Association of Rhode Island Administrators in Special Education (ARAISE)National Center on Public Education & Social Policy (NCPE)Rhode Island Federation of Teachers and Health Professionals (RIFTHP)National Education Association of Rhode Island (NEA-RI)Rhode Island Parent Teachers Association (RIPTA)Rhode Island Association for Supervision and Curriculum Development (RI-ASCD)Rhode Island Association of School Committees (RIASC)Rhode Island Association of School Principals (RIASP)Rhode Island Middle Level Educators (RIMLE)Rhode Island School Superintendents' Association (RISSA)Rhode Island Skills CommissionRhode Island School Counselor Association (RISCA)

Dear Reader:

The perception that Rhode Island’s schools are not making progress is inaccurate. In fact, significant progress has been made in our schools in recent years, but too often it has not been captured by an accountability system focused solely on targets-met and targets-missed.

Consider the participation target, for example. An urban high school with a junior class of 100 students would be labeled as making “insufficient progress” if six of its juniors failed to take the state assessment. An “insufficient progress” label in that case would reflect little related to student achievement and nothing related to school improvement initiatives underway at the school. In fact, a host of positive indicators are often obscured by one-size-fits-all labels.

Simple labels are unfair to children and to the hard-working educators that serve them, as well as misleading to those struggling to understand what is happening in RI schools. It is for these reasons that we offer this report as the story behind the story. The data in this report shows that:

• Students in all Rhode Island public schools – elementary, middle, and high – are performing significantly better in both mathematics and English Language Arts than were their counterparts in 1999.
• There has been a significant narrowing of the gap between the performance of students on mathematics assessments and their performance on English Language Arts since 1999.
• Between 2002 and 2006, the number of Regents’ Commended Schools in Rhode Islandincreased from 25 to 84.
• In 2006, two-thirds of the high schools listed as not making adequate progress had missed only one or two targets.
• Between 2003 and 2007, the number of middle schools listed as not making adequate progress declined from 24 to 10.
• Between 2003 and 2007, the number of middle schools that missed three or more targets declined from 7 to 3.
• Between 2003 and 2007, the number of elementary schools listed as not making adequate progress declined from 53 to 17.
• Between 2003 and 2007, the number of elementary schools that missed three or more targets declined from 20 to 1.
• Of the 11 elementary and middle schools statewide listed as not making adequate progress in 2007, 6 missed only one target.
• A number of urban schools listed as making “inadequate progress” have seen noteworthyimprovement in the test scores of their students.

Nothing in this report is intended to imply that Rhode Island’s schools have completed the school improvement process. Rhode Island, like every other state, still has a great deal of work to do. It is important to note that RI educators are fully engaged in school improvement and that steady and significant progress is being made. By fostering this fundamental understanding, the Learning First Alliance/Rhode Island hopes to change the current dialogue about schools in RI from one characterized accusation to one characterized by mutual support.

Sincerely,

The Member Organizations of the Learning First Alliance/RI Each year Rhode Island schools are evaluated on student performance on the statewide assessments in English language arts/reading and mathematics. The percentage of students meeting or exceeding proficiency often times gets overlooked by school classifications. We want to focus on the rest of the story. This story includes the increase in student performance in English language arts and mathematics at all grade levels, the percentage of schools commended for their sustained improvement, and the misconception that schools labeled as making insufficient progress are not improving.

Rhode Island’s School Accountability System

Annually schools are evaluated on overall student performance as well as eight subgroups of students—five ethnicities, English language learners, students with disabilities, and students living in poverty. Schools are also evaluated on three non-academic measures—student participation¹ on both assessments, and attendance (elementary and middle schools) graduation rate (high schools). Schools were evaluated on these 21 targets beginning in 2003. Since 2005, schools that miss up to three targets are classified as moderately or high performing with caution for 1 year only. All other schools are classified as making insufficient progress. In 2006, the number of targets increased from 21 to 37, as participation rates for the school as a whole and each of the eight subgroups of students for both the English language arts/reading and mathematics assessments were added. Schools that meet all targets overall and for all subgroups are classified as moderately or high performing. Rhode Island Department of Education’s (RIDE) calculation of school performance has been federally approved to meet the requirements of No Child Left Behind.²

¹ Meeting the student participation rate of 95% is based on the percent of students taking the assessments. ² For a more complete description please go to Information Works!, the state’s annual report card, at www.infoworks.ride.uri.edu or the RIDE website at www.ride.ri.gov.

