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Monday, December 21, 2009

ConnCAN grades CT Schools; Lackluster grades for Norwalk

The Connecticut Coalition for Achievement Now (ConnCAN) today released its 2009-2010 School Report Cards, assigning letter grades to over 1,000 Connecticut public schools and 160 school districts based on their students’ academic performance in four categories.  The grades are based on the 2009 CMT and CAPT scores.  Click here to read about the Methodology of ConnCAN’s School and District Report Cards.

Here is how Norwalk scored:
Elementary Schools
Performance Gain:  B
Overall Student Performance: C
Student Subgroup Performance: D+
Achievement Gap:  D

Middle Schools
Performance Gain: C
Overall Student Performance: C
Student Subgroup Performance: D
Achievement Gap: F

High Schools:
Overall Student Performance: D
Student Subgroup Performance: F
Achievement Gap: F


Click here to view the School Report Cards at www.ctreportcards.org.

Using the data from the School Report Cards, ConnCAN also released the Top 10 Connecticut public schools in Performance Gains, Low-Income Student Performance, African American Student Performance, Hispanic Student Performance and Improvement. Each category is scored separately for elementary, middle and high schools.

Click here to download the Top 10 Connecticut Public Schools.

The only Norwalk Schools to appear on these top 10 lists are Jefferson Elementary for Improvement and Hispanic Student Performance and Nathan Hale Middle School for Hispanic Student Performance. (Nathan Hale has made the top 10 list three times)

“The report cards are designed to help Connecticut parents serve as effective advocates for their children,” said Alex Johnston, ConnCAN Chief Executive Officer. “Parents deserve to know how well their child’s public school is meeting the needs of all of its students.”

ConnCAN is an advocacy organization that believes in "fixing poverty by fixing schools." This is ConnCAN's fourth year of publishing School Report Cards. More than 60,000 people access the School Report Cards online each year.  According to web research firm Alexa.com, more Connecticut parents get their school information from ConnCAN’s School Report Cards than from the state’s official websites, cmtreports.com and captreports.com.

Statewide, the ConnCAN press release reports that a few trends stand out among the Top 10 lists:

• Of the four years ConnCAN has produced Top 10 public school lists, 15 schools have made the lists three or more times: High Horizons, Multicultural Magnet, Park City Magnet, and Winthrop School in Bridgeport; Amistad Academy and Elm City College Prep Middle in New Haven; Rogers School and Westover School in Stamford; Jumoke Academy in Hartford; Second Hill Lane School in Stratford; JP Vincent in Bloomfield; Nathan Hale Middle in Norwalk; Irving Robbins in Farmington; Broadview Middle in Danbury; and Bethel Middle in Bethel.

• The Achievement First network of charter schools showed a very strong performance. For example, three of the top ten middle schools for African American performance were Achievement First schools. Achievement First Bridgeport Academy was also number one for middle school performance gains.

• For the first time, Waterbury public schools had a notable presence in the Top 10 lists, with seven schools cracking the fourteen Top 10 lists.
Posted by Moina Noor

27 comments:

  1. Let's take a look at Nathan Hale, a school that has been hightly regarded on this site:

    GRADES: 6- 8
    MINORITY: 44.5%
    LOW INCOME: 25.1% NO. OF STUDENTS : 506

    First, a middle school of 506 students is smaller than some of our elementary schools. The low income rate also seems out of proportion to the other schools.

    Let's compare Ponus Ridge statistics:
    MINORITY: 68.2%
    LOW INCOME: 32.6% NO. OF STUDENTS : 642

    Does that shed some light on what is not accounted for in these studies?

    Additionally, the achievement gap profile for Nathan Hale was scored as a D-, lower than the district level in closing the achievement gap. Also, it was much lower than the state level for closing the achievement gap.

    Now, to look at school district results, Norwalk made a 1.6% improvement in this listing. That is above the Darien improvement ranking of 1.2% Does that tell us that Norwalk is better than Darien? Of course not.

    The elementary level of improvement is a whopping 5.3%. That's lots better than the middle schools!

