DECATUR — Eighty-one percent of geometry students at Decatur High School scored proficient or advanced on their endof-course geometry exams, superintendent Larry Ben reported at Monday’s townhall meeting.

Ben gave the results from end-of-course and Benchmark Exams, recently released by the Arkansas Department of Education, at the meeting.

High school students take end-of-course exams in biology, algebra and geometry. Third- through eighth-grade students take Benchmark Exams to track their academic progress.

The tests showed a mix of results. Some, such as the endof-course geometry and algebra scores gave reason to celebrate, while others, such as third- and fifth-grade literacy showed areas that still need improvement.

End-of-course exam scores improving

The number of students scoring proficient or advanced on the end-of-course geometry test has nearly doubled over the past four years, from 41 percent to 81 percent. In comparison, the state average is 69 percent proficient and advanced and theregional average is 76 percent proficient and advanced.

Algebra test scores have climbed steadily over the past four years as well, increasing from 55 percent proficient and advanced to 78 percent proficient and advanced. The state average is 76 percent and the regional average is 82 percent.

End-ofcourse biology exam scores are still lagging behind both the state and regional averages. Only 29 percent of Decatur students scored proficient or advanced, compared to 42 percent in the region and 36 percent in the state.

While Decatur’s scores were low, the state and regional averages were also low, Ben noted. He said he is happy when scoresare better than the state average, but really wants to see the scores competitive with the regional average.

Regional averages include big school districts such as Bentonville and Rogers, and they are generally higher than state averages, he said.

Of the 16 school districts in the regional cooperative, Decatur has the highest rate of poverty. Seventythree percent of students qualify for free and reduced lunches - a factor used to calculate poverty in a school district.

So it’s a “pretty big deal” forDecatur to have scores above the regional average in geometry, Ben said.

“Our goal is to do the best we can, but we want to be competitive with our region in everything,” he said.

Curricular specialist Dawn Steward said the small class sizes may have created more one-on-one time with the teacher and improved the scores in geometry and algebra.

But Decatur’s small class sizes can also make looking at the numbers difficult. Just one or two students can skew the final percentages dramatically up or down, Ben said.

This year 26 geometry students took the exam and 27 students took the algebra exam. Considering the small class sizes, Ben said he is pleased to see the upward trend when looking at the scores from year to year.

“When you have a small number of students, the variation is going to be greater from year to year and class to class. We haveto keep that in mind when we look at statistics,” Ben said.

Benchmark exam results mixed

Benchmark exams test third- through eighth-grade students in the areas of literacy, math and science. Students were as good or better than the regional average in three categories - fourth- and fifth-grade literacy, and seventh-grade math. They were better than the state average in seventh-grade literacy, but fell behind in eight categories.

“I don’t want to be below average in anything; anything below average is not good,” Ben said.

Improving Academics

Ben said his number-onefocus will be improving student achievement.

“If we have a good school and kids can get a good education, everything else will take care of itself … I don’t think anything else is going to be effective in improving the situation, even finances,” Ben said.

If students in Decatur do well academically, more parents will send their children to school in Decatur, which will bring more money to the district, Ben explained.

Ben said he is placing his confidence in the district’s principals, yet holding themaccountable. Ben said his management style is to break down goals and define what is desired, and then allow teachers and principals to use their own methods to reach those goals while holding them accountable and providing support.

“I’m not going to tell you how to do your job, but we have to have these results,” he said.

News, Pages 1 on 07/21/2010