Delaware Education News
March 2008
Copyright © 2008 Queue, Inc.
IN THIS ISSUE:
Delaware Among Top Five States in Nation
For Students
Delaware's Top Two Youth Volunteers Selected
in 13th Annual National Awards Program
Earning a Ò3Ó or Higher on An AP Exam Over Five Year Period--Five
year gain exceeds five percent--
The College Board fourth annual ÒReport to the NationÓ on Advanced
Placement (AP) participation and performance data for all public high schools
across the U.S. shows that in a five year period, from 2002-2007, the number of
Delaware students who received a grade of Ò3 or higher on AP exams
significantly increased from 9.3% to 14.5%, a gain of 5.2%. This gain
surpassed the national average of 3.5% for the same time period. Only
Maryland, Maine, Colorado and New Hampshire had a higher percentage gain.
Since 2002, Delaware has seen a constant, steady upward trend of
students taking at least one AP exam during high school. In 2002, 1,017
students of all ethnicities took at least one AP exam. Just five years
later, in 2007, that number has escalated to 1,843, an 81.2% increase. In
2007, 27.4% of the public high school class took at least one AP exam during
high school. This compares to 24.9% for the nation.
Also, 18.6% of the class of 2007 took one or more science AP
exams, which also surpassed the national average of 15%. Science exams
consist of Biology, Chemistry, Environmental Science, Physics B, Physics C:
Electricity and Magnetism, and Physics C: Mechanics. Other AP exams
include mathematics, language, English and art.
The number of public high schools in Delaware offering AP courses
has risen slightly since 2002; the number of AP courses offered in those high
schools has continued to rise; the number of students taking at least one AP
course has nearly doubled. See table below:
|
Advanced Placement Data |
||
|
|
2002-2003 |
2006-2007 |
|
Number of HS Offering AP Courses |
25 |
28 |
|
Number of AP Courses Offered |
187 |
293 |
|
Number of Students Taking At Least One Course |
2114 |
3949 |
|
Total Enrollment Grades 9-12 |
28640 |
31972 |
|
AP Participation Rate* |
7.0 |
12.4 |
|
*The AP Participation Rate is the number of AP students per 100
students in grades 9-12 in high schools offering AP courses. |
||
The College Board partners with colleges and universities to
create AP exams of college-level learning in 37 subject areas. Most
colleges in the U.S. recognize AP exams in the admissions process as a sign of
a studentÕs ability to succeed in rigorous higher education curricula.
They also award college credit or placement into a higher level college course
so that college entrants can move directly into the courses that match their
level of academic preparation for college.
The ÒReport to the NationÓ also provided an in-depth analysis of
closing Òequity and excellence gaps.Ó This gap appears whenever the
percentage of underserved students achieving access to and success on AP exams
is less than the percentage of underserved students in the entire class of
2007. For example, if 20% of students in the entire class are African
Americans, true equity and excellence would not be achieved until 20% of the
students taking AP exams, and scoring 3 or better, are African Americans, as
well.
Nationally, more than 15 percent
of the public high school class of 2007 achieved at least one AP¨ Exam grade of
3 or higherÑthe score that is predictive of college success. This achievement
represents a significant and consistent improvement since the class of 2002
when less than 12 percent of public school graduates attained this goal.
Of the estimated 2.8 million
students who graduated from U.S. public schools in 2007, almost 426,000 (15.2
percent) earned an AP Exam grade of at least a 3 on one or more AP Exams during
their high school tenure, the report documents. This is up from 14.7 percent in
2006 and 11.7 percent in 2002.
Earning a 3 or higher on an AP
Exam is one of "the very best predictors of college performance,"
with AP students earning higher college grades and graduating from college at
higher rates than otherwise similar peers in control groups, according to
recent reports from researchers.
State Reports:
http://professionals.collegeboard.com/data-reports-research/ap/nation
Full report:
http://professionals.collegeboard.com/profdownload/ap-report-to-the-nation-2008.pdf
Delaware Report:
http://professionals.collegeboard.com/profdownload/Delaware-AP-Report-2008.pdf
In fourth grade science, 92.9% of the students tested scored
at Level 3 or higher, a 1.4 percentage point increase from last yearÕs
scores. In grade six, 80.1% scored at Level 3 or higher, a 1.5 percentage
point increase from last yearÕs assessment. The science test measures
studentsÕ knowledge and understanding in four areas: Inquiry, Life Science, Earth
Science and Physical Science.