    I would like to suggest that these figures do not take into consideration many variables. To interpret some of the 'facts' listed at ConnCAN is just ridiculous. To give awards based on this information is even more ridiculous!
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  2. The poster above misses the point. It's not the number or percent of low income students, it's the success rates with the students that a particular school has. What ConnCan information shows it that a low income kid stands a better chance of achieving at Nathan Hale than that same kid would at Ponus.
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  3. 9:50 AM is just one of the tired arguments by a supporter of one prospective candidate for high position within the NPS, trying to discredit another prospective candidate. Some of the previous posting is irrelevant to the achievement of the educational leader he/she is trying to discredit, as McCain can be responsible only for the students the district sends him; he doesn't get to pick and choose. ConnCAN has no dog in this fight, and so I'll take accept its data as informed, objective and meaningful, and there are some very impressive statistics coming out of NHMS.
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  4. Someone beat me to being the second poster here. My reference to "previous posting" refers to the first posting.
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  5. It is absolutely not true that all low income kids stand a better chance of achieving at NHMS. The achievement gap profile was lower for NHMS than the district and the state. How can you make a statement that bears no resemblance to the achievement gap facts?
    Also, how can anyone with any knowledge at all say that the size of the school and the number of low income families has nothing to do with achievement?
    I don't mean to insult you regarding your interpretation, but I can't follow your logic.
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  6. Yours is a pathetic battle to discredit a person; it has nothing to do with your concern about NHMS or any other school. Instead of discrediting him, why don't you instead tell us about the accomplishments of the person you want to see become superintendent.
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  7. It is indeed sad when a school is publicly recognized for an achievement only to be knocked down by a few Anonymouses. Have we truly reached the point where personal biases and agendas trump simple decency? My guess is that this type of discussion rarely happens in healthy, improving districts.
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  8. My guess is that it's a very small group of people, 3 or 4 at most, who have this vendetta against Nathan Hale and its principal. Unfortunately, they all happen to write on blogs, making them look like a bigger group then they are. They are losers who are angry at a winner.
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  9. I have absolutely no choice for Superintendent. You are jumping to a conclusion that is dead wrong.
    I am wondering, however, how a principal like the Jefferson principal, who made outstanding gains was not recognized as the award winner.
    What I have written is the obvious truth and some people want to discredit the truth at all costs. I don't care who the people are who deserve awards, I am simply looking for fairness. Fairness should have dictated a different winner. If that's my agenda, then there it is!
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  10. By the way, if we are to look at performance gains, Jefferson received an A-
    Here are the statistics:

    GRADES: K- 5
    MINORITY: 81%
    LOW INCOME: 43.3% NO. OF STUDENTS : 494

    In my opinion, this is impressive.
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  11. The story indicates that Jefferson was recognized as a Top 10 school in the State for Improvement and Hispanic Student Performance.
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  12. But that's what I mean. The State recognized Jefferson, but the Hero award went to a different school. I don't understand why a school that made a huge difference, Jefferson, and that was recognized by the State didn't win that award.
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  13. 7:12: I heartily applaud the entire Jefferson School staff for what they have accomplished because they have done in relatively few years what few would have thought possible. However, I don't dispute ConnCAN's ranking for NHMS, and I don't see why your posting and a few others on this blog suggest that there is something wrong. You need to look at the data on the state website.
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  14. Let's level the playing field for Achievement First: longer school day, low-performing students and parents sent back to their original public school. I admire and support what they are doing, but I cannot compliment them until they take the struggling students and struggling families that New Haven and Hartford deal with every day.
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  15. The ConnCAN site is flawed. The site should add a weighted value for schools dealing with extreme poverty. I don't see that anywhere. Am I wrong? How can anyone compare very rich schools with the very poor? Educators and researchers know that schools with a large percentage of low income families have a huge impact on test scores. The rich students are exposed to so much more...travel experiences, museums. etc...all that adds to vocabulary and pre-reading skills necessary for development of comprehension and reading. How can a site like ConnCAN ignore all of these variables? Progress in a needy school should be recognized in a totally different way. Major progress in the needy school (that is proven over a period of at least three years) should be awarded. Progress over one year shouldn't be awarded until it is shown to be sustainable. After all, one bright class does not make for a great school.
    I am not criticizing any school's progress here. I am criticizing the ConnCAN site, so don't flame me, please.
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  16. I understand what you are saying, 9:56, and I agree that extreme poverty is a huge problem. However, the danger in using a poverty index to rate schools is that lower performing schools that have high poverty will be given artificially high ratings, somewhat like when a teacher grades on a curve. Getting the higher ratings won't mean that students are learning at the same rates as are students in higher performing schools, and the students in the high poverty schools will be left at a competitive disadvantage.