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Statewide Student Proficiency

Many changes have been made in the way Rhode Island tests students.

Over the past 10 years, in respect to changes in federal mandates, students in Rhode Island have participated annually in two different statewide assessments. The New Standards Reference Examination (NSRE) was administered yearly to students in grades 4, 8, and 10 during the 1998-2003 academic years. In 2004, the high school grade changed to grade 11. Eleventh graders continued to take the NSRE through spring 2007; the statewide assessment for elementary and middle school students, however, changed after the 2004. Beginning in fall 2006, the New England Common Assessment Program (NECAP) was administered to all students in grades 3-8. High school students will transition to NECAP in the fall of 2007.

The information collected over this period and shows student performance at all grade levels has steadily and significantly increased since 2001. (Statistical significance is defined as at least 3%.) Figure 1 indicates that today’s Rhode Island students are performing statistically better than students did in 1999 on the statewide assessments in English language arts (ELA) and mathematics. Performance in English language arts remains stronger than mathematics at all three grade levels, yet the gap between performance in ELA and mathematics has decreased. Of particular note is student performance in mathematics, which has increased from just over 33% to more than 50% meeting proficient or above at the elementary and middle school levels. Student performance at the high school level increased from about 25% to nearly 50%. It should be noted that improved performance in English language arts can be associated with improved performance in mathematics.

Percentage of Students Proficient and Above on Statewide Assessments by Year

Figure 1. Percentages of Students Proficient and Above on Statewide Assessments by Year

High Schools

There were 54 Rhode Island high schools in 2003, of which 29 high schools met all 21targets³. Of the 25 high schools that were classified as making insufficient progress, four high schools missed only one target, seven missed two targets, and six missed three targets. In most cases, schools missed targets for the participation rate of at least 95%. Six high schools missed more than three targets. Data were not available for two schools. Figure 3 graphically displays the number of high schools by targets missed.

³ The accountability rating was based on the aggregation of 3 years of testing on the statewide assessment in grade 10. The school as a whole and students in each of the eight student groups must meet the targets for the school to make Adequate Yearly Progress as defined by the federal No Child Left Behind Act of 2001. Schools without sufficient numbers of students (e.g., at least 45 students over the 3 years) in any one category were credited with meeting that particular target.

In 2005, the bar was raised and in 2006, the number of targets was increased. There were 54 high schools in 2004. Forty-two high schools met all 21 targets⁴, nearly 50% more than the previous year. Of the 12 high schools that were classified as making insufficient progress, two schools (i.e., special programs) had fewer than 10 students; therefore, no data were publicly reported. Of the remaining 10 high schools, three high schools missed only one target and four missed only two targets. Three high schools missed more than three targets. In addition, nine high schools listed as making insufficient progress in 2003, moved up to moderately or high performing categories in 2004.

In 2005, there were 57 high schools in Rhode Island. That year the accountability targets were raised. Forty high schools were classified as moderately or high performing; was indicated for 15 of these high schools. Of the 17 high schools classified as making insufficient progress, seven high schools were listed as making insufficient progress for the first time. Two of the 17 high schools missed only one target, two missed only two targets, and six missed three targets. Seven high schools missed more than three targets. In addition, five high schools listed as making insufficient progress in 2004, moved up to moderately performing in 2005.

There were 57 high schools in 2006. Thirty-one high schools met all their targets⁵. Three more high schools were classified as moderately performing with caution, having missed up to three targets for the first time. Of the 23 high schools classified as making insufficient progress, six high schools missed only one target, eight missed only two targets, and two missed three targets. Seven high schools missed more than three targets. 2006 was the first year for 11 of the 23 high schools to be classified as making insufficient progress. In addition, two high schools listed as making insufficient progress in 2005, moved up to moderately performing in 2006.

