New Haven Independent

Posted by: cedarhillresident | July 16, 2008 9:16 AM

News video on Conncan's finds
http://www.youtube.com/watch?v=4a-a9CYesYM

Posted by: Charlie | July 16, 2008 9:51 AM

I don't know. Is it me, or does this sound like a mixed bag of results? Two high schools see double-digit gains, while two others see double-digit drops? And when you look at where the kids are compared to their peers throughout the state, it is not at all impressive. However, so as not to pour water on this parade, we should keep our eye on what happens from here on. That will be a better indicator as to whether we are on the right track or this was just a fluke.

Posted by: NewHaven1 | July 16, 2008 9:57 AM

I would love to see Dr. Mayo answer News Channel 8 and ConnCan inquires about fabricating New Haven's graduating numbers.

But of course it wont happen cause Dr. Mayo only responds to the media when he benefits.

Posted by: facChek | July 16, 2008 10:45 AM

Anyway you want to slice and dice the numbers, a gain is a gain. Progress is the name of this game. Listen up...CONNCAN

"District-wide, here's how students tested in 2008 compared to 2007:
+ 9 points in reading (from 51 to 60 percent)
+ 11 points in writing (from 62 to 73)
+ 2 points in math (from 44 to 46)
- 1 point in science (52 to 51)"

Posted by: Gary Doyens | July 16, 2008 11:03 AM

If one is going to celebrate these test scores, using the lower standard of "proficiency" is the only way to do it. I'm reminded of a previous poster's comments months ago about the "seduction of low expectations."

In fact, the State Board of Education has set a goal for each category (math, science, reading and writing) for our students which is a higher standard. Measured against that goal, New Haven test results across all four categories are among the ten worst performances in the entire state. In fact, only 15.4, 15.6, 16.7 and 26.5 percent respectively, reach these goals which is an increase of only 2.1, 2.5, .6 and 1 percent.

It seems you have to celebrate even small advances, and these are quite small. At this rate, it will take another 17 years for just half the students to achieve goal.

Isn't it time to measure ourselves against high expectations, instead of lowering the standards to make ourselves appear better than we are?

Posted by: Esbe | July 16, 2008 11:42 AM

I actually think these gains are encouraging, but still:

The most dramatic results came from city charter schools, including Amistad High School, which outscored district students by 20 points

I suppose that everyone will once again explain to me how horribly unfair it would be to let the Amistad schools expand in New Haven. God forbid that even more New Haven students from impoverished backgrounds get an excellent free, public education. No, no, it wouldn't be fair, we must not let it happen.

Posted by: FIX THE SCHOOLS | July 16, 2008 12:18 PM

The following is a mythical NHPS news release we would like to see:
---------------------------------------
NEW HAVEN DISTRICT RECORDS UNEVEN CAPT PERFORMANCE GAINS

Superintendent Mayo acknowledges incremental progress, but says "Now is not the time for celebration"; Calls for more "urgency" around closing the achievement gap.

Despite double digit gains among some schools in CAPT score proficiency levels in the New Haven district, Superintendant Reginald Mayo urged his principals and teachers not to celebrate the news just yet. "While I think there is progress across the district in recognizing the scope of our mission, we have to acknowledge that the results of the CAPT, especially in our poor and minority populations are unacceptably low. Frankly, I am concerned that people who look at these numbers will think that we are making satisfactory progress towards closing the achievement gap. The fact is that we are not."

Mayo cited the fact that "proficiency" is the lowest standard of passing, and does not necessarily place a student solidly on a course to college. "I wish that the State would change the name of the level from "Proficiency" to "Needs improvement" or something else" said Mayo. "Too many people think that proficient actually means proficient. It does not. What is more important is attaining "at goal". We have quite a ways to go towards meeting that standard in our district."

