EDLD 5371
Dr. Nicks
Submitted by:
Scott Clemmons

In looking at district data, I found several areas of need. Of course we are battling with Science TAKS scores just like most other school districts in Texas. The required percentage correct to meet the standard on this test is much higher for Science than all other subject area TAKS tests. To be exact, to meet the standard on the Science TAKS for middle school students requires a score of 65% or better. Compare this to the 45% requirement for Social Studies. According to the 2007-2008 AEIS report for the Nederland Independent School District, 5th grade Science scores district-wide dropped from 82% in 2007 to 72% in 2008. Scores for 8th grade dropped from 74% in 2007 to 68% in 2008. If we compare scores for those same Social Studies8th grade students in Social Studies, the difference is shocking. Scores for Social Studies were 91% in 2007 and 94% in 2008.

At the 10th grade level, Science scores were 71% in 2007 and 74% in 2008. The same students in Social Studies scored 95% in 2007 and 93% in 2008. Students in 11th grade did have better Science scores, 85% in 2007 and 88% in 2008, but they did not compare to Social Study scores of 98% and 97%. This brings up the question of what can be done to improve student performance in the area of Science. Nothing can be done at the district level to combat the inequitable standards that are set for the various tests, so we must focus on what we can control…………instruction.

Vertical Alignment in the Science curriculum is very important to student success on the TAKS test. Our district began this process last year. The idea is that each middle school should be teaching the same general concepts in Science at roughly the same time. Of course there is room for individual teacher creativity and pace of different classes, so there is a little wiggle room in the teaching time frame. Teachers at the middle schools were given time to plan together every 6 weeks and share what they felt was working and what was not, based on data acquired from bench mark tests given at the end of each 6 weeks.

Along with alignment, another facet to improve scores is teaching materials. What works and what does not, and how do you know? First, does the program align with the TEKS? If so, the next question is whether or not it is research based. When these things are determined, it is then a matter of cost and what the district can afford.

One of several programs that NISD has implemented based on research is called Science Starters. It is an opening activity the teachers feel is very effective. Whether it was the vertical alignment or implementation of new teaching programs and materials, Science scores did improve. In 5th grade scores went up to 89%. In 8th grade they went from68% to 73%, and exit level Science scores in 11th grade were an amazing 94%.

Another fact found in our district data is a distinct increase in the number of economically disadvantaged students. In 2007 the district’s economically disadvantaged population was 25.5%. Since then that number has increased quite a bit. We will not know the exact percentage of increase until the new AEIS report comes out, but 2 additional campuses became Title I campuses during this time span. Historically, this sub-group has dramatically impacted TAKS score for our district, as well as individual campuses. These students only scored 53% in the All Tests category for 5th grade and only 61% in 5th grade Science. In 7th grade these students scored 55% in the All Tests category, and 51% in the same category for 8th grade. Scores for the same category were just as bad for 9th and 10 grades, with scores of 59% and 54%, respectively.

I think the best way to combat this issue is to raise teacher awareness. Not all students learn the same and unfortunately, a student’s economic status can have an effect on their learning. The best way to give teachers the tools they need is with training and staff development that helps them learn to work with various types of students and differentiate instruction.