By RICK KRON
Leader staff writer
Editor’s Note: This is the sixth in a series of articles examining the state-issued report cards on area schools.
Three years ago, every school in the Sherwood area of the Pulaski County Special School District was meeting or exceeding standards. In the latest round of state-issued report cards, the schools are mostly below average with five schools receiving a “D” and three a “C.”
Even the recently opened $31.5 million Sylvan Hills Middle School received a “D” from the state.
“It’s a great, great school,” said Laura Bednar, deputy superintendent for PCSSD. “Different metrics produce different results.”
She said the state report card grading system is just too new and creates too many questions to be of much use.
“I hope we get to the point where it will be a good honest view of our schools,” she said, adding that the best key to how a school is doing is for parents and the community to be involved and to see what is happening in their schools and classrooms.
“It all starts in the classroom with our teachers,” she added.
The county district, which Jacksonville is breaking off from and from which Sherwood would also like to detach, spends almost $4,000 more per student than the state average in efforts to educate kids, but that extra money has garnered Sherwood mostly subpar grades.
All state schools were recently graded (A-F) by the state as part of a 2013 law requiring an easy-to-comprehend system that parents and others could understand.
What the state produced were report cards for each school averaging 18 pages each full of information with the actual letter grade buried in the middle of the multi-page report. The report cards included no summary or clear explanation for the letter grade.
Out of 1,052 schools across the state, 162 received A’s, 322 garnered B’s, 365 got C’s, 160 eared D’s and 43 were labeled with an F.
An in-depth look at the state issued report cards shows that PCSSD spends $13,268 per student. The state average is $9,379.
Teacher salaries are about $4,000 above the state average: $51,946 compared to $48,060.
The total budget for the school district in the 2013-14 school year was $210.5 million, according to the state reports. That broke down to $99.5 million for instructional expenses, $13.8 million for administrative costs, $3.5 million for extracurricular activities, $12.7 million for capital expenditures and debt service of $10.3 million.
SYLVAN HILL HIGH
In 2013-14, the high school had 870 students and an average class size of 14 students. Teachers averaged eight years of experience.
The student population is 46 percent black, 44 percent white, 53 percent Hispanic, 1 percent Native American and 1 percent Asian.
On the state report card, the school garnered 229 points, a strong “C,” and was listed as a needs improvement school. For the 2011-12 school year, the state said Sylvan Hills High School was “exceeding standards.”
Students taking the end-of-course algebra I exam were 68.7 percent proficient or advanced, a drop of about 9 points from the previous year and missing the state requirement of 76.81 percent proficient or better.
In geometry, 65.8 percent who took the end-of-course exam scored proficient or better, down five points from the previous year and missing the state requirement by 11 points.
There is no state mandated goal for the end-of-course biology exam, where just 28.65 percent of the students were proficient or advanced. That’s down eight points from the previous year.
The school saw a jump in its grade 11 literacy exam scores in 2013-14 as students were 74.4 percent proficient or better compared to the previous year’s score of 68.31 percent making the cut. The juniors beat the state-mandated goal of 67.98 percent.
Students taking the ACT exam were about two points under the state-average scores in all sections. Students also scored below the state average on the SATs.
The school’s grade inflation rate is 3.1 percent, half of the state’s average. The college remediation rate, at 53.8 percent, is about nine points above the state average.
The school has a dropout rate of 2.42 percent, just slightly higher than the state’s dropout rate of 2.1 percent, but a point below the district average. It has a graduation rate of 67.6 percent, about 20 points below the state average.
In 2013-14, the high school expelled four students, had two staff assaults, two student assaults and one weapons incident.
The school is properly accredited, and 98.7 teachers are properly certified and licensed, while the remaining 1.3 percent operated under emergency or provisional licenses. Close to 70 percent have master’s degrees, almost 30 points above the state average.
SYLVAN HILL MIDDLE
While in the old facility, the middle school was ranked by the state as “exceeding standards,” but now — in the new $31.5 million campus — it scored 193 points for a “D” and is considered a school needing improvement.