In an effort to accelerate the pace of improvement in the New Haven district, Mayo has recently taken a strong interest in what is termed a "portfolio" approach to district management. "In Hartford", said Mayo, "My good friend and colleague Supt. Steven Adamowski has begun to create a system of quality choice schools. This approach categorizes every school by level of student achievement and ranges between "Meets expectations" to "re-design" (aka closure). Schools which are chronic under performers can be closed and replaced by alternative schools, such as high performing charters. While this model of district management is the most disruptive when it comes to educators and administrators who are employed by the district, it seems to be the most rapid route to improving student outcomes. I constantly have to remind my folks that we are here to serve the needs of the students first and foremost."

Dr. Mayo recently was awarded a national school reformers medal from a national philanthropic foundation. The award comes with $50 million in funding to district to continue the kinds of revolutionary changes necessary to close the achievement gap within 10 years.

---------------------------------

Posted by: In the Hood | July 16, 2008 12:31 PM

NHI could you please clarify the data by reporting how many students were assessed in New Haven public schools and compared to the number assessed in the new public charter schools?

Posted by: Kirsten | July 16, 2008 12:38 PM

I find this thread interesting, especially since my children attend NHPS. It is my understanding that NCLB uses Proficiency as its benchmark, while CT DOE uses Goal for its benchmark, so I can see why NHPS would be selectively crowing about these results. I also find interesting the comparisons between Achievement First Schools and NHPS. Does anyone know if the populations between AF charter schools and NHPS are similar with respect to SES, two-parent households, number of children with disabilities and mental health issues? I have not been able to find this answer on the CONNCAN website, the CMT Reports website or the DOE website.
Thank you.

Posted by: Melissa Bailey | July 16, 2008 12:52 PM

In the Hood:

Sure. Between 1,278 and 1,139 students were tested in New Haven Public Schools, depending on subject area.

Amistad tested 29 kids.
Common Ground tested 26 kids.

Full results available here:
http://solutions1.emetric.net/captpublic/Index.aspx

Posted by: fac Chek | July 16, 2008 1:03 PM

Fix the schools:

Your mythical NHPS news release is well spoken,
However, it does not speak to facts presented in the article above.
Even the State Education Commissioner has gone on record in recognition of CAPT gains, lower increments state -wide, not-with-standing.
At some point we all should get behind the school system and urge continued progress. (CONNCAN & yours truly included).

With the clientele New Haven and other cities have to work with, any progress is progress.

Gary:

If it takes another 17 years to reach the goal as you stated, then so be it. The clientele and their background is not likely to improve any faster than their scores. Hopefully from the 18th year on, we will be good to go, or, if not, just start over again. The state and the taxpayers will be there to pay for it.

Posted by: FIX THE SCHOOLS | July 16, 2008 1:10 PM

Anyone care to comment on this Channel 8 story re: Graduation rates?

http://www.wtnh.com/Global/story.asp?S=8680496

Posted by: In the Hood | July 16, 2008 2:11 PM

Check out the WTNH Story..what a joke. Basically, ConnCan and the State Department of Education (SDE) disagrees on how the drop out data should be reported.

ConnCan's Magee says they do a simple count of who comes in at 9th grade and who graduates at 12th grade.(SDE) says it does a more complex analysis considering students who transferred out of the traditional school, got pregnant and left for a year, got expelled for bad behavior and ended up in Adult education... etc.

If every school district in Connecticut is reporting the same data in the same manner that state wants it..how come ConnCan chooses to say that only New Haven is fudging the numbers.

Sounds to me like the fight should be with the State for the State to change its legal requirements of how districts should report. That way all the districts along with ConnCan will be on the same page.

Posted by: facChek | July 16, 2008 2:25 PM

Fix the school...

Channel 8 story re: Graduation rates?

Comment:

"When New Haven graduated over a 1,000-students for the first time a few weeks ago"

That's 1,000 students graduated, how can one over look that FACT.. the rate continues to show progress. Remember, if a student drops out of the system entirely, the state does not pay the district the ECS match.

Comment Con't:

More important is the FACT that:

"The state is actually working on a new system to track students that will hopefully solve these problems. But right now in Connecticut, while we spend 7-billion dollars a year on our public school system, we may not be getting an accurate picture of how many students are actually graduating".