    It is possible to succeed when there is high poverty. Do a quick internet search on the "90-90-90 schools," and you will see the proof. These are schools with at least 90% poverty, at least 90% minority population and at least 90% success in meeting state standards. When Norwalk gets serious about finding quality central office administrators and principals, perhaps things can change, but this board of education has to prove itself serious first. They find administrators who are managers, capable of keeping staff in line, e.g., making them follow rules and fill out forms, but they aren't so good at finding educational leaders. Right now, I don't know of a single educational leader in the central office, and I know of too few in the schools.
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  17. I believe that the stats shown by ConnCan are misleading because it is once again based on meeting the state's high proficiency level instead of presenting those students who achieved a 3 or better. A three is average, a 4 is above average and a 5 is excellent. When you look at the entire report card it is so misleading making it appear as if our district is a loser. We cannot expect all students to be in the A range; it is unrealistic, especially with our diverse population who has great needs.

    Why aren't the stats presented as the bands are reported on the CMTs and CAPT. This is a truer picture of our students' achievement?

    Additionally, it appears as if there is not enough praise to go around the district. Schools that are performing well like Jefferson do not get the accolades. It is always Nathan Hale who is highlighted. It just is not fair for all the other schools whose students work so hard to improve their scores.

    If the district looks bad, then there is much blame that can be thrown around, so that those parents who are really not into politics can advocate their favorite principal for superintendent.

    They must be soooo upset that Sue Hanley's recommendation to the board to delete central office experience in the criteria for superintendent was voted down. It appears that this favorite principal will continue to be the principal of this over-rated middle school. But hey look on the bright side, he still gets to kick around all of this colleagues. while he smiles and collects all the prizes.
    ReplyDelete
  18. 11:56, you are a fine example of someone who understands and takes the time to explain in a kind and gentle way. Thank you!
    I agree about the NPS principals who are wonderful managers but not educational leaders. Unfortunately there are far too few educators who are capable of being both managers and educational leaders.
    This board of ed appears to be floundering all over the place. I am disheartened by their current appointments. This new IT person will have great difficulty commuting, so I hope he will move closer. If he does, I believe many people will be happy with his appointment.
    As for the Director of Elementary Education, well, the bad news is that she has often been missing in action during the work day. I can't believe she is being rewarded for that. The good news is that she is a good manager. But then the bad news is that no one has ever been able to manage the elementary principals. I would welcome some more good news about her. I hope the board can provide some positive reasons for her appointment.
    Again, thank you for your explanation. I am about to do the Google search for the 90-90-90 schools. I look forward to seeing how they succeeded against the odds.
    ReplyDelete
  19. The new IT person may be good, or he may not be; we have to wait and see, and it won't be fair of us to be lying in wait for him to make mistakes. The issues right now are his place of residence and his means of commuting to work, his mail-order doctorate, his meaningless responses to some of the interviewer's questions. It isn't a good start, but maybe he'll finish strong in the race.

    I don't know anything about the decision to hire the director of elementary education, but it is extremely strange that she doesn't have any elementary level experience. Maybe there is something we don't know about this individual. I hope that there will be an interview on this blog so that we can learn more.