Moderately or high
Rhode Island High Schools: 2003-2006		performing
60		Insufficient progress: Missed 1
50
		Insufficient progress:
40		Missed 2
30		Insufficient progress:
20		Missed 3
10		Insufficient progress:
0		Missed more than 3 targets
		Insufficient progress:
		no data

Figure 3. Rhode Island high schools by number of targets missed.

⁴ The tested grade moved from grade 10 to grade 11 beginning in 2004.
⁵ In 2006, the number of targets increased from 21 to up to 37. The number of targets schools were required to meet varieddepending on the student population demographics. Schools were evaluated only on targets for which they had a sufficientnumber of students (e.g., at least 45 students in that subgroup).

Middle Schools

In 2003, there were 59 middle schools. Thirty-five middle schools, approximately 60%, met all 21 targets⁶. Twenty-four middle schools did not make sufficient progress from the previous year and were listed as in need of improvement and making insufficient progress. Of these 24 schools, six missed only one target; seven missed two targets, and two missed three targets. Seven middle schools missed more than three targets. Data were not available for two schools due to an insufficient number of students in the tested grade. Figure 4 displays the number of middle schools by targets missed from 2003 to 2007.

In 2004, there were 61 middle schools. Forty-five middle schools, nearly 75%, met all 21 targets. Of the 16 middle schools that were classified as making insufficient progress, four missed only one target; four missed two targets; and four missed three targets. Four middle schools missed more than three targets. In addition, 11 middle schools listed as making insufficient progress in 2003 were classified as moderately or high performing in 2004.

In 2005, Rhode Island Department of Education joined with two other New England states to develop the New England Common Assessment Program (NECAP). Elementary and middle schools participated in the first year of this assessment in fall 2005. Therefore, no student achievement data were available for this academic year. Elementary and middle schools were classified based on meeting the 90% student attendance rate. Fifty-five of sixty-one middle schools (90%) made sufficient progress in 2005. The attendance rate for the six middle schools that made insufficient progress ranged from 86% - 89%.

⁶ Beginning in 2006, middle schools were evaluated on the performance of all students in the school, not just eighth graders.

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In 2006, there were 60 middle schools. Students in grades 3 through 8 took the new assessments (NECAP) in reading and mathematics for the first time. Students in selected grades also took the NECAP writing assessment. Additionally, the accountability targets for English language arts and mathematics were raised and so were the number of targets that schools needed to meet to be classified as moderately or high performing. Forty-nine middle schools (82%) were classified as moderately or high performing⁷; the with caution label was added to 10 of these middle schools. Of the 11 middle schools that were classified as making insufficient progress, one middle school missed only one target, three middle schools missed two targets, and two middle schools missed three targets. One of these middle schools closed beginning 2006-2007 school year. Two of these middle schools were classified as making insufficient progress for the first time since 2003. Only five middle schools missed more than three targets.

In 2007, there were 58 middle schools. Forty-eight middle schools (83%) were classified as moderately or high performing. The with caution label was noted for only three of these middle schools. Of the 10 middle schools that were classified as making insufficient progress, 5 missed only one target and 2 missed two targets. Three middle schools missed more than three targets. Three middle schools were classified as making insufficient progress. In addition, three middle schools classified as making insufficient progress in 2006 were classified as moderately performing. Importantly, two of these middle schools had been identified for school improvement for 5 and 6 years, respectively.

Moderately or high Rhode Island Middle Schools: 2003-2007 ^performing

70						Insufficient progress:
60						Missed 1
50						Insufficient progress:
40						Missed 2
30						Insufficient progress:
20						Missed 3
10
0	2003	2004	2005	2006	2007	Insufficient progress: Missed more than 3
						targets
						Insufficient progress:
						no data

Figure 4. Rhode Island middle schools by number of targets missed. Note. In 2005, elementary and middle schools were evaluated only on the attendance rate of 90%.

⁷ Beginning in 2006, middle schools were evaluated on the performance of all students in the school, not just eighth graders.