Apparently, it is the state's job to sort out the FACTS to more accurately demonstrate graduation parameters and measurements.

Posted by: Gary Doyens | July 16, 2008 2:56 PM

I am very familiar with this story - there was a national one done along the same lines not long ago.

Essentially, the story says Super Mayo together with a lot of other supers, fudge their graduation rates by intentionally overcounting and misapplying the definition of a "graduate." Mayo claims 75% - when campaigning, Mayor DeStefano claimed 80%; this story, qouting ConnCan claims the number is really 52%.

As a contrast, Super Adamowski of Hartford is blunt about poor graduation rates both in this story and when he first came to Hartford about a year ago - rates there, he said were really 39%. He wants to improve and he wants to be measured against real numbers - not fake ones.

Unfortunately, New Haven always uses the lowest common denominator as a benchmark. It does so with its bond rating; its CAPT scores; its graduation rates. Quite frankly, I think its dishonest and gives the public as well as our employees a false sense of a job well done. Any performance improvements are always important to recognize. Graduating a 1,000 kids is great but they should be able to go to college without a tutor, and without fear of flunking out.

If we are ever to achieve anything approaching greatness in New Haven, it will not come by dumbing down or putting the "fix" in on the standards by which we measure ourselves. It will come by embracing new strategies, focusing on core curriculum, demanding our students study, that parents get involved and that educators deliver an education commensorate with the cost of it.

Posted by: In the Hood | July 16, 2008 3:28 PM

To Gary Doyens.

I concur that we in the 'hood and the community as a whole must demand and insist on the highest quality of education for our children --especially for the bucks we're spending.

However, your malicious and unfounded comments such as --"Essentially, the story says Super Mayo together with a lot of other supers, fudge their graduation rates by intentionally overcounting and misapplying the definition of a "graduate."--

are both inappropriate and completely false. There is absolutely no evidence whatsoever that which you stated occurred.

Gary, you can make your points about improving education without going over the top to make disingenuous and misleading statements.

Posted by: William G. Iovanne, President New Haven Public School Foundation | July 16, 2008 5:46 PM

Congratulations to the adminstrators, teachers and especially the students in the New Haven Public Schools who have shown that hard work and a solid plan translates to improvements in test scores! I have never been a big believer in measuring a students ability to learn and succeed by a test score. I do however believe that the New Haven Public School system has made significant adjustments to curriculum to ensure that ALL students have an opportunity to excel. Investment in public education is imperative to success. Investment comes not only in the form of dollars from the State. Parents invest time and energy to make sure their children do the work they are supposed to do in class. Teachers and administrators invest their time and talent to educate the students. Students invest their time to learn and challenge themselves in school. The State makes this possible by investing in public education. The student body that makes up the New Haven Public School system is culturally diverse. They are not "selected" because of performance but rather are part of a population that is representative of the community. It takes a cooperative effort, which begins at home, to ensure that ALL students have the opportunity to enrich their lives with a quality public school education.

Posted by: FIX THE SCHOOLS | July 16, 2008 7:05 PM

FAC CHECK: The clientele at Amistad, Elm City, and Jumoke are the same kids by and large as in the district. The percentage of minorities is higher at all of these schools than it is in the district (albeit with less ELL) and the free and reduced lunch population is virtually the same as the district.

But even IF you believe that self-selection is skewing the charter lottery pool somewhat towards a population of students who have more involved parents, then why were those same kids doing so poorly in the first place? When Amistad middle takes in a 5th grader, that student comes in on average 2 years behind grade level! What explains the startling improvement in that student's academic and behavioral outcomes once she leaves the district and arrives in a high performing charter school environment? The parents are the same, the kids are the same. So what explains the enormous performance jump other than the school? And then, if you accept that the school environment is a major part of the equation, then why would we wait 17+ years to place more children in those environments when we can do it tomorrow?

