid recessionary pressure. Receipts reportedly declined by a notable 9% in fiscal 2009 relative to actual collections in fiscal 2008. The district's revised projections for the current five-year special purpose sales tax (SPLOST) indicates a $15 million shortfall between originally projected collections and total annual debt service on the outstanding GO sales tax bonds.
Overall debt levels are moderate at $1,970 per capita and 4.6% of market value. Capital needs are minimal following a number of projects completed over the past two years and funded with the 2007 GO bonds. The district does not anticipate issuing long-term debt for the foreseeable future.
Despite nominal operating deficits in fiscal years 2007 and 2008, the district's financial position remains healthy with solid general fund reserves. Fitch views these reserves as prudent given the continued declines in state funding. Preliminary results for fiscal 2009 show breakeven operations, leaving the unreserved, undesignated general fund balance at approximately $13.5 million, equal to slightly less than 10% of expenditures and transfers. The fiscal 2010 budget is balanced and reflects a $4.6 million reduction in state funding compared to the prior year and an overall $6.6 million decrease in total revenue. Management expects to fill the budgetary gap with federal stimulus money and by implementing furlough days for teachers and administration. State revenue sources generate approximately 60% of district general fund revenues, making the district somewhat vulnerable to fluctuations in state funding.
Historical growth in the tax digest (the basis for the district's property tax levy) had been solid, averaging 6.0% annually from 2004-2008, but the current economic downturn prompted a 1.5% decrease for the current year. Sales tax collections have also weakened amid recessionary pressure. Receipts reportedly declined by a notable 9% in fiscal 2009 relative to actual collections in fiscal 2008. The district's revised projections for the current five-year special purpose sales tax (SPLOST) indicates a $15 million shortfall between originally projected collections and total annual debt service on the outstanding GO sales tax bonds.
Overall debt levels are moderate at $1,970 per capita and 4.6% of market value. Capital needs are minimal following a number of projects completed over the past two years and funded with the 2007 GO bonds. The district does not anticipate issuing long-term debt for the foreseeable future.
Thursday, December 17, 2009
Georgia Writing Assessments
Overview - Grades 3, 5, 8, 11
Georgia’s performance-based writing assessments are administered to students in grades three, five, eight, and eleven. Student writing samples are evaluated on an analytic scoring system in all grades to provide diagnostic feedback to teachers, students, and parents about individual performance. The writing assessments provide information to students about their writing performance and areas of strength and challenge. This information is useful for instruction and preparation for future writing assessments.
Description
Georgia law (O.C.G.A., Section 20-2-281) requires that writing assessments be administered to students in grades three, five, eight, and eleven. The State Writing Assessment Core Development and Advisory Committees assisted the Georgia Department of Education (GaDOE) in developing the writing component of the student assessment program. The committees comprised of educators with expertise in the instruction of writing skills and writing assessments, consist of eight committees—a Core Development and Advisory Committee for each grade level (3, 5, 8, and 11). The goal of the Writing Assessment Core Development and Advisory Committees and the GaDOE is to create developmentally appropriate assessment procedures to enhance statewide instruction in the language arts. Statewide writing assessments serve the purpose of improving writing and writing instruction.
Georgia’s performance-based writing assessments are administered to students in grades three, five, eight, and eleven. Student writing samples are evaluated on an analytic scoring system in all grades to provide diagnostic feedback to teachers, students, and parents about individual performance. The writing assessments provide information to students about their writing performance and areas of strength and challenge. This information is useful for instruction and preparation for future writing assessments.
Description
Georgia law (O.C.G.A., Section 20-2-281) requires that writing assessments be administered to students in grades three, five, eight, and eleven. The State Writing Assessment Core Development and Advisory Committees assisted the Georgia Department of Education (GaDOE) in developing the writing component of the student assessment program. The committees comprised of educators with expertise in the instruction of writing skills and writing assessments, consist of eight committees—a Core Development and Advisory Committee for each grade level (3, 5, 8, and 11). The goal of the Writing Assessment Core Development and Advisory Committees and the GaDOE is to create developmentally appropriate assessment procedures to enhance statewide instruction in the language arts. Statewide writing assessments serve the purpose of improving writing and writing instruction.
Georgia Recognized for Improving Low-Performing Schools
Georgia is one of six states recognized in a recent report published by the Center on Educational Policy entitled Improving Low Performing Schools: Lessons from Five Years of Studying School Restructuring under No Child Left Behind (NCLB). Georgia was highlighted in the report for its policy on restructuring of schools in the most severe status of Needs Improvement levels 5 and above.
As part of Georgia's Differentiated Accountability Plan, each school in Needs Improvement level five and above has a full-time state director that works in the school ensuring that faculty, staff, and students do what is necessary to make Adequate Yearly Progress (AYP). That includes providing observations and professional development for teachers, academic coaches, and administrators. The state directors work to help the schools implement strategies and policies that can be sustained after the school has been removed from State-Directed status so the schools continue to make AYP.
At its November meeting, the State Board of Education and Superintendent Cox recognized 17 of these State-Directed schools for being removed from Needs Improvement status. With the help and guidance of the state directors placed in these schools, the administrators and teachers were able to implement strategies that helped their schools do what once seemed impossible and make AYP two years in a row.
MORE INFORMATION:
17 State-Directed Schools Removed from Needs Improvement Status:
Kennedy Middle, Atlanta Public Schools
Long Middle, Atlanta Public Schools
Oak Hill Middle, Baldwin County
Bryan County Middle, Bryan County
Henderson Middle, Butts County
Crawford County Middle, Crawford County
Merry Acres Middle, Dougherty County
Franklin County Middle, Franklin County
East Hall Middle, Hall County
Mitchell County Middle, Mitchell County
Clements Middle, Newton County
Pelham City Middle, Pelham City
Morgan Road Middle, Richmond County
Spirit Creek Middle, Richmond County
Tubman Middle, Richmond County
Upson-Lee Middle, Thomaston-Upson Schools
MacIntyre Park Middle, Thomasville City
Full CEP Report
As part of Georgia's Differentiated Accountability Plan, each school in Needs Improvement level five and above has a full-time state director that works in the school ensuring that faculty, staff, and students do what is necessary to make Adequate Yearly Progress (AYP). That includes providing observations and professional development for teachers, academic coaches, and administrators. The state directors work to help the schools implement strategies and policies that can be sustained after the school has been removed from State-Directed status so the schools continue to make AYP.