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Elementary Schools

There were 208 elementary schools in 2003. Seventy-five percent of elementary schools met all 21 targets. Of the 53 elementary schools classified as making insufficient progress, 15 schools missed only one target; 11 missed two targets; and 5 missed three targets. Twenty elementary schools missed more than three targets. Data were unavailable for two schools because there were less than 45 students tested in 4^th grade over the 3 years. The number of elementary schools by missed targets is displayed in Figure 5.

There were 206 elementary schools in 2004. Eighty-six percent of elementary schools met all 21 targets. Of the 29 elementary schools classified as making insufficient progress, 11 schools missed only one target; another 11 missed two targets; and 4 missed three targets. Only three elementary schools missed more than three targets.

In addition, 16 schools classified in 2003 as making insufficient progress met all 21 targets and were classified this year as moderately or high performing. Fifteen more of the 53 elementary schools classified in 2003 as making insufficient progress were still listed in need of improvement; however, they had made sufficient progress toward one or more targets. This represents noteworthy improvement in nearly 60% of the weakest 2003 schools.

As noted previously, in 2005 Rhode Island Department of Education joined with two other New England states to develop the New England Common Assessment Program (NECAP). Elementary and middle schools participated in the first year of this assessment in fall 2005. Therefore, no student achievement data were available for that academic year. Elementary and middle schools were classified based on meeting the 90% student attendance rate. All elementary schools made sufficient progress in 2005.

In 2006, there were 202 elementary schools. Approximately 85% of elementary schools were classified as moderately or high performing with the caution label was indicated for 29 of these elementary schools. Of the 27 elementary schools classified as making insufficient progress, either missed three or fewer, one school missed only one target; four missed two targets; and three missed three targets. It should be noted that beginning in 2006, elementary schools were evaluated on the performance of all students in grades 3 and above in the school, not just fourth graders, and new NECAP assessments in English language arts and mathematics were administered.

In 2007, there were 192 elementary schools. More than 90% of the elementary schools were classified as moderately or high performing; only six elementary schools had the with caution label. Of the 17 elementary schools classified as making insufficient progress, 5 missed only one target; 10 missed two targets; and 1 missed three targets. Only one elementary school missed more than three targets. In addition, 16 schools classified as making insufficient progress in 2006 met all their targets and were classified in 2007 as moderately performing.

Moderately or high
performing
Rhode Island Elementary Schools: 2003-2007		Insufficient progress:
70		Missed 1
60		Insufficient progress:
50		Missed 2
40		Insufficient progress:
30		Missed 3
20
10		Insufficient progress: Missed more than 3
0		targets
		Insufficient progress:
		no data

Figure 5. Rhode Island elementary schools by number of targets missed. Note. In 2005, elementary and middle schools were evaluated only on the attendance rate of 90%.

Selected Schools

Schools are classified based on whether or not they have met all targets. The with caution label acknowledges that moderately or high performing schools may miss up to three targets for 1 year before being classified as making insufficient progress. All other schools are classified as making insufficient progress. This blanketed label applies to schools if they miss only one target or more than one than one target.

What follows are but a few examples of schools that missed one or more targets. We specifically focused on schools in urban communities because they serve a greater proportion of students whose families are poor. On average, these schools serve a greater percentage of students who are of an ethnic minority, eligible for free or reduced price lunch, receive special education services, and, in some cases, English language learners. Specific demographic and other information about each school may be found on the Information Works! website at http://www.infoworks.ride.uri.edu.

Selected RI High Schools Categorized as Making Insufficient Progress 2007

Summary

The inability of the present method of reporting progress to recognize improvement has done a grave disservice to a public trying to understand how our schools are performing. School classifications, when limited to three categories of high performing, moderately performing or making insufficient progress, cannot tell the whole story of academic achievement. It is unreasonable to assume that schools are failing because the labeling system does not capture progress being made. It is even more unreasonable to compare Rhode Island schools to the rest of the country when each state has different standards and tools for assessment.

It is the hope of LFA/RI that this report has helped the public to better understand the progress that is being made in Rhode Island’s elementary, middle and high schools. Let’s start focusing on the positive. Schools should be commended for their improvements, not criticized for not improving enough.

The time has come to clear up confusion that No Child Left Behind has created. Right now the only thing left behind is the acknowledgement of the positive developments in our schools.