The middle school, with 856 students, an average class size of 18 students and teachers with an average of six years experience, has a student population that is 46 percent black, 44 percent white, 4 percent Hispanic, 1 percent Native American and 1 percent Asian.
On the state’s literacy section of the annual Benchmark exam, 67.2 percent of the sixth graders scored proficient or advanced, about even with the previous year and eight points short of the state-mandated goal of 75.93 percent proficient or better.
On the math portion, sixth graders were 63.3 percent proficient or better, up about a point from the previous year, but 10 points off the state-required mark.
Seventh graders were 73 percent proficient or better on the literacy portion of the exam, up three points from the previous year and just three points shy of the state-required goal.
In math, the seventh graders were 66.1 percent proficient or better, one point better than the previous year, but still about seven points off the state mark of 73.52 percent
Eighth graders were 75.3 percent proficient or better in literacy, up four points from the previous year and less than a point short of the state mark.
In math, students fell substantially short with 57.7 percent proficient or advanced, down two points from the previous year and 16 points short of the state mandate of 73.52 percent proficient or advanced.
The school is properly accredited, 97 percent of its teachers are completely certified and 3 percent operated on emergency or provisional licenses.
The school retained 21 students in the 2013-14 school year, about a third of the district total.
Also, there were two expulsions, three weapons incidents, two staff assaults and 28 student assaults.
NORTHWOOD MIDDLE
Northwood, by name, will be no more next year as PCSSD has plans to close it and loan the campus to the new Jacksonville district for its Jacksonville Middle School until North Pulaski High School is revamped to house the middle school students. After that, Northwood reverts back to PCSSD for disposal.
Three years ago, Northwood was listed as a “school exceeding standards,” but in the latest round of report cards, the state gave the school an “F” and listed it as a needs improvement school.
The middle school, with 413 students, an average class size of 13 students and teachers with an average of six years experience, garnered 179 points from the state, meaning it would need just two more points to get a “D.”
The school population is 55 percent white, 36 percent black, 6 percent Hispanic and 1 percent Asian.
On the state’s literacy section of the annual Benchmark exam, 64.52 percent of the sixth graders scored proficient or advanced, down three points from the previous year and 10 points short of the state-mandated goal of 74.81 percent proficient or better.
On the math portion, sixth graders were 70.97 percent proficient or better, down about 15 points from the previous year and almost four points off the state-required mark.
Seventh graders were 75.86 percent proficient or better on the literacy portion of the exam, up 13 points from the previous year and one point better than the state-required 74.81 percent proficient or better.
In math, the seventh graders were 65.52 percent proficient or better, up 15 points, but still nine points under the state-required points.
Eighth graders were 78.29 percent proficient or better in literacy, up eight points from the previous year and beating the state mark by four points.
In math, students were 64.34 percent proficient or advanced, up nine points from the previous year, but 10 points short of the state mandate of 64.94 percent proficient or advanced.
The school is properly accredited and 97.9 percent of its teachers are completely certified. The remaining 1 percent operated on emergency or provisional licenses.
The school retained five students in the 2013-14 school year. Also, there were two expulsions, one weapons incident, nine staff assaults and 41 student assaults.
CATO
According to the state report card, the school received 235 points and an overall grade of “C,” just four points from a “B.” It’s listed as a needs improvement school. Three years ago, using a different rating system, the state said Cato Elementary was “exceeding standards.”
The school, last year, had 331 students, an average class size of 20 students and teachers had an average of seven years experience. The student population was 63 percent white, 29 percent black, 7 percent Hispanic and 1 percent Native American.
Cato Elementary’s accreditation status was at the highest level. The report said that 100 percent of the teachers were completely certified (better than the state average), yet it also listed that 6.7 percent were working with emergency or provisional credentials. Close to 40 percent had master’s degrees.
In 2013-14, the school reported three student assaults and retained four students.
On the literacy portion of the annual Benchmark, the school’s third graders were 76.5 percent proficient or better, about four points below the previous year and about nine points shy of the state-mandated goal of 85.87 percent.