At its November meeting, the State Board of Education and Superintendent Cox recognized 17 of these State-Directed schools for being removed from Needs Improvement status. With the help and guidance of the state directors placed in these schools, the administrators and teachers were able to implement strategies that helped their schools do what once seemed impossible and make AYP two years in a row.
MORE INFORMATION:
17 State-Directed Schools Removed from Needs Improvement Status:
Kennedy Middle, Atlanta Public Schools
Long Middle, Atlanta Public Schools
Oak Hill Middle, Baldwin County
Bryan County Middle, Bryan County
Henderson Middle, Butts County
Crawford County Middle, Crawford County
Merry Acres Middle, Dougherty County
Franklin County Middle, Franklin County
East Hall Middle, Hall County
Mitchell County Middle, Mitchell County
Clements Middle, Newton County
Pelham City Middle, Pelham City
Morgan Road Middle, Richmond County
Spirit Creek Middle, Richmond County
Tubman Middle, Richmond County
Upson-Lee Middle, Thomaston-Upson Schools
MacIntyre Park Middle, Thomasville City
Full CEP Report
Monday, December 14, 2009
Georgia Math Project Adds Educational Video Games
Three-Year Program in Seven Georgia Districts to Evaluate Impact of Gaming in the Classroom on Student Confidence, Achievement and Motivation
Tabula Digita’s DimensionM™ immersive math video games have been integrated into the Metro South Georgia Learning Resources Systems’ Math Project for 2009-2010. The project is offered by the Griffin Regional Educational Service Agency, an intermediate agency that provides educational leadership and support to eight school districts in central Georgia.
Commissioned in 2007, the three-year Math Project was established to explore ways to significantly increase mathematical achievement for students with disabilities, using some of the nation’s strongest math software programs. The program targets students in grades three through nine in 57 elementary, middle and high schools. During the first two years of the project, the affects of learning math via computer-assisted instruction and hands-on exploration were evaluated.
“This year’s program will add one compelling component to the program, serious educational video technology,” said Mary Elizabeth Mendenhall, Griffin RESA’s Metro-South GLRS Math Project consultant. “This technology should help us reach our goal of fostering student eagerness to learn math while improving teachers’ ability to teach concrete and abstract concepts in an engaging format.”
Friday, December 11, 2009
Georgia: High Marks for Educational Data System
Georgia is one of only 11 states that have the 10 Essential Elements of developing and using longitudinal data systems to improve student achievement, according to a national report released last week. A recent U.S. Chamber of Commerce report, Leaders and Laggards, also showed Georgia ahead of other states in the use of data to impact classroom instruction.
"These two reports verify that Georgia is on the right track to getting a longitudinal data system that will help our educators across the state make sound policy decisions for the benefit of the students," said State Superintendent of Schools Kathy Cox. "Accurate data that identifies a problem is critical to tackling an issue head on. Without good data we would just be engaged in random acts of school improvement."
Data Quality Campaign (DQC) Report
The 2009 DQC report showed Georgia is one of only 11 states to have all 10 Essential Elements. DQC's annual survey results track individual states' progress towards implementing the 10 Essential Elements, as well as the policy implications of creating longitudinal systems. The DQC provides a forum for states to learn from each other as they continue to improve their systems.
U.S. Chamber of Commerce Report
In it's second Leaders and Laggards report measuring Education Innovation, Georgia was one of only five states to receive more than one "A" in the eight categories. The "A's" were given for Georgia's quality data system and the ability to remove ineffective teachers. The report highlighted Georgia's data system and how the public reporting of college remediation data is factored into the accountability system.
"Our existing data collection and reporting infrastructure is not perfect yet but we are on our way," said Superintendent Cox. "As businesses have effectively used data to boost profits, educators are using data to boost student achievement."
The federal government has also recognized Georgia's commitment to a robust educational data system. In April, Georgia was one of twenty-seven states awarded a Longitudinal Data System (LDS) grant, and one of only three states to receive the maximum amount: $8.9 million.
The 2009 Annual Progress Report on State Data Systems is a Data Quality Campaign
publication that reports on states’ progress in building the 10 Essential Elements in their statewide longitudinal data systems.
.
Georgia report:
http://www.dataqualitycampaign.org/survey/states/GA
"These two reports verify that Georgia is on the right track to getting a longitudinal data system that will help our educators across the state make sound policy decisions for the benefit of the students," said State Superintendent of Schools Kathy Cox. "Accurate data that identifies a problem is critical to tackling an issue head on. Without good data we would just be engaged in random acts of school improvement."
Data Quality Campaign (DQC) Report
The 2009 DQC report showed Georgia is one of only 11 states to have all 10 Essential Elements. DQC's annual survey results track individual states' progress towards implementing the 10 Essential Elements, as well as the policy implications of creating longitudinal systems. The DQC provides a forum for states to learn from each other as they continue to improve their systems.
U.S. Chamber of Commerce Report
In it's second Leaders and Laggards report measuring Education Innovation, Georgia was one of only five states to receive more than one "A" in the eight categories. The "A's" were given for Georgia's quality data system and the ability to remove ineffective teachers. The report highlighted Georgia's data system and how the public reporting of college remediation data is factored into the accountability system.
