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A Curriculum Management Audit - page 86 / 140





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A = Advanced Placement; C = Criterion-referenced Tests in Language Arts and Mathematics; D = Developmental Reading Assessment; W = Washington Assessment of Student Learning; P= PSAT; S = SAT; IT = Iowa Tests of Basic Skills/Iowa Test of Educational Development

From Exhibit 4.1.2 an analysis of data reveals that the Clover Park School District testing program is inadequate in scope, not formally assessing student achievement in the majority of the subject areas taught in grades K-12. Specifically:

  • Only 27 percent of the total curriculum subject areas grade level cells of the 113 total possible cells that could have been filled (30 areas tested divided by total of 113 areas/grades = 27 percent).

  • Most subject areas are not formally assessed from kindergarten to grade 10, including most of social studies and science.

  • There is a concentration of testing in the areas of language arts and mathematics.

  • No formal testing is required in non-core subjects.

Comments made during the audit interview highlight some of the weaknesses in the scope of the district’s formal assessment program:

  • “We are good at planning, but the implementation, assessment and evaluation pieces need to be improved.”

  • “The tests that we give have little or nothing to do with the curriculum guides that sit on my shelf.”

  • “The assessments don’t measure what my students know.”

In summary, student assessment information was insufficient in scope to allow for adequate evaluation of the comprehensive educational efforts of the Clover Park School District. While the school board policies direct the assessment of all curriculums, a majority of the curriculum is not included in the district’s student assessment system. The present scope of the assessed curriculum seriously limits the ability of the district to monitor student learning and gain a full view of the breath and depth of student achievement. The Board, educators, students, and parents do not have all the information they need to assess the quality of schooling in the district.

Finding 4.2: Student Achievement in the Clover Park School District is Below State and

National Averages. Expectations.

Some Students Are Not Achieving In Accordance with District

Comparative student assessment data enables the Board, educational community, parents, students,

and others to assess how well the school systems’ students students across the nation, state, or other school districts. assessment data allow educators to determine how well district

are performing when compared to Most importantly, the comparative students perform over the short- and

long-term. instruments

Effective school districts and schools use comparative data from student to establish instructional goals and to target performance gap reduction.


In a productive school district, one would expect to see improvement over time in student performance on various student assessment instruments, and a reduction of any performance gaps

that might exist. Another than the predicted level

expectation is that, over time, the achievement of students would be better










performance across time may reflect stagnation, even when student achievement is high. auditors reviewed test data summaries and reports provided by the Clover Park School District. review included:

The The

Two years of Iowa Tests of Basic Skills (ITBS) data, Company for grade three in reading, mathematics, language, one year of (ITBS) data for grade 6 in reading, mathematics,

published by Riverside Publishing and composite (1999 and 2000), and language, and composite (2000).

Clover Park School District Audit Report Page 80

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