In math, third graders were 84.3 percent proficient or better, down eight points from the previous year, but still above the 83.7 percent required by the state.
Fourth graders were 81.8 percent proficient or better in literacy, two points higher than the previous year, but missing the state requirement by four points. In math, the students suffered a big drop, going from 81.82 percent in 2013 to 56.8 percent last year, short of the state bar of 83.7 percent.
On the literacy exam, fifth graders were 84 percent proficient or better, up 12 points from the previous year, but missing the state bar of 85.87 percent by two points. In math, 68.2 percent of the fifth graders hit the mark, up four points from the previous year, but still 14 points below the state mandate.
The fifth graders beat the state average on the norm referenced test used to compare students nationally.
CLINTON
The school garnered 209 points on the state report card for an overall grade of “D,” just one point from a “C,” and is listed as a needs improvement school. Three years ago, using a different rating system, the state said the school, named after President Bill Clinton, was a “school of excellence.”
For the 2013-14 school, the elementary school had 596 students, an average class size of 20 students and teachers had an average of eight years experience. The student population was 48 percent black, 37 percent white, 8 percent Hispanic and 2 percent Asian.
The school’s accreditation status was at the highest level. The report said that 100 percent of the teachers were completely certified (better than the state average) and 41 percent had master’s degrees, the same as the state average.
In 2013-14, the school reported one weapons incident, two student assaults and retained four students.
On the literacy portion of the annual Benchmark, the school’s third graders were 78.1 percent proficient or better, about 10 points below the previous year, and about nine points shy of the state-mandated goal of 87.36 percent.
In math, third graders were 70.4 percent proficient or better, down 12 points from the previous year and 14 points under the 84.14 percent required by the state.
Fourth graders were 85.8 percent proficient or better in literacy, two points lower than the previous year and missed the state requirement by two points. In math, the students dropped, going from 78.09 percent in 2013 to 72.6 percent last year, far short of the state bar of 84.14 percent.
On the literacy exam, fifth graders were 80.5 percent proficient or better, about even with the previous year, but missing the state bar by seven points. In math, 56.3 percent of the fifth graders made the grade, down eight points from the previous year and 28 points below the state mandate.
HARRIS
At Harris Elementary, third graders beat the state average in both literacy and math in the 2013-14 school year. Fourth graders beat it just in literacy, but the fifth graders were lower than the state requirements, especially in math. The school received 192 points on the state report card for an overall grade of a solid “D,” and is listed as a needs improvement priority school. Three years ago, it was meeting standards.
For the 2013-14 school year, the elementary school had 232 students, an average class size of 15 students and teachers had an average of two years experience. The student population was 84 percent black, 10 percent white, 4 percent Hispanic and 1 percent Native American.
The school’s accreditation status was at the highest level. The report said that 100 percent of the teachers were completely certified (better than the state average) and 29 percent had master’s degrees.
In 2013-14, the school reported one staff assault and one student assault. The school did not retain any students.
On the literacy portion of the annual Benchmark, the school’s third graders were 61.6 percent proficient or better, about two points above the previous year and about four points better than the state goal of 57.03 percent.
In math, third graders were 65.4 percent proficient or better, down seven points from the previous year, but still five points higher than the 60.39 percent required by the state.
Fourth graders were 59.2 percent proficient or better in literacy, 15 points lower than the previous year, but still two points better than the state requirement. In math, the students dropped, going from 66.67 percent in 2013 to 40.71 percent last year, far short of the state bar of 60.39 percent.
On the literacy exam, fifth graders were 53.3 percent proficient or better, about 10 points better than the previous year, but missing the state bar by four points. In math, just 23.3 percent of the fifth graders made the grade, up two points from the previous year, but almost 40 points below the state mandate.
OAKBROOKE
The school received 202 points on the state report card for an overall grade of “D,” eights point from a “C,” and is listed as a needs improvement school. Three years ago, the state rated Oakbrooke as a “school of excellence.”
For the 2013-14 year, the elementary school had 561 students, an average class size of 21 students and teachers had an average of nine years experience. The student population was 53 percent white, 36 percent black, 5 percent Hispanic and 1 percent Asian.