IN THE HOOD: Sounds like you're in the bag for the district. That's fine, but why? What is the point of defending a system that is not as effective at educating our children as it could or should be? What Amistad and other high performing charters have done (Amistad is not the only one) is to show us that kids who were considered unteachable at one time because of "where they come from" are in fact capable of high academic performance. But instead of replicating the model as rapidly as possible across the district, Mayo and Detefano have concentrated on taking it down. You have to ask yourself why. And now we REALLY need to ask ourselves why, when Dr. Adamowski in Hartford, in a district with arguably even more challenges than New Haven, actually WELCOMES Amistad and is actually contributing financially to bringing the school to his city.

KIRSTEN: You ask good questions. If you can take time from work, sign up for a visitor morning at Amistad during the school year. Anyone can visit and spend the morning there. They offer tours monthly. Go see the school for yourself and ask those questions of the folks who run it. Kick the tires and then come back to report on what you see and learn.

WILLIAM G. IOVANNE. Sounds like you're one happy dude. But you insinuate in your comments that you've bought into the BOE rumor mill that charters somehow cherry pick their students. WRONG. And further, you seem to think that the most meaningful change we as a society can make to change education outcomes is to somehow compel some parents to be better parents. Perhaps you can point us to where in the country the strategy of changing needy parents into behavioral role models has worked before?

GARY DOYENS: Right as usual.

Posted by: Catherine Sullivan-DeCarlo | July 16, 2008 9:04 PM

The idea that Dr. Mayo or any other Superintendent "fudges" or misstates important indicators like high school graduation rates is just ridiculous. Currently, we have a federal government that counts the rate one way, and a state government that does it another way. It is confusing, and does not really serve anybody. But the State is aware and working on the issue.

Amistad has had many well-deserved days in the spotlight. When a high school in the public system makes advances, they deserve a little sunshine too. It does not mean that anybody is complacent or lacks a sense of urgency. It just means that people worked hard, the students took it seriously and there is the opportunity to build on success.

Taking a step back, we have to remember that the kids served by both organizations are all part of the New Haven community. New Haven has always been innovative and a place of choices. The school system offers a vibrant and appealing magnet school program. The charter movement offers Amistad and its offshoots. These are strengths and I wish we could come together and build on that! We should all want the best for kids.

New Haven's high schools, students, teachers and educators have made progress and I invite those schools not to be intimidated or afraid of being attacked, but to speak up in this forum and let the public know about it. We are seeing progress not just in the increased numbers of students graduating, but also in other measures - more students taking harder, Advanced Placement classes, more gaining early pre-college credit at universities such as Yale and University of New Haven, and more students being accepted to high-caliber, Ivy League universities. To have U.S. News and World Report add three high schools to their Best High Schools List is not by accident. This year's Class of 2008 are students with impressive credentials, impressive college acceptances (Yale, Georgetown, Columbia, Harvard and the list goes on) and they are just outstanding young people.

Nothing is perfect. We would all like to accelerate the rate of improvement. But nobody is fabricating numbers. If anything, we are learning to be as transparent as possible about data, because it is fundamental to improving student outcomes. Cheers!

Posted by: Gary Doyens | July 16, 2008 9:14 PM

In The Hood:

Every superintendent, including Reggie Mayo knows they are inflating the graduation rates. The state board of ed knows it; outside studies, not ConnCan have also shown the same thing including the feds. They want to put the best possible spin on graduation rates. I don't understand why they feel they have to do that - probably politics. Can you imagine the mayor bragging about a 52% graduation rate?

My comments were not over the top - in fact, they're accurate.

Posted by: FIX THE SCHOOLS | July 16, 2008 11:13 PM

Catherine, The hopeful and upbeat tone of your comment stands in marked contrast to that used by the superintendent and the mayor. You make it tempting to come together, as you said, and to try to build success. Maybe we all do want what is best for kids. But unfortunately some folks seem to want it more than others.

As has been written before in the NHI, the problem with NHPS is not at the top end of the academic spectrum. The district does that part well. If you are smart and motivated, the district will not be an impediment on your road towards a competitive 4 year college. The problem exists among the vast numbers of students in the middle and at the bottom. And there is simply not enough progress being made for children of color who come from low income families. Despite the accolades and self congratulation, the achievement gap continues to grow in the state and in New Haven.

