Findings
Analysis of CMS’s school profile and the Texas Education Agency’s Academic Excellence Indicator (AEIS) data over the past six years reveals a school making gains in some areas yet simultaneously requiring aid in others. Each grade level made gains in all subjects in passing percentages on the Texas Assessment of Knowledge and Skills (TAKS) test between the 2010 administration and the 2011 administration (See Figures 1-3). With 6th and 7th grade math increasing over 18% in passing across heterogeneous groups, the data clearly revealed positive student achievement on standardized testing the school is clearly focus on TAKS. “Our interventions are working. We basically have school six days a week, and Monday through Friday we have after school tutorials,” explained one CMS faculty member. It was further explained that in-school tutorials were held during enrichment periods and have even been extended over holiday breaks.
Since the 2009 TAKS administration, 7th grade writing and 8th grade social studies have shown high levels of students meeting the passing standard. In fact, the 2010-2011 AEIS data identified 8th grade social studies and 7th grade writing as achieving Exemplary status.
With the Texas Education Agency (TEA) phasing out the TAKS test and implementing the more rigorous State of Texas Assessments of Academic Readiness (STAAR) test, there is a demand for higher student achievement. As rigor increases on state standardized testing, it is imperative to look at academic rigor. In the 2006-2007 school year, 63% of CMS classes were identified as honors classes, but by the 2009-2010 school year, the percentage of honors classes had fallen to 13%. However, despite the decrease in labeled honors classes, the total 2011 TAKS Commended Performance percentages as compared to the 2010 TAKS Commended Performance percentages increased in math, reading, and 7th grade writing (See Figure 4). Faculty members expressed frustration regarding the everyday classroom progress students are making, with one teacher explaining that, “Test scores and grades don’t match up.” Based on the 2010-2011 first, third, and fourth six weeks honor roll lists, on average only four students in the entire school earned all “As” and fifteen students earned “As and Bs.” While CMS is making progress on state assessment, findings reveal the need to continue and strengthen this process.
With the Texas Education Agency (TEA) phasing out the TAKS test and implementing the more rigorous State of Texas Assessments of Academic Readiness (STAAR) test, there is a demand for higher student achievement. As rigor increases on state standardized testing, it is imperative to look at academic rigor. In the 2006-2007 school year, 63% of CMS classes were identified as honors classes, but by the 2009-2010 school year, the percentage of honors classes had fallen to 13%. However, despite the decrease in labeled honors classes, the total 2011 TAKS Commended Performance percentages as compared to the 2010 TAKS Commended Performance percentages increased in math, reading, and 7th grade writing (See Figure 4). Faculty members expressed frustration regarding the everyday classroom progress students are making, with one teacher explaining that, “Test scores and grades don’t match up.” Based on the 2010-2011 first, third, and fourth six weeks honor roll lists, on average only four students in the entire school earned all “As” and fifteen students earned “As and Bs.” While CMS is making progress on state assessment, findings reveal the need to continue and strengthen this process.
