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LISD remains Recognized district
By Chris Roark, croark@acnpapers.com
Lewisville ISD has received some good news concerning the recently released Academic Excellence Indicator System (AEIS) for 2011, though some data suggest there are still areas in which to improve.
Among the highlights is the announcement that LISD had received a “recognized” rating from the Texas Education Agency (TEA) for the third year in a row.
The system takes into account several factors, including students’ performance on the Texas Assessment of Knowledge and Skills (TAKS) exam taken last spring, as well as high school completion rate and dropout rate. A new base indicator this year is Commended Performance on the TAKS test.
Overall, the district has 26 Exemplary campuses, which is down from 38 last year. It has 21 Recognized campuses (20 in 2010) and 16 Academically Acceptable campuses (three in 2010).
Dr. Penny Reddell, associate superintendent for learning and teaching, presented these results to the school board last week. She said several changes in the system this year impacted the number of Exemplary campuses the district has. Among those are the increased math and science requirements and a new Commended Performance requirement.
She also said the option for a district achieving an Exemplary rating with a Texas Projection Measure was not available this year.
“Considering these factors and changes, we’re doing quite well,” Reddell said. “We always want to do better. But one of the things about accountability ratings is that it changes over time and increases in vigor.”
The Exemplary campuses in the Frisco/Carrollton area are Hicks, Castle Hills and Hebron Valley elementary schools.
Hebron High School, Killian Middle School and Indian Creek and Homestead elementary schools are Recognized. Arbor Creek Middle School and Hebron’s ninth-grade campus, with an exception, and Coyote Ridge Elementary School, with two exceptions, are also Recognized.
Creek Valley Middle School and Independence and Polser elementary schools are Academically Acceptable.
Other campuses of note include Flower Mound High School and Lewisville High School Killough campus being Exemplary, Marcus being Recognized and Lewisville and The Colony high schools, as well as the Lewisville Learning Center, being Academically Acceptable.
In terms of the TAKS test, Reddell discussed the five tested subjects and how each of the five student groups — All Students, African American, Hispanic, White and Economically Disadvantaged — performed.
In reading/language arts, the percentage of students who met the standard from 2010 to 2011 remained the same in all five student groups. Comparing the percentage of students whose scores were considered a Commended Performance, or 98 percent of the test’s questions were answered correctly, the Economically Disadvantaged and the all students groups maintained the same percentage while the other three groups dropped by one percentage point.
In math, with a higher standard this year, the met-standard percentage increased by 1 percent in the Hispanic and Economically Disadvantaged groups remained the same in the All Students and White groups and dropped by 1 percent in the African American group. The Commended Performance percentages remained the same in three of the groups and decreased by 1 percent in the African American group and increased by 1 percent in the Hispanic group.
In writing, the African American and White groups saw a 2- and a 1-percent increase, respectively, in the Met-Standard category while the Hispanic group dropped by 2 percent. The other two remained the same. As far as students reaching the commended level, all five categories saw an increase in percentage with the White group showing a 4-percent increase and the African American and all students groups improving by 3 percent.
In social studies, the African American, Hispanic and Economically Disadvantaged groups increased its met- standard performance by 1 percent while the others stayed the same. Four of the five groups increased its Commended Performance percentage with the African American group jumping up six percentage points. The Economically Disadvantaged group dropped by 1 percent.
And in science, where the state standard was also higher, the Economically Disadvantaged group decreased its met-standard rate by 2 percent, and the African American and Hispanic groups decreased by 1 percent. The All Students and White groups remained the same. However, four of the five groups increased its Commended Performance rate by as much as 3 percent. The Economically Disadvantaged group remained the same.
In addition, LISD received gold performance acknowledgements for attendance and college readiness graduates. It received recognition from Texas Success Initiative (TSI) in mathematics and was commended in social studies.
Regarding SAT and ACT test scores, the average score for the all students, African American, Hispanic and White student groups increased from 2009 to 2010. The average for the Economically Disadvantaged group was not available.
The average score for the ACT test during the same period also increased for three groups, though it dropped 0.1 points in the African American group. That was just the third time in four years out of all four groups that an average score dipped.
In terms of advanced placement (AP) exams, the percentage of students tested increased in the all students, Hispanic and White groups between the 2008-09 school year and the 2009-10 school year, though it dropped (15.1 percent to 13.2 percent) in the African American group.
The percentage of students who scored at or above the criteria in the AP test, meaning they received college credit from the AP test, increased during the same time period in all but the Hispanic group.
During a three-year period, the percentage of those meeting or surpassing the AP test criteria increased in nine of 12 groups.
From 2009 to 2010, the percentage of college-ready students increased in all five groups in English and math.
Reddell also discussed the mean PSAT scores during a four-year period. Those scores have dropped during the last year. Between 2009-10 and 2010-11, only 10th-grade reading PSAT scores improved, and that was by 0.1 of a point (44.7 to 44.8). The others — 10th-grade math and writing, as well as 11th-grade reading, math and writing — decreased. Math and writing at the 11th-grade level dropped by 2.8 points.
This comes after overall increases the previous years.
The district’s dropout rate is also a concern. In grades 9-12, the annual dropout rate for the African American group has increased from 1.4 percent in 2009 to 1.6 percent in 2010. Meanwhile, the five-year completion rate, though increasing in all but one category, dipped in the African American group from 92.4 percent in 2008 to 91.8 percent in 2009.
“We believe that’s unacceptable, and we’re working on it,” Reddell said. “These [decreases] are going in the wrong direction. But we are rabid that we will fix that.”
The four-year completion rate, however, did increase from 2009 to 2010 in all five student groups.
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