This is why despite your desire to work together, there are those of us who can't come together on this. Why? Because yours is an incrementalist strategy. You and other district leaders (as well as the mayor) accept slow progress when we know that rapid progress is not only possible, but that it exists right down the street from you and is available for your consumption - at scale. This, Catherine, is at the core of the outrage.

The city of New Haven could OWN a program like Amistad. Imagine if 99%, 50%, or even 20% more kids in New Haven could reach college. What would that mean for these students and their families? What would it mean for the city and its residents? But instead of seizing that opportunity, the district and city leaders at first ignored it, then shunned it, and now are actively trying to undermine it.

And if the 10 year old comparison between high performing charters and traditional district schools was not enough to convince you of the legitimacy of the model, now we have a sister district in Hartford which not only refuses to spin the news like the graduation rate controversy, but also openly embraces the kind of rapid and radical change solutions that the school reform community has been calling for for years.

If you are being honest with yourself, you have to ask why does an experienced reformer like Dr. Adamowski spend his district's money to RECRUIT Amistad, while Dr. Mayo goes so far as to cut off the school's basic services like food delivery? Why does Adamowski support the work of ConnCAN while New Haven villifies it? Why does Adamowski invite crticism of his district's performance while Dr. Mayo stages a raid on a few parents protesting? How do Adamowski's actions in the span of 18 months reconcile with the inactions of our own superintendent for over 15 years?

I am afraid that until the district stops attacking the proven success of urban charter schools through a concerted disinformation campaign (they cream, they kick kids out, they spend lots more money, they have different parents, etc.) and is willing to put all options on the table to more rapidly change student outcomes in the city, there is little on which to agree.

Posted by: William G. Iovanne | July 16, 2008 11:14 PM

Expecting parents to be behavioral roles models is a common sense statement. Surely you can't argue that a strong support system at home translates to the same in school. I'd be curious to see the stats that show the number of students that have left charter schools and came back to the public schools. It seems that Fix the Schools is an advocate for the charter shcool program, I am not debating the successes of charter schools. I am stating fact when I say comparing the numbers, enrollment, diversity, etc., the public schools have made improvements to curriculum which is reflected in the improved tests scores. I believe Amistad had 29 students test for the CAPS. The scores should be high and rightly so. Amistad offers a fine program. So does the New Haven Public School system. By the way, what's wrong with being happy?

Posted by: In the Hood | July 17, 2008 12:00 AM

To Gary Doyens.
It's interesting you use the word "spin" when you choose to consistently spin your own design of negative and inaccurate information. And here you go again in this response..with no back-up for your assertions, That's what you do. Fine, have fun!

To Fix our schools, I engage in my community everyday to ensure that it is better place to live, work and raise children. I don't need your approval or validation about my commitment to improving the lives of those in my community.

Regardless of whose bag you think I am in, it is just flat wrong to be disingenuous and misleading when making a point about the most critical issue facing our community today.

You lobbying for charter schools and more funding for them is laudable; and I appreciate the radical innovation and accomplishments of some of them..as you know others are a mess. Some Charter schools are a good model for improving education of historically disadvantaged children, but they're NOT THE ONLY MODEL. But if you have a vested interest in ensuring the growth of them fine. As we say in the 'hood, 'handle your business'

However, I have no regard for your relentless tactics to belittle and insult when I don't fall in line with your brand of thinking.

Posted by: Gary Doyens | July 17, 2008 11:58 AM

In the Hood wrote:

"However, your malicious and unfounded comments ...are both inappropriate and completely false. There is absolutely no evidence whatsoever that which you stated occurred."

I do my best to be informed from a number of sources. I don't just make this stuff up. You are sorely misinformed if you think Reggie Mayo or other superintendants are not aware of the discrepancies in real vs. pretend graduation rates. It's been happening all across the country and its been going on for years. This is small sample of basis:

Consider this article from June 26, 2005 in the San Francisco Examiner:

"Under pressure to prove that public school students are successfully completing their education, many states nationwide are inflating graduation rates, a new education report states....An example, according to the report, is the state of North Carolina, which looks at the percentage of graduates who get their diplomas within four years, and doesn't include dropouts in its graduation rate calculation."