"Our existing data collection and reporting infrastructure is not perfect yet but we are on our way," said Superintendent Cox. "As businesses have effectively used data to boost profits, educators are using data to boost student achievement."
The federal government has also recognized Georgia's commitment to a robust educational data system. In April, Georgia was one of twenty-seven states awarded a Longitudinal Data System (LDS) grant, and one of only three states to receive the maximum amount: $8.9 million.
The 2009 Annual Progress Report on State Data Systems is a Data Quality Campaign
publication that reports on states’ progress in building the 10 Essential Elements in their statewide longitudinal data systems.
.
Georgia report:
http://www.dataqualitycampaign.org/survey/states/GA
Case Study: Clayton County Public Schools
Clayton County Public Schools in Jonesboro, Georgia, is using Acuity to target mathematics instruction, measure progress toward the Georgia Performance Standards, and predict student performance on the Georgia CRCT test. With Acuity, the district experiences improved quality and consistency in its mathematics assessments, and increased data-driven decision making in all its elementary schools.
Full study.
Full study.
Vast Unmet Demand for Afterschool Programs in GA
Afterschool Alliance Survey of Georgia Households Finds Increase in Afterschool Enrollment Since 2004, But Also Vast Unmet Demand for Afterschool Programs
A new survey finds an increase in participation in afterschool programs by Georgia youth over the last five years, along with high satisfaction rates among their parents. The percentage of Georgia children in afterschool programs increased to 17 percent, up from 16 percent in 2004. But a significant percentage of the state’s children are still unsupervised each afternoon after the school day ends. The data come from the landmark America After 3PM study, conducted for the Afterschool Alliance.
“Georgia is making some progress, and can be proud of that,” said Afterschool Alliance Executive Director Jodi Grant. “But there’s still a long way to go. The great majority of Georgia parents who want their kids in afterschool programs aren’t able to find them, usually because programs aren’t available, they can’t afford the fees, or transportation issues make it impossible. These are all barriers we can and should overcome. Quality afterschool programs keep kids safe, inspire them to learn, and help working families. Every Georgia family that needs an afterschool program should have access to one.”
The new study finds that 25 percent of the state’s schoolchildren are on their own in the afternoons, and another 15 percent are in the care of their brothers or sisters. In addition, the parents of 32 percent of children not already in afterschool say they would enroll their kids in a program if one were available.
Eighty-seven percent of Georgia parents say they are satisfied with the afterschool program their child attends. “We’re proud of the progress we’ve made in providing afterschool for Georgia kids and families,” said Jill J. Riemer, Executive Director, Georgia Afterschool Investment Council. “But we’ve clearly got our work cut out for us. Too many children who need afterschool programs don’t have them, and families are carrying a heavier burden as a result.
That’s particularly difficult during these hard economic times. For afterschool programs to meet the huge unmet demand from families, they’re going to need more support from all sectors – from the business and philanthropic communities, as well as from the government at all levels.”
In key respects, the Georgia results from the America After 3PM study reflect national findings:
• The number and percentage of children participating in afterschool programs in the nation has increased significantly in the last five years, with 8.4 million children (15 percent) now participating. That compares with 6.5 million children in 2004 (11 percent).
• But the number of children left alone after the school day ends also has risen, to 15.1 million children (26 percent of school-age children) in 2009. That is an increase of 800,000 children since 2004. Thirty percent of middle schoolers (3.7 million kids) are on their own, as are four percent of elementary school children (1.1 million children).
• The parents of 18.5 million children (38 percent) not currently participating in an afterschool program would enroll their children in a program if one were available to them, a significant increase from the 15.3 million (30 percent) seen in 2004.
• The vast majority of parents of children in afterschool programs are satisfied with the programs their children attend, and overall public support for afterschool programs is similarly strong. Nine in 10 parents (89 percent) are satisfied with the afterschool programs their children attend. Eight in 10 parents support public funding for afterschool programs.
More national data.
More GA data.
A new survey finds an increase in participation in afterschool programs by Georgia youth over the last five years, along with high satisfaction rates among their parents. The percentage of Georgia children in afterschool programs increased to 17 percent, up from 16 percent in 2004. But a significant percentage of the state’s children are still unsupervised each afternoon after the school day ends. The data come from the landmark America After 3PM study, conducted for the Afterschool Alliance.
“Georgia is making some progress, and can be proud of that,” said Afterschool Alliance Executive Director Jodi Grant. “But there’s still a long way to go. The great majority of Georgia parents who want their kids in afterschool programs aren’t able to find them, usually because programs aren’t available, they can’t afford the fees, or transportation issues make it impossible. These are all barriers we can and should overcome. Quality afterschool programs keep kids safe, inspire them to learn, and help working families. Every Georgia family that needs an afterschool program should have access to one.”
The new study finds that 25 percent of the state’s schoolchildren are on their own in the afternoons, and another 15 percent are in the care of their brothers or sisters. In addition, the parents of 32 percent of children not already in afterschool say they would enroll their kids in a program if one were available.
Eighty-seven percent of Georgia parents say they are satisfied with the afterschool program their child attends. “We’re proud of the progress we’ve made in providing afterschool for Georgia kids and families,” said Jill J. Riemer, Executive Director, Georgia Afterschool Investment Council. “But we’ve clearly got our work cut out for us. Too many children who need afterschool programs don’t have them, and families are carrying a heavier burden as a result.
That’s particularly difficult during these hard economic times. For afterschool programs to meet the huge unmet demand from families, they’re going to need more support from all sectors – from the business and philanthropic communities, as well as from the government at all levels.”
In key respects, the Georgia results from the America After 3PM study reflect national findings:
• The number and percentage of children participating in afterschool programs in the nation has increased significantly in the last five years, with 8.4 million children (15 percent) now participating. That compares with 6.5 million children in 2004 (11 percent).
