Education News in Alabama

December 20 , 2005 (archive)

REWARDING PERFORMANCE IN ALABAMA'S SCHOOLS

As part of Alabama's new accountability program, recognition and financial rewards were recently given to schools for meeting performance goals in 2004-05. A taskforce of Alabama educators and stakeholders reviewed student test data released in August and determined which schools met the criteria that are part of the Rewards and Sanctions component of the accountability program. The State Board of Education adopted the plan in 2003 as part of the new accountability provisions required by No Child Left Behind. The goal of Alabama's plan is to recognize all schools that meet the rigorous new accountability standards and also to provide incentives to those schools with the greatest challenges to overcome in reaching standards. The schools identified for rewards were announced in October and financial rewards to eligible schools were distributed in November. The funds were released to schools to be used as determined by the entire faculty. For school listings, visit the State Department of Education's web site at www.alsde.edu under News Releases.

Two categories of performance were recognized:

1. Schools Meeting or Exceeding Adequate Yearly Progress Goals for Two Consecutive Years
   • "Honor Roll Schools" - 113 schools that met or exceeded AYP goals for the first two years of implementation of the new accountability program received recognition.
   • "Meeting the Challenge Schools" - 43 schools that made AYP for two
     years and had a poverty rate of at least 80% were rewarded
     $1400 from the state. Title I schools received an additional $7500
     from Title I.
2. Schools that Close Achievement Gaps
   "Gap Closer Schools" - 73 schools that significantly closed the achievement gaps for lower performing student groups were rewarded $450 from the state for each gap closed. Title I schools were rewarded an additional $2,500 from Title I for each gap closed.

This winter the task force will consider modifications to the plan for rewarding schools for performance such as adding criteria related to excellence. In the budget proposal recently submitted to the Governor, the State Board of Education included a request for 5 million dollars to reward schools for their performance in 2005-06.

STATE BOARD OF EDUCATION UPDATE

December 8, 2005

Milken Family Foundation National Educator Award
The State Board of Education commended Charles Willis and Stoney Beavers, both recipients of the 2005 Milken Family Foundation National Educator Award. Charles Willis, principal at Smith Middle School in Birmingham, and Stoney Beavers, a teacher from Cleveland High School, each received a financial award of $25,000 in a surprise school-wide assembly. Superintendent Dr. Joe Morton and representatives from the Milken Family Foundation presented the award.

Principal Charles Willis was praised for his leadership skills under which Smith Middle School met 100% of last year's AYP goals. Stoney Beavers, a teacher of English and Language Arts at Cleveland High School in Blount County, was cited for his dedicated efforts towards improving instruction and increasing student access to educational resources. Both educators will be honored at the Milken National Education Conference held annually in Washington D.C. Each year, the foundation recognizes only 100 educators across the nation with the award. The Milken Family Foundation National Educator Awards program provides public recognition and financial rewards to elementary and secondary schoolteachers, principals, and other education professionals who are furthering excellence in education.

Errors in Reporting of 2005 ARMT Scores
Errors have been detected in the reporting of scores from the statewide Alabama Reading and Math Test that might impact the Adequate Yearly Progress status of some schools. The Alabama Reading and Math Test (ARMT) is administered annually to students in grades 3 through 8 and determines whether or not a school achieves the Adequate Yearly Progress goals required under the No Child Left Behind Act. The test has two parts, and students must complete both sections of the test in order to receive an ARMT score.

It was discovered that students who had taken only one portion of the test were given an ARMT score. ARMT scores from these students were incorporated into school information determining AYP goals. Due to the error in student scores, AYP data for some schools might be effected. The SDE estimates that fewer than fifteen schools might be affected, as the error does not affect 99.25% of Alabama's student scores. The state-contracted company that compiles the scores, Harcourt Assessment, Inc., claimed responsibility for the error and will reimburse the state for any costs associated with resolving the error. The data will be reissued in early February. State Superintendent Joe Morton stated that schools will not be penalized by the impact of the scores on their AYP status.

IN OTHER NEWS

Fordham Institute State of State Science Standards 2005
Alabama received an "F" grade for its new version of the State Science Course of Study from The Thomas B. Fordham Institute. Courses of study for specific content areas are revised every six years. Courses of study identify major concepts and student outcomes for all courses in that subject area from elementary to high school. Schools use the courses of study to develop curriculum and select textbooks.

The Thomas B. Fordham Institute recently released The State of State Science Standards 2005, their analysis of states' current content standards for science. The report assesses the quality of science standards for each state in the nation. The quality of standards was evaluated in seven categories. Fordham looks for standards that call for clearly presented, grade-appropriate scientific literacy of a demanding quality that is evaluated by effective assessments. Standards must be organized by grade into categories of central scientific theories and focus on skills such as observation, recording, etc. Science content must include field experience, terminology, theory, and data analysis. States are required to balance hands-on learning with substantial teacher instruction. Finally, states were assessed on their standards regarding the teaching of evolutionary theory. Under the No Child Left Behind Act, state science standards must be in place prior to the science testing required in every state by 2007.

The report was conducted by a panel of science professors and issues a grade "A" through "F-minus" based on the quality of each state's standards. Seven states - California, Virginia, Massachusetts, South Carolina, Indiana, New York, and New Mexico - received an "A" grade, while seventeen states,
including Alabama, received a grade of "F." The report cited Alabama for
carelessness and errors in information provided for subjects such as physics. Additionally, the report faulted Alabama for its long preface found in the life sciences standards that derogates evolutionary theory.

The State of State Science Standards 2005 was released on December 7, 2005 and is available online at www.edexcellence.net .

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