Then there's this study by the Education Trust, a Washington D.C. based think tank, which found the practice widespread.

"(Washington, DC) - The Education Trust released a report today that sharply criticizes the way states calculate and report graduation statistics. The analysis, entitled "Getting Honest About Grad Rates: How States Play the Numbers and Students Lose," also rebukes the U.S. Department of Education for failing to exert leadership by demanding that states get honest about graduation rates.

The Ed Trust analysis reveals disturbing patterns: Some states rely on ludicrous definitions of graduation rates. Others make little effort to accurately account for students who drop out of school. And others still provide no data at all. The final result: Extremely unreliable graduation-rate information that erodes public confidence in schools and their leadership and threatens to undermine the important work of high school reform.

Equally troubling are the appallingly low graduation-rate goals that states set for students under the provisions of the federal No Child Left Behind Act. Under the law, schools must show progress educating all students to state standards in reading and math and must meet state goals for improving graduation rates. Most states have made a mockery of this requirement - setting graduation-rate goals that are lower than the current grad rates they already report to the federal government."

Or this, from Martin Solomon, Ph.D writing for Education News: "The High School graduation rates that are generally published in the mainstream press are very misleading and are uncritically used by almost everyone without realizing that they are, as The Economic Policy Institute says, "exceedingly inaccurate."

You can also find graduation rate studies done by the Manhattan Institute for Public Policy. Their findings were the same.

And just for the record, Mayo's defense of NHPS graduation rates is strikingly similar to the "Back to School toolkit" of talking points published by the American Association of School Administrators.

Posted by: FIX THE SCHOOLS | July 17, 2008 12:52 PM

In the Hood: Didn't mean to belittle. Where did you see that? Good points. Not all charters are good....absolutely right. In our cities, we should be concentrating most of our attention and funding to those with proven track records.

Mr. Iovanne: Wanting parents to be good role models is common sense. EXPECTING it from people who themselves have been victims of decades of instituional racism does not make sense. We should all be encouraging good behavior, but we can't rely on it or nothing will change. We need to break the cycle of poverty by educating the next generation.

Leaving charter schools: It might be interesting to see those stats as well. But to what point? If 10 kids choose to leave their charter school and re-enter a district school (btw, both district and charters are public schools)what does that tell us? Arguably EVERY child which enters the lottery to attend a charter school (it numbers in the thousands over the years in New Haven)is making a choice to leave the district school and enter a charter school. The bottom line is that we ought to provide HIGH QUALITY choices among many school models (one size does not fit all)and encourage well-informed choice among parents and students.

Improved curriculum: Perhaps this is an important variable in the upward movement in proficiency scores within the district. I would argue that more important in dramatically improving performance are:

1) Setting the right expectations from the top;
2) Setting up system of real accountability at every level;
3) Getting the BEST teachers that you can find.

In my opinion, the expectations at the top in New Haven are simply not high enough. That is the biggest gripe that I have with the Supt. He is satisfied with incremental progress. The problem is that every year that goes by, we lose an entire class of kids (>1500 kids) needlessly to a life of poverty. We need to accelerate the pace of improvement.

Accountability is still lacking both in fiscal management of scarce resources and job performance. The teacher tenure system is a perfect example of a way of doing business which has NO value whatsoever to the students.

Best teachers: Have you seen the NYC public school ads over the last few years? Big, bold, and exciting. That district now ambitiously tries to recruit the best and brightest from all over to come to teach in NYC public schools. Compare that strategy to many traditonal district schools which still rely on the central office downtown to supply them with enough warm bodies to fill their classroom needs. This is not how world class organizations build a team of dedicated and excellent professionals. There are lots of great teachers in New Haven. I am sure that all of the great ones wish that everyone they worked with had the same "get-it-done" attitude.