• But the number of children left alone after the school day ends also has risen, to 15.1 million children (26 percent of school-age children) in 2009. That is an increase of 800,000 children since 2004. Thirty percent of middle schoolers (3.7 million kids) are on their own, as are four percent of elementary school children (1.1 million children).
• The parents of 18.5 million children (38 percent) not currently participating in an afterschool program would enroll their children in a program if one were available to them, a significant increase from the 15.3 million (30 percent) seen in 2004.
• The vast majority of parents of children in afterschool programs are satisfied with the programs their children attend, and overall public support for afterschool programs is similarly strong. Nine in 10 parents (89 percent) are satisfied with the afterschool programs their children attend. Eight in 10 parents support public funding for afterschool programs.
More national data.
More GA data.
GA Students Show Improvement on NAEP Math
Georgia is one of just 15 states to show significant improvement in eighth-grade mathematics, according to national test results released today.
The results of the 2009 National Assessment of Educational Progress (NAEP) are the first national results that show the impact of Georgia's new mathematics curriculum. Nearly all the grade 8 students who took the NAEP last school year had been taught using the Georgia Performance Standards (GPS) in mathematics for three years.
Georgia’s eighth grade scores on the NAEP have also shown a higher rate of growth than the nation over the last several years. In 2003, Georgia's score of 270 was six points lower than the nation (276). This year’s results show the gap between Georgia and the nation has decreased to just four points.
“Since I became State Superintendent in 2003 my focus has been on implementing a more rigorous curriculum and requiring higher expectations of all students,” Superintendent Cox said.
The National Assessment of Educational Progress is a test given to a representative sampling of students from each state across the nation. The test is scored on a scale from 0 to 500 and is also broken down into four scoring categories: below basic, basic, proficient and advanced.
NAEP results for Mathematics were released in grades 4 and 8. NAEP results in other subjects, including reading, will be released in the coming months.
GRADE 8
Georgia is one of 15 states that shows statistically-significant improvement on the Mathematics NAEP when compared to the last test given in 2007.
Georgia's eighth graders scored 278, up three points and just four points behind the national average of 282. All subgroups in Grade 8 showed improvement, most notably Hispanic students (270, up four points from 2007) and economically disadvantaged students (265, up three points).
About two-thirds of Georgia's 8th graders (67%) scored at basic level or higher on the 2009 NAEP -- up three points from 2007 -- and 27% scored at proficient or above, up two points.
The achievement gap between Black and White students in 8th grade in Georgia continues to be smaller than the national average. Since 2003, Georgia’s gap has decreased seven points from 34 to 27 while the national average has closed only three points from 35 to 32.
Georgia has also closed the achievement gap among students eligible for the National School Lunch Program and those that are not. This gap has closed six points since 2003 from 31 to 25, while the national average closed only one point.
GRADE 4
Fourth-grade scores on the Mathematics NAEP were fairly steady compared to 2007.
Georgia's grade 4 test-takers scored 236 on the Mathematics NAEP, up one point from 2007 and just three points behind the national average. Georgia's student subgroup scores also remained generally the same. None of the changes in Georgia's fourth-grade scores were considered statistically significant.
In 2009, 78 percent of Georgia's fourth-graders scored at or above the basic level, down one point from 2007. However, 34 percent scored at the proficient level or higher, up two points from the last test.
The achievement gap between Hispanic and White students in 4th grade in Georgia continues to be smaller than the national average. In 2009, the Hispanic to White achievement gap was five points less than the national average.
The results of the 2009 National Assessment of Educational Progress (NAEP) are the first national results that show the impact of Georgia's new mathematics curriculum. Nearly all the grade 8 students who took the NAEP last school year had been taught using the Georgia Performance Standards (GPS) in mathematics for three years.
Georgia’s eighth grade scores on the NAEP have also shown a higher rate of growth than the nation over the last several years. In 2003, Georgia's score of 270 was six points lower than the nation (276). This year’s results show the gap between Georgia and the nation has decreased to just four points.
“Since I became State Superintendent in 2003 my focus has been on implementing a more rigorous curriculum and requiring higher expectations of all students,” Superintendent Cox said.
The National Assessment of Educational Progress is a test given to a representative sampling of students from each state across the nation. The test is scored on a scale from 0 to 500 and is also broken down into four scoring categories: below basic, basic, proficient and advanced.
NAEP results for Mathematics were released in grades 4 and 8. NAEP results in other subjects, including reading, will be released in the coming months.
GRADE 8
Georgia is one of 15 states that shows statistically-significant improvement on the Mathematics NAEP when compared to the last test given in 2007.
Georgia's eighth graders scored 278, up three points and just four points behind the national average of 282. All subgroups in Grade 8 showed improvement, most notably Hispanic students (270, up four points from 2007) and economically disadvantaged students (265, up three points).
About two-thirds of Georgia's 8th graders (67%) scored at basic level or higher on the 2009 NAEP -- up three points from 2007 -- and 27% scored at proficient or above, up two points.
The achievement gap between Black and White students in 8th grade in Georgia continues to be smaller than the national average. Since 2003, Georgia’s gap has decreased seven points from 34 to 27 while the national average has closed only three points from 35 to 32.
Georgia has also closed the achievement gap among students eligible for the National School Lunch Program and those that are not. This gap has closed six points since 2003 from 31 to 25, while the national average closed only one point.
GRADE 4
Fourth-grade scores on the Mathematics NAEP were fairly steady compared to 2007.
Georgia's grade 4 test-takers scored 236 on the Mathematics NAEP, up one point from 2007 and just three points behind the national average. Georgia's student subgroup scores also remained generally the same. None of the changes in Georgia's fourth-grade scores were considered statistically significant.
In 2009, 78 percent of Georgia's fourth-graders scored at or above the basic level, down one point from 2007. However, 34 percent scored at the proficient level or higher, up two points from the last test.