The school had no problems with its accreditation status. The report said that 100 percent of the teachers were completely certified, but 2.6 percent were working under provisional or emergency credentials. Forty percent had master’s degrees, just below the state average.
In 2013-14, the school reported two weapons incidents, two student assaults and retained four students.
The state report card lists identical numbers for the third graders on the literacy and math portions of the annual Benchmark. The school’s third graders were 71.7 percent proficient or better on both, about 10 points below the previous year and about 12 points shy of the state-mandated goal of 84.07 percent in literacy and 83.41 percent in math.
Fourth graders were 80.2 percent proficient or better in literacy, 13 points lower than the previous year, and missed the state requirement by four points. In math, the students dropped, going from 93.55 percent in 2013 to 62 percent last year, far short of the state bar of 83.41 percent.
On the literacy exam, fifth graders were 81.9 percent proficient or better, about eight points down from the previous year and missing the state bar by three points. In math, 61.1 percent of the fifth graders made the grade, down 18 points from the previous year and 22 points below the state mandate.
SHERWOOD
According to the state report card, the school received 206 points and an overall grade of “D,” and is listed as a needs improvement school, yet fourth and fifth graders beat the state-required mandates in literacy.
Three years ago, using a different rating system, the state said Sherwood Elementary was a “school of excellence.”
The school, last year, had 361 students, an average class size of 19 students and teachers had an average of six years experience. The student population was 51 percent white, 31 percent black, 15 percent Hispanic, 1 percent Asian and 1 percent Native American.
Sherwood Elementary had no marks against its accreditation status. The report said that 100 percent of the teachers were completely certified (better than the state average). More than 40 percent had master’s degrees.
In 2013-14, the school reported one student assault, one weapons incident and retained one student.
On the literacy portion of the annual Benchmark, the school’s third graders were 70.2 percent proficient or better, about three points below the previous year and about 12 points short of the state-mandated goal of 82 percent.
In math, third graders were 80.9 percent proficient or better, down 10 points from the previous year and missing by seven points the 87.5 percent required by the state.
Fourth graders were 84 percent proficient or better in literacy, nine points higher than the previous year, and beating the state requirement by two points. In math, the students suffered a drop, going from 76.79 percent in 2013 to 64 percent last year, far short of the state bar of 87.5 percent.
On the literacy exam, fifth graders were 82.2 percent proficient or better, down four points from the previous year, but still high enough to surpass the state-required level by two-tenths of a point.
In math, 64.3 percent of the fifth graders hit the mark, down nine points from the previous year and 23 points under the state mandate.
SYLVAN HILLS
This elementary school received 222 points on the state report card for an overall grade of middle “C,” and it’s listed as a needs improvement school. Three years ago, the state called Sylvan Hills a “school of excellence.”
For 2013-14, the elementary school had 429 students, an average class size of 18 students and teachers had an average of seven years experience. The student population last year was 49 percent white, 49 percent black, 5 percent Hispanic and 1 percent Asian.
The school was cited for accreditation problems. The report said that 97.1 percent of the teachers were completely certified, but 2.9 percent were working under provisional or emergency credentials, and 44 percent of the teachers had master’s degrees.
In 2013-14, the school reported one weapons incident and retained eight students.
On the literacy portion of the annual Benchmark, the school’s third graders were 78.7 percent proficient or better, down slightly from the previous year and about 10 points short of the state-mandated goal of 86.46 percent. In math, 78.8 percent of the third graders made the cut, down 14 points from the previous year and missing the state mark by about nine points.
Fourth graders were 84.9 percent proficient or better in literacy, eight points lower than the previous year, and missed the state requirement by two points. In math, the students dropped, going from 84.21 percent in 2013 to 79.3 percent last year, about eight points shy of the state bar of 87.9 percent.
On the literacy exam, fifth graders were 82.8 percent proficient or better, about a half-point down from the previous year and missing the state bar by four points. In math, 65.6 percent of the fifth graders made the grade, down five points from the previous year and 22 points below the state mandate.