Happiness: As far as our education system goes, if you believe that public education is THE answer for people who suffer in poverty in our city, and that today we have the collective knowledge to make the schools perform MUCH better than they are, and yet we choose to wait for 17, 20, 30 years....how can you possibly be happy with that outcome?

Posted by: In the Hood | July 17, 2008 2:03 PM

To Gary Doyens. Thank you for citing these references of which some do back up the need to have graduation rates reported consistently across the country.

These however do not excuse your own priggish assertions -- still with no back up, that Connecticut Superintendents including New Haven's are somehow conspiring to actually follow the current requirement.

Spare me your paternalistic and patronizing comments such as this one:

"You are sorely misinformed if you think Reggie Mayo or other superintendants are not aware of the discrepancies in real vs. pretend graduation rates. It's been happening all across the country and its been going on for years"

And then you back this up with articles from across the country..Next you will be quoting channel 8's hatchet job.

Fix-our-schools:
You couldn't find a greater champion in me for high expectations for children and increased accountability for teachers and administrators and with no f*&^ing excuses but get the job done.

This stuff you've written here is just flag waving to those of us who go to bed at night with our children's and community's best interest in mind.

My problem with this stuff you have written here ---and much of it I do believe--You consistently end it with " the charter school model " is the answer.

Then you compare the performance of 1300 students in NHPS to 26 students in a New Haven Public Charter School.

I happen to believe that Montessori Schools is another approach that makes sense. I personally would like to see a a web of Montessori schools open in New Haven.

Plus strong leadership and high expectations for students matter, whether they're charters, Montessori or otherwise.

Posted by: Richard Therrien | July 17, 2008 4:38 PM

As science supervisor for NHPS I can offer a bit of insight into the CAPT science scores. While the % of students proficient in science dipped from 2007 to 2008, the % of students reaching the goal level actually increased (up 2.5% points). We report on the "proficiency" level, not because it makes us look better, but because that is the score used by the NCLB law, and it also helps schools and parents get a better handle on whether their students are meeting minimum expectations. We continue to outperform 5 or 6 other similar CT cities in science. This years results show that we do indeed need to focus on helping our lower performing students move to higher levels. As we continue to hire caring and effective teachers, especially in the physical sciences, and refine our strategies, we expect that we will continue to help our students improve. We also are pleased with our students for their CMT science scores (out on Friday) as well. I, personally, will never be satisfied until all students at all schools in Connecticut have the science knowledge and background, by whatever measure, they need to have productive lives as citizens. My job, with the help of many, is to see that teachers and schools have the resources and support to make that happen.

Posted by: Esbe | July 17, 2008 6:46 PM

In the Hood,

You are correct that many (probably most) charter schools are not very good. But when folks refer to the success of Achievement First schools (and the very similar KIPP schools), we are not talking about just this round of tests scores at this one school. It is to a carefully documented success rate at an increasingly large number of schools around the country. We are not taking about 26 kids, we are talking about thousands.

For more, see this NYT magazine article.

I don't want to bash the BOE public schools here, but I do want the Achievement First schools to be able to expand here at a reasonable rate, as long as they show success. More New Haven kids can and should be given the opportunity to succeed.

What is the argument against that?

Posted by: In the Hood | July 17, 2008 7:11 PM

To ESBE.

Based on the recent addition of 3 or 4 schools in the last 3or 4 years, it seems to me that Achievement First is fact expanding at a reasonable rate.

Posted by: FIX THE SCHOOLS | July 17, 2008 9:28 PM

Well said, Mr. Therrien. With your honest appraisal of the situation and high level of commitment, it is not hard to line up behind teachers like you.

Posted by: Here's a question.... | July 19, 2008 2:58 PM

Yes, New Haven Public Schools need the best teachers out there. The achievement gap is a result of bad teaching. But I don't even think people realize how dire the situation is. Mr. Therrien, can you please report to NHI readers how many Physics teachers are currently working in our city's high schools? The answer might provide some perspective to those who haven't stepped inside a schoolhouse in a while.