The achievement gap between Hispanic and White students in 4th grade in Georgia continues to be smaller than the national average. In 2009, the Hispanic to White achievement gap was five points less than the national average.
Charter Schools Stumble In Math
CHARTER SCHOOLS IN GEORGIA PERFORM SIGNIFICANTLY BELOW THEIR TRADITIONAL PUBLIC SCHOOL PEERS IN MATH
A new report issued by the Center for Research on Education Outcomes (CREDO) at Stanford University found that there is a wide variance in the quality of the nation’s several thousand charter schools with, in the aggregate, students in charter schools not faring as well as students in traditional public schools.
The analysis looks at student achievement growth on state achievement tests in both reading and math with controls for student demographics and eligibility for program support such as free or reduced-price lunch and special education. The analysis includes the most current student achievement data from 15 states and the District of Columbia and gauges whether students who attend charter schools fare better than if they would have attended a traditional public school.
Georgia
A supplemental report, with an in-depth examination of the results for charter schools in Georgia found that math gains were significantly lower in charter school students compared to their traditional public school peers, while there was no discernable difference in reading performance. For students that are low income, charter schools had a larger and more positive effect on learning compared to their traditional public school peers. African-American and Hispanic students performed significantly below their traditional public school counterparts in reading and math.
Overall State Results
The report found that achievement results varied by states that reported individual data. States with reading and math gains that were significantly higher for charter school students than would have occurred in traditional schools included: Arkansas, Colorado (Denver), Illinois (Chicago), Louisiana and Missouri.
States with reading and math gains that were either mixed or were not different than their peers in the traditional public school system included: California, the District of Columbia, Georgia and North Carolina.
States with reading and math gains that were significantly below their peers in the traditional public school system included: Arizona, Florida, Minnesota, New Mexico, Ohio and Texas.
To download a copy of the Georgia report.
To download a copy of the full report and executive summary.
A new report issued by the Center for Research on Education Outcomes (CREDO) at Stanford University found that there is a wide variance in the quality of the nation’s several thousand charter schools with, in the aggregate, students in charter schools not faring as well as students in traditional public schools.
The analysis looks at student achievement growth on state achievement tests in both reading and math with controls for student demographics and eligibility for program support such as free or reduced-price lunch and special education. The analysis includes the most current student achievement data from 15 states and the District of Columbia and gauges whether students who attend charter schools fare better than if they would have attended a traditional public school.
Georgia
A supplemental report, with an in-depth examination of the results for charter schools in Georgia found that math gains were significantly lower in charter school students compared to their traditional public school peers, while there was no discernable difference in reading performance. For students that are low income, charter schools had a larger and more positive effect on learning compared to their traditional public school peers. African-American and Hispanic students performed significantly below their traditional public school counterparts in reading and math.
Overall State Results
The report found that achievement results varied by states that reported individual data. States with reading and math gains that were significantly higher for charter school students than would have occurred in traditional schools included: Arkansas, Colorado (Denver), Illinois (Chicago), Louisiana and Missouri.
States with reading and math gains that were either mixed or were not different than their peers in the traditional public school system included: California, the District of Columbia, Georgia and North Carolina.
States with reading and math gains that were significantly below their peers in the traditional public school system included: Arizona, Florida, Minnesota, New Mexico, Ohio and Texas.
To download a copy of the Georgia report.
To download a copy of the full report and executive summary.
Financial health of new GA charter schools falters
Charter schools in Georgia, the majority of which are in metro Atlanta, may be outscoring their public school peers on testing but many are not making the grade when it comes to financial health, according to a new Georgia State University study.
Andrew Young School of Policy Studies Professor Cynthia S. Searcy, co-author of the study, said that more than 40 percent of start-up charter schools in Georgia operated with deficits or in the red during the 2006-2007 school year, the latest dates the data was available at the time of the study. During the timeframe of the study, two charter schools closed, including one for financial difficulties.
“If we don’t know how these start-ups are faring financially, how can we detect financial stress early to help keep their doors open,” said Searcy. “Given the budget crisis all schools are facing, we need to have more conversations on how to help charter schools reduce costs or enhance revenues if we expect to use them as vehicles for educational innovation.”
Among the other findings: few opportunities exist for economies of size for these small, independent schools and size directly correlates to charter school financial health.
“Small enrollments can put schools at risk of closure because they have less per-pupil revenue to spread over their fixed costs,” Searcy said. “Since charter start-ups spend $1 of every $8 on management and administration costs, they might benefit from shared services with their local school district or other charter schools.”
Additionally, because there are no uniform practices of reporting financial information or specific deadlines, it closes the opportunity to develop any meaningful financial indicator system to detect financial stress early in a school’s operation, the study found.
Searcy, along with the study’s co-author William D. Duncombe, a professor at Syracuse University, studied audited financial statements from 25 Georgia start-up schools in the 2006-2007 school year. Since 1998, 34 start-up charter schools have opened and dozens of others have been authorized. Up to 2007, a total of five had closed.
Recent legislation authorized the creation of entire charter school districts and a total of 115 charter schools are or will be open this school year.
“Georgia is on the cusp of expanding the number of charter schools,” Searcy said. “Understanding their financial health is more important than ever.”
Complete study:
Andrew Young School of Policy Studies Professor Cynthia S. Searcy, co-author of the study, said that more than 40 percent of start-up charter schools in Georgia operated with deficits or in the red during the 2006-2007 school year, the latest dates the data was available at the time of the study. During the timeframe of the study, two charter schools closed, including one for financial difficulties.
“If we don’t know how these start-ups are faring financially, how can we detect financial stress early to help keep their doors open,” said Searcy. “Given the budget crisis all schools are facing, we need to have more conversations on how to help charter schools reduce costs or enhance revenues if we expect to use them as vehicles for educational innovation.”
Among the other findings: few opportunities exist for economies of size for these small, independent schools and size directly correlates to charter school financial health.
