John Kelly Ph.D.

We recently received final TAKS scores and accountability ratings from the state. The ratings measure TAKS scores in grades 3 through 11 and completion rates for our graduates. Our overall passing rates are exemplary (97 in reading and Social Studies, 95 percent in writing, and 91 percent in science and math). The lowest sub-population scores (for economically disadvantaged students) in Boerne are 85 percent to 91 percent passing rates in reading, writing, and social studies.

However, our scores were less than satisfactory in two sub-population areas of math and science. Out of the 133 economically disadvantaged students taking the science TAKS test (which is administered in grades 5, 10 and 11) we had only 66 percent pass. And in math, of the 586 economically disadvantaged students taking the test, 74 percent passed. Hispanic achievement was at the Recognized level in both areas with 81 percent passing math and 76 percent passing science.

Our goal is to close the gap between disadvantaged students and their peers. While our test scores for each of the sub-populations are higher than the average Texas scores for those same sub-populations, we are certainly not satisfied with being “better than average.” We will improve those scores during 2007-08.

Our high school completion rate is also a part of the district’s rating. That statistic measures a longitudinal drop-out rate by comparing the freshman class of 2002 to their graduation rates four years later. In those four years, Boerne had four drop-outs. Our rating for this area is exemplary and superior to the rest of the state. The secondary schools in Boerne have done mighty deeds to keep the kids in school.

Texas is rightfully setting a high bar for the Recognized standard by measuring districts and campuses by how the most disadvantaged students perform. This year, the percentage-passing rate to achieve the recognized standard was raised by 5 percent in Texas. As a result, most recognized districts of any size in Texas were downgraded to Acceptable this past month. But it would be a mistake to dwell only on the areas needing improvement. I also want to give you examples of incredible achievement within those same scores.

To cite one example, I’ll use Boerne Middle School North, which has the highest number of economically disadvantaged students of any campus in the district. Despite having the most challenging demographics, 91 percent of the Hispanic and economically disadvantaged students passed Reading, 97 percent percent passed Writing, and 100 percent passed Social Studies. Unfortunately, that school’s entire rating is based on the one low score in Mathematics of 71 percent where 85 out of 119 economically disadvantaged students passed.

In truth, the TAKS test scores for all of our campuses reflect similar achievement levels. In those schools with a very low number of disadvantaged students, results for those populations are not computed in the Texas accountability system. Their subpopulations show up only in the overall district rating as I’ve described above.

I want our district to quickly achieve the “Recognized” label we have held for the past eight years, but I do not want to turn us into a TAKS testing factory. Our parents generally tell us they want much more than an excessive dose of TAKS teaching in our classrooms. Therefore, we have loftier goals including high Advanced Placement achievement, SAT/ACT accomplishment, many hours of college credit, a stellar fine arts program, an outstanding vocational program, and wholesome extra-curricular opportunities for all students. This past year, our fine arts, college prep, vocational programs, club activities and extra-curricular opportunities earned students unprecedented honors including several state championships. We want those trends to continue and multiply.

I am not one to trash the TAKS test or all standardized testing. Anyone who examines the tests will quickly see that the questions go beyond the basics. So I do believe that paying attention to the lesser achievement levels of our sub-populations on those tests is necessary and appropriate. We want to use the TAKS test as one of many important measures of our district’s efficacy.

In short, we will continue to emphasize student achievement beyond TAKS for ALL students but also increase our efforts to help those most needy so that they may rise up and join their peers!