Posted by: Richard Therrien | July 20, 2008 6:11 AM

It isn't an easy question. High school students in New Haven at our 12 high school buildings take a wide variety of science courses. Students take a very interesting ninth grade course, usually named "Phy/Chem" that has components of environmental chemistry, physics, and energy resources. This material is three out of the five strands tested on the 10th grade science CAPT. All students take Biology, which is also on the science CAPT (2 out of 5 strands). The ctreports website would allow you to see how students at each school did on each strand. Most students then take Chemistry (after 10th grade CAPT).. Physics is one of many non CAPT tested later electives, which also include courses such as AP Bio, Chem, Environmental Science, Forensics, Anatomy, Astronomy, etc.. And of course specialized courses at schools such as Sound and Career.
Science teachers rarely teach just one course, but it is a puzzle because there are 5 different state science certifications (Gen Science, Earth, Biology, Physics, Chemistry), and rules on who can teach what course. We do have a highly qualified/certified teacher teaching Physics at 7 different schools. Our greatest needs are usually for Chemistry and those who can teach that very important Phy/Chem course (as well as middle school science!). We WILL start the year, as we did last year, with a highly qualified certified science teacher (83 in high schools) in front of every student, but it is hard to recruit and retain effective science teachers for the physical sciences in all towns in the state, and even harder in the urban areas. As I said, New Haven Public Schools has to follow the strict letter of the laws (state, federal, union etc..) regarding teachers, which is sometimes difficult for others to understand.

Posted by: teachergal | July 21, 2008 8:56 AM

Mr.Thierren. What kinds of supports are out there for teachers at the elementary levels who teach science in New Haven. Literacy has been the focus for as long as I can remember, literacy coaches are available to support in this area. Now that science is going to be tested are there discussions of hiring science coaches to support teachers? I did not take any science courses when studying to become a teacher nor have i seen any professional development opportunities available. Reading and writing courses are the focus and science is left to the teacher to teach science at whatever their level of expertise may be in this area. Teachers need support in this area plain and simple.

Recently, a very talented teacher from out of district applied to the NH magnet school I currently work at. She is currently the science facilitator at her school and receives an additional stipend to do this job. She is an excellent candidate, but she will probably not take the job unless she is offered what she is currently receiving at her current position. New Haven will not even look at her with an intent to hire which she will not sign as she is currently employed in another town. Her current school would hate to loose her, has no idea she is looking out, and New Haven would be lucky to get her but will not because they will not make her an offer.

Lastly, as long as administrators move teachers around in their buildings from year to year teaching different grade levels and subjects, despite teacher expertise in these areas, students will suffer. I speak from personal experience in this area and I can tell you I am not alone. In order for teachers to teach children to the best of their ability they need to be teaching those levels that they are most knowledgeable in and have received the majority of their professional development. I speak from experience as I am an veteran teacher who has been moved 6 times in the last 7 years. To say the least I am feeling very frustrated. If I wasn't a leader in my building I might think I was trying to be moved out but I refuse to accept that rationale. Teachers come to me and say, this is absurd and that's why I'm looking out of district....I can't imagine having this happening to me as a senior staff member. What does your seniority offer you, "not much" I have to say. This is one reason New Haven teachers leave, they don't have job security. If you are certified K through 6th grade, that does not mean you are expert at all levels and should be shuffled around from grade to grade.

New Haven continues to loose the best and the brightest teachers to our suburban neighbors while our magnet schools continue to send us students with problems, not so much at the primary level but definitely at the middle school level. Is that what the magnet program is all about? This year, I can't tell out how many out of district students we received with IEP's and behavior problems. We do not need any more of Branfords, East Havens, or Ansonias problems, we have our own.

Did anyone ever find out the answer to Kirsten's questions?

Posted by: Richard Therrien | July 21, 2008 11:49 AM

NewHaven elem teachers will continue to get more training and support for science in a variety of ways. Please contact me directly if there are questions.
To answer the first question, the latest demographic data for each district/school are at the state's website:
http://www.csde.state.ct.us/public/der/ssp/dist0607/district.htm