“Small enrollments can put schools at risk of closure because they have less per-pupil revenue to spread over their fixed costs,” Searcy said. “Since charter start-ups spend $1 of every $8 on management and administration costs, they might benefit from shared services with their local school district or other charter schools.”
Additionally, because there are no uniform practices of reporting financial information or specific deadlines, it closes the opportunity to develop any meaningful financial indicator system to detect financial stress early in a school’s operation, the study found.
Searcy, along with the study’s co-author William D. Duncombe, a professor at Syracuse University, studied audited financial statements from 25 Georgia start-up schools in the 2006-2007 school year. Since 1998, 34 start-up charter schools have opened and dozens of others have been authorized. Up to 2007, a total of five had closed.
Recent legislation authorized the creation of entire charter school districts and a total of 115 charter schools are or will be open this school year.
“Georgia is on the cusp of expanding the number of charter schools,” Searcy said. “Understanding their financial health is more important than ever.”
Complete study:
ACT Participation Jumps; Scores Hold Steady
Georgia’s ACT scores remained steady in 2009 even as participation on the college entrance exam jumped by nearly nine percent in one year.
About 40 percent of Georgia’s 2009 graduating seniors took the ACT and had an average composite score of 20.6, the same as last year. The national average composite score was 21.1, also the same as 2008, according to ACT's annual report. Georgia seniors were tied for 40th on the ACT, up from 41st in 2008 and 47th in 2005.
- Georgia’s African American students had an average composite score of 17.4, higher than the national average of 16.9.
- Georgia’s Hispanic students had an average composite score of 20.0, higher than the national average of 18.7
- Georgia’s Caucasian students had an average composite score of 22.6, higher than the national average of 22.2
The ACT is a curriculum-based achievement test designed to measure college readiness and preparation. The ACT includes four separate exams in English, reading, mathematics and science. There is also an optional writing portion. The exam is scored on a scale from 0 to 36.
Readiness and Rigor
The report provides strong evidence that Georgia is making the right moves in education by setting higher standards and raising expectations.
According to the ACT, 19 percent of Georgia seniors demonstrated college-readiness in all four areas of the test, the same as last year. Nationally, about 23 percent of ACT test-takers demonstrated college-readiness, also unchanged from 2008.
The ACT has identified six specific steps that states can take to better prepare their students for college and careers. Those recommendations include adopting a rigorous core curriculum for all students, establishing a longitudinal data system and defining college-and-career readiness.
Growing Numbers
The number of seniors taking the ACT has increased to over 36,000 -- up more than 50 percent since 2005. The number of African-American students taking the ACT has nearly doubled in that time with 11,759 of last year's seniors having taken the exam.
Georgia ACT Report
About 40 percent of Georgia’s 2009 graduating seniors took the ACT and had an average composite score of 20.6, the same as last year. The national average composite score was 21.1, also the same as 2008, according to ACT's annual report. Georgia seniors were tied for 40th on the ACT, up from 41st in 2008 and 47th in 2005.
- Georgia’s African American students had an average composite score of 17.4, higher than the national average of 16.9.
- Georgia’s Hispanic students had an average composite score of 20.0, higher than the national average of 18.7
- Georgia’s Caucasian students had an average composite score of 22.6, higher than the national average of 22.2
The ACT is a curriculum-based achievement test designed to measure college readiness and preparation. The ACT includes four separate exams in English, reading, mathematics and science. There is also an optional writing portion. The exam is scored on a scale from 0 to 36.
Readiness and Rigor
The report provides strong evidence that Georgia is making the right moves in education by setting higher standards and raising expectations.
According to the ACT, 19 percent of Georgia seniors demonstrated college-readiness in all four areas of the test, the same as last year. Nationally, about 23 percent of ACT test-takers demonstrated college-readiness, also unchanged from 2008.
The ACT has identified six specific steps that states can take to better prepare their students for college and careers. Those recommendations include adopting a rigorous core curriculum for all students, establishing a longitudinal data system and defining college-and-career readiness.
Growing Numbers
The number of seniors taking the ACT has increased to over 36,000 -- up more than 50 percent since 2005. The number of African-American students taking the ACT has nearly doubled in that time with 11,759 of last year's seniors having taken the exam.
Georgia ACT Report
SAT: Georgia's Minority Students Outperform Nation
Minority students in Georgia public schools continue to outperform African-American and Hispanic students across the country on the SAT.
But, the College Board's 2009 SAT report also shows that Georgia must remain committed to closing the achievement gap and preparing all students for the 21st century.
Overall, Georgia, like the nation, saw a slight drop in the SAT scores of 2009 high school graduates.
Georgia's public, private and home school students scored 1,460 on the SAT, down six points from 2008. The national average was 1,509, down two points from the previous year. Public school students scored 1,450 on the exam, down three points from 2008. The national average score was 1,493, down two points from the previous year.
The Need to Close the Gap
The 2009 SAT report clearly shows that African-American and Hispanic students in Georgia's public schools are outperforming those subgroups nationally.
- African-American students in Georgia public schools scored 1,274, which was 10 points higher than the national average for African-American public school students (1,264).
- Hispanic public school students in Georgia scored a 1,412, which was 66 points higher than the national average (1,346).
The difference between the scores of African-American and white public school students -- called "the achievement gap" -- is 274 points in Georgia, which is 34 points smaller than the achievement gap nationwide (308). The gap between the scores of Hispanic and white public school students in Georgia is 136 points, 90 points lower than the nation (226).
Superintendent Cox said a lot of work is already being done. For instance, the state has been pushing to increase the number of students who are taking Advanced Placement (AP) classes and the 2009 data shows that it is working. The number of students taking AP classes jumped more than 11 percent, overall. The biggest increase in enrollment was among African-American students (+16.2%) and Hispanic students (+19.3 percent). This is important because students who take even one year of AP classes in any subject will score higher on the SAT.