    The board of education has promised transparency, and this requires information. Tell us why these people were the ones chosen.
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  20. The moderator of this board has been asked to provide an interview with the director of education in another thread. I think it would be most helpful. Perhaps we could provide questions to be asked?
    I know I would like to know how she is proposing to control the elementary principals. Also, her experience with early literacy and her plans to improve test scores.
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  21. I have requested an interview with Carol Marinacchio. Unfortunately, she said will be out of the country until after the New Year. I will speak with her after she returns. Feel free to post possible questions.
    ReplyDelete
  22. Here are a few suggestions:
    1. What do you consider to be your best qualifications for this position?
    2. What is your background in elementary education?
    3. How will you work with a number of elementary principals who have often demonstrated independent thinking?
    4. How do you respond to those who believe that the director of elementary education should have teaching and/or administrative experience at that level?
    5. What are your ideas for improving literacy?
    ReplyDelete
  23. Good questions, 7:34. I second those questions. Also,
    1. What experience do you have in early literacy? What coursework suopports this?

    2. (strengthening #3 question above) How do you intend to hold the elementary principals accountable for evaluations of their staff, implementing literacy initiatives, cooperating with central office staff, following grant directives, utilizing and supporting Literacy Specialists as coaches for elementary classroom teachers (in other words, LS model in the classroom, classroom teachers practice with the LS helping them, then the principal goes in to evaluate)...

    3. Will you be out in the schools daily?

    4. With the new transparance initiative, can we expect the same from you? Would you be willing to give a 'state of the office' every 100 days (for example)?
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  24. sorry for the typo errors above
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  25. For a district that is supposed to be looking forward instead of backward, some of these posters need to get their heads out of their butts and jump on the positive bandwagon. Negativy is and has been sinking Norwalk Public Schools. If you or your favorite administrator had a school that did not make the list, then make it a goal. Don't sit on here and rip others apart. And Jefferson did a great job, but that doesn't mean Mr. McCain hasn't made more changes than are recognized by ConnCan, hence all the recognition NHMS has been receiving. People who were in Norwalk need to think back to before he arrived and remember what NHMS was like. To say that because Jefferson did great at this, Mr. McCain didn't deserve his Local Hero Award is akin to being the school bully - the child who has to tear others down to make themselves feel bigger. I think some people need to have their New Year's Resolution be to respect others and rejoice in their achievements. Here's to a great New Year for Norwalk Public Schools!
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  26. 4:04 PM - I strongly suspect a rather personal agenda behind much of the criticism of Mr. McCain, and my suspicion is soundly based upon altogether too many conversations in which someone obviously felt threatened by him. At least some, possibly most, of the critics are supporters of someone else who wants the superintendency, and they will do what they can to discredit someone who has not only worked hard, but who has also worked remarkably effectively to accomplish what the past several principals could not. The reason for the criticism? McCain, despite his lack of central office experience, would be a credible candidate.

    To those who support that candidate for superintendent, why don't you just focus on that person's real accomplishments, using student outcomes as evidence? Oh. What is that? You can't think of any? I thought so.
    ReplyDelete
  27. It's interesting to note the reactions to reports about the performance of Norwalk's students. Typically, they include:

    "The methodology used for the report was flawed" (despite the fact that the same methodology was used for all schools, including many that are similar to those in Norwalk)

    "It's because we have so many minority students, and they just don't do well" (despite the performance at some schools that have even greater numbers of minority students)

    "Sal Corda created the problem" (although, in fairness, we have to note that Sal didn't make many of the day-to-day decisions that most directly affect student performance; many cooks made this soup, whether through action or inaction or misdirected action)

    "It's because the principals aren't doing their jobs" (This begs the question: Who supervises the principals, and if those people aren't doing their jobs, who supervises them?)

    With New Year's resolution time only hours away, let me ask my own set of questions:

    What is the role of the department of curriculum and instruction, that is, aside from overseeing the development of attractive binders of curriculum documents?

    Since "instruction" is part of the name of the department, what does the department do to promote better teaching?

    Aside from saying that the principals aren't doing the work that needs to be done, is the department providing direction for how the work can be done better? (Telling everyone to be accountable and to work harder isn't providing leadership. It's time to give site-based staff concrete analyses of student outcomes, including what the problems are and how to address them. If this is happening, please tell me -- and provide some specifics.)

    Is this going to become another example of the central office saying, "We are site-based and so it's the responsibility of the principals and the school faculties to figure this out." Then this begs the question: Why is there a central office?
    ReplyDelete

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