Raising Math Achievement
Superintendent Cox pointed out that, overall, Georgia trails the national average on the mathematics portion of the SAT by 24 points, which is far more than the state is trailing in reading (11 points) and writing (14 points).
"If we are going to improve student achievement, including our SAT scores, then we must be serious about improving math achievement in Georgia," Superintendent Cox said. "With our new curriculum, we are making sure that all students are getting a strong foundation in mathematics that will prepare them not only for the SAT, but for the colleges and careers of the 21st century."
The 2009 SAT Report to the Nation reflects the scores of last year's senior class. None of those students were taught using the state's new math curriculum, the Georgia Performance Standards (GPS). Implementation of the math GPS began with sixth-graders in 2005 and has been phased in one grade per year. Students in the class of 2012 will be the first graduating class to have been fully instructed in GPS mathematics during secondary school.
High Participation and Ongoing Analysis
Georgia remains one of 24 "high participation" states, where more than 40 percent of the students take the SAT. In Georgia, 71 percent of all students took the SAT, much higher than the national participation rate of 46 percent.
While overall SAT participation in Georgia went up slightly this year, participation in Georgia public schools dropped more than eight percent. Meanwhile, the number of public school students taking the ACT increased over 11 percent in 2009.
The state continues to offer all high school students free access to the College Board’s Official SAT Online Course. In 2008, students who used the course scored 48 points higher than those who did not.
Georgia SAT Report
But, the College Board's 2009 SAT report also shows that Georgia must remain committed to closing the achievement gap and preparing all students for the 21st century.
Overall, Georgia, like the nation, saw a slight drop in the SAT scores of 2009 high school graduates.
Georgia's public, private and home school students scored 1,460 on the SAT, down six points from 2008. The national average was 1,509, down two points from the previous year. Public school students scored 1,450 on the exam, down three points from 2008. The national average score was 1,493, down two points from the previous year.
The Need to Close the Gap
The 2009 SAT report clearly shows that African-American and Hispanic students in Georgia's public schools are outperforming those subgroups nationally.
- African-American students in Georgia public schools scored 1,274, which was 10 points higher than the national average for African-American public school students (1,264).
- Hispanic public school students in Georgia scored a 1,412, which was 66 points higher than the national average (1,346).
The difference between the scores of African-American and white public school students -- called "the achievement gap" -- is 274 points in Georgia, which is 34 points smaller than the achievement gap nationwide (308). The gap between the scores of Hispanic and white public school students in Georgia is 136 points, 90 points lower than the nation (226).
Superintendent Cox said a lot of work is already being done. For instance, the state has been pushing to increase the number of students who are taking Advanced Placement (AP) classes and the 2009 data shows that it is working. The number of students taking AP classes jumped more than 11 percent, overall. The biggest increase in enrollment was among African-American students (+16.2%) and Hispanic students (+19.3 percent). This is important because students who take even one year of AP classes in any subject will score higher on the SAT.
Raising Math Achievement
Superintendent Cox pointed out that, overall, Georgia trails the national average on the mathematics portion of the SAT by 24 points, which is far more than the state is trailing in reading (11 points) and writing (14 points).
"If we are going to improve student achievement, including our SAT scores, then we must be serious about improving math achievement in Georgia," Superintendent Cox said. "With our new curriculum, we are making sure that all students are getting a strong foundation in mathematics that will prepare them not only for the SAT, but for the colleges and careers of the 21st century."
The 2009 SAT Report to the Nation reflects the scores of last year's senior class. None of those students were taught using the state's new math curriculum, the Georgia Performance Standards (GPS). Implementation of the math GPS began with sixth-graders in 2005 and has been phased in one grade per year. Students in the class of 2012 will be the first graduating class to have been fully instructed in GPS mathematics during secondary school.
High Participation and Ongoing Analysis
Georgia remains one of 24 "high participation" states, where more than 40 percent of the students take the SAT. In Georgia, 71 percent of all students took the SAT, much higher than the national participation rate of 46 percent.
While overall SAT participation in Georgia went up slightly this year, participation in Georgia public schools dropped more than eight percent. Meanwhile, the number of public school students taking the ACT increased over 11 percent in 2009.
The state continues to offer all high school students free access to the College Board’s Official SAT Online Course. In 2008, students who used the course scored 48 points higher than those who did not.
Georgia SAT Report
More Than 79% of Schools Make AYP
More than 79 percent of Georgia's public schools made Adequate Yearly Progress, or AYP, according to initial results -- a 10 point jump over 2008.
Additionally, 58 schools across the state shook the "Needs Improvement" label by having made AYP for two consecutive years.
Compared to initial AYP results last year, the 2009 report shows that:
- The percentage of schools making AYP jumped more than 10 points from 68.8% to 79.1%.
- The percentage of elementary schools making AYP jumped 13.4 points and the percentage of middle schools jumped 10.4 points.
- The percentage of Title 1 schools making AYP increased by more than 13 points, from 64.8% to 78.4% (Title 1 schools have a significant population of economically-disadvantaged students).
. Pass rates on the Criterion-Referenced Competency Test (CRCT) in mathematics improved in all grades across the state.
For more information
The percentage of high schools making AYP continues to lag behind. In 2009, just over 47 percent of the state's high schools made AYP, a slight decrease from 2008's initial results.
AYP is the formula used to determine if schools are meeting expectations under the federal No Child Left Behind Act. It consists of three parts -- test participation, academic achievement and another statistic, called a "second indicator." The academic goals continue to rise every few years toward a goal of 100 percent proficiency for all students by 2014. This year, all of the academic goals remained the same as 2008, although the graduation rate bar went up.
All students at a school, as well as any qualifying subgroup of students, must meet goals in all three categories in order to "make AYP." Schools that do not make AYP for two consecutive years in the same subject are placed in "Needs Improvement" status and face escalating consequences.
For more information on AYP.
58 Schools No Longer in “Needs Improvement”
Initial results show that 58 schools came out of "Needs Improvement" -- or NI -- status by making AYP for the second consecutive year. Twelve of those schools had been in NI status for five or more years and were facing the highest level of sanctions.
There are 334 schools in NI status for the coming school year. These schools must offer parents options, such as public school choice or federally-funded tutoring. Depending on how long these schools have been in NI, some may have to make structural or organizational changes to improve student achievement.
In 2008, there were 340 NI schools after the initial results. That number dropped to 308 after retests, summer graduates and appeals were worked into the formula.
Graduation Rate
The state's initial 2009 graduation rate is 77.8 percent. That is up from the initial 2008 graduation rate of 74.4 percent and the final 2008 graduation rate of 75.4 percent, which included summer graduates.
Graduation Rate must be used as a "second indicator" for all high schools and the bar was raised this year.
In order to make AYP a high school had to have a graduation rate of 75 percent or higher, up from 70 percent last year. If a school did not make that goal, they could use a "second look" which means:
- Having a graduation rate that averaged 75 percent or higher over the past three years OR
Having a graduation rate of at least 55 percent the previous year (2008) and showing a 10 percent improvement in the rate this year.
Complete Report
Additionally, 58 schools across the state shook the "Needs Improvement" label by having made AYP for two consecutive years.
Compared to initial AYP results last year, the 2009 report shows that:
- The percentage of schools making AYP jumped more than 10 points from 68.8% to 79.1%.
- The percentage of elementary schools making AYP jumped 13.4 points and the percentage of middle schools jumped 10.4 points.
- The percentage of Title 1 schools making AYP increased by more than 13 points, from 64.8% to 78.4% (Title 1 schools have a significant population of economically-disadvantaged students).
. Pass rates on the Criterion-Referenced Competency Test (CRCT) in mathematics improved in all grades across the state.
For more information
The percentage of high schools making AYP continues to lag behind. In 2009, just over 47 percent of the state's high schools made AYP, a slight decrease from 2008's initial results.
AYP is the formula used to determine if schools are meeting expectations under the federal No Child Left Behind Act. It consists of three parts -- test participation, academic achievement and another statistic, called a "second indicator." The academic goals continue to rise every few years toward a goal of 100 percent proficiency for all students by 2014. This year, all of the academic goals remained the same as 2008, although the graduation rate bar went up.
All students at a school, as well as any qualifying subgroup of students, must meet goals in all three categories in order to "make AYP." Schools that do not make AYP for two consecutive years in the same subject are placed in "Needs Improvement" status and face escalating consequences.
For more information on AYP.
58 Schools No Longer in “Needs Improvement”
Initial results show that 58 schools came out of "Needs Improvement" -- or NI -- status by making AYP for the second consecutive year. Twelve of those schools had been in NI status for five or more years and were facing the highest level of sanctions.
There are 334 schools in NI status for the coming school year. These schools must offer parents options, such as public school choice or federally-funded tutoring. Depending on how long these schools have been in NI, some may have to make structural or organizational changes to improve student achievement.
In 2008, there were 340 NI schools after the initial results. That number dropped to 308 after retests, summer graduates and appeals were worked into the formula.
Graduation Rate
The state's initial 2009 graduation rate is 77.8 percent. That is up from the initial 2008 graduation rate of 74.4 percent and the final 2008 graduation rate of 75.4 percent, which included summer graduates.
Graduation Rate must be used as a "second indicator" for all high schools and the bar was raised this year.
In order to make AYP a high school had to have a graduation rate of 75 percent or higher, up from 70 percent last year. If a school did not make that goal, they could use a "second look" which means:
- Having a graduation rate that averaged 75 percent or higher over the past three years OR
Having a graduation rate of at least 55 percent the previous year (2008) and showing a 10 percent improvement in the rate this year.
Complete Report
Student Shortchanged By NCLB?
New Study Finds Little Evidence That Federal Emphasis on “Proficient” Performance Has Shortchanged Advanced or Low-Achieving Students
Many States Show Gains Since 2002 at All Achievement Levels
Georgia report
Student performance on state reading and math tests has generally risen at three achievement levels, according to a 50-state study by the Center on Education Policy (CEP). The study found more states with gains than declines in the percentages of students reaching or exceeding the basic, proficient, and advanced levels of achievement, and relatively few instances of sizeable declines in the percentage scoring below the basic level.
Achievement also improved in most states at the elementary, middle, and high school levels.
The CEP study analyzed test score trends, where available, from 2002, the year the federal No Child Left Behind Act (NCLB) took effect, through 2008. (Some states did not have trends going back to 2002 because they had adopted new tests or made other major changes in their testing systems.) The study expands on CEP’s previous two reports on achievement by examining, for the first time, test results at the “advanced” level and at the “basic” level-and-above—as well as at the “proficient” level and above, which is the benchmark that matters most for federal accountability under NCLB.
Many States Show Gains Since 2002 at All Achievement Levels
Georgia report
Student performance on state reading and math tests has generally risen at three achievement levels, according to a 50-state study by the Center on Education Policy (CEP). The study found more states with gains than declines in the percentages of students reaching or exceeding the basic, proficient, and advanced levels of achievement, and relatively few instances of sizeable declines in the percentage scoring below the basic level.
Achievement also improved in most states at the elementary, middle, and high school levels.
The CEP study analyzed test score trends, where available, from 2002, the year the federal No Child Left Behind Act (NCLB) took effect, through 2008. (Some states did not have trends going back to 2002 because they had adopted new tests or made other major changes in their testing systems.) The study expands on CEP’s previous two reports on achievement by examining, for the first time, test results at the “advanced” level and at the “basic” level-and-above—as well as at the “proficient” level and above, which is the benchmark that matters most for federal accountability under NCLB.
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