In fourth grade social studies, 68.4% of
students scored at level 3 or higher, a 1.7 percentage point decrease over last
yearÕs results. In grade six, 65.6% of students scored at level 3 or
higher, compared to 61.1% last year. The social studies test measures
studentsÕ knowledge and understanding in four areas: Civics, Economics,
Geography and History.
|
Subject/Grade |
Well Below
(Level
1) |
Below
(Level
2) |
Meets
(Level
3) |
Exceeds
(Level
4) |
Distinguished
(Level
5) |
|
Science Gr. 4 |
1.1% |
6.0% |
53.5% |
23.7% |
15.6% |
|
Science Gr. 6 |
4.3% |
15.6% |
55.6% |
13.8% |
10.7% |
|
Social Studies Gr. 4 |
8.2% |
23.4% |
53.3% |
10.8% |
4.3% |
|
Social Studies Gr.6 |
7.4% |
27.0% |
55.0% |
7.7% |
2.8% |
Since testing began in 2000 in science and social studies, there
has been a steady rise in the number of students meeting or exceeding the
standards.
Grade 4 Science has seen a near 10% increase in scores; grade six
has seen nearly 20% gains. In Social Studies, improvement is more than
18% while at grade six, this rise in scores is near 14 percent.
The number of students participating in these assessments is at or
exceeds 99 percent.
Systemwide Reform: Students Show Marked Improvement in Christina
Schools:
The Community Training and Assistance Center ("CTAC")
released a report in 2006 that demonstrates significant improvement in student
learning is possible when systemwide reform is the focus. The report details an
unusually high level of education progress and highlights the successes gained
by the largest school district in Delaware, Christina School District, after a
two-year intensive effort to improve education in their public schools.
Christina undertook system-wide reforms to address a persistent
pattern of underachievement and to tighten the achievement gap among groups of
students within the district. More than 3,900 parents were active in school
planning and more than 2,900 annually assessed the accountability and
effectiveness of the reform. Primary findings include:
á
Student achievement increased as evidenced on three major independent
assessments (Delaware Student Testing Program, SAT 9/10 and Northwest
Evaluation AssociationÕs MAP);
á
For the first time in this district, student achievement among
African American and Hispanic students significantly improved;
á
The teachers and administrators at the Standard Bearer Schools
(CTAC developed model for planning that focuses on addressing the root causes
of student achievement) indicated, to a statistically significant extent,
improvements in conditions related to teaching and learning, organizational
support and alignment, school planning and human resource practices; and
á
District capacities in data, research, instructional support,
organizational development, professional development, fundraising and corporate
involvement were strengthened markedly.
"The results of this reform demonstrate that meaningful
improvements are achievable when communities come together to implement a
comprehensive approach to improve student learning," said William Slotnik,
Executive Director of CTAC.
This initiative began with an assessment of district readiness and
capacity; broad-based implementation of the reform plan, New Directions in
Christina, started in the 2004-2005 school year. The comprehensive approach was
designed to build the capacity of the district to make and sustain improvements
in student achievement, strategic management and policy, leadership, human
resource development and management and stakeholder satisfaction and ownership.
The CTAC report details changes in the way the district and
schools aligned instruction with standards, assessed students, managed data,
conducted school planning and involved stakeholders, particularly parents, in
school improvement.
CTAC is a national non-profit organization with a twenty-eight
year record of success in developing leadership, planning and managerial
expertise within school systems, states, community-based organizations,
collaborative partnerships, state and municipal governments, and health and
human service agencies.
Full report:
http://www.ctacusa.com/ChristinaReport06.pdf
Wilmington
and Delmar students earn $1,000 awards, engraved medallions and trip to
nationÕs capital
Honors also
bestowed on other top youth volunteers in Delaware
Anna Schuck, 17, of Wilmington and Matthew Waldman, 14, of Delmar
were named Delaware's top two youth volunteers for 2008 by The Prudential
Spirit of Community Awards, a nationwide program honoring young people for
outstanding acts of volunteerism. The awards program, now in its 13th year, is
conducted by Prudential Financial in partnership with the National Association
of Secondary School Principals (NASSP).
Anna was nominated by The Charter School of Wilmington in
Wilmington, and Matthew was nominated by St. Francis de Sales Catholic School
in Salisbury, Md. As State Honorees, each will receive $1,000, an engraved
silver medallion, and an all-expense-paid trip in early May to Washington,
D.C., where they will join the top two honorees Ð one middle level and one high
school youth Ð from each of the other states and the District of Columbia for
several days of national recognition events. Ten of them will be named AmericaÕs
top youth volunteers for 2008 at that time.
Anna, a senior at The Charter School of Wilmington, founded a school
club that has raised nearly $15,000 to help build a boys school in Uganda by
organizing benefit rock concerts. The H.U.G. Club (for ÒHelping the
Underprivileged GloballyÓ) was launched after Anna saw a documentary about the
horrific effects of a 21-year civil war in northern Uganda. ÒI couldnÕt bear to
watch the injustices taking place before me,Ó said Anna. ÒWhy was no one doing
anything? How could we sit back and watch millions of people suffer and do
nothing?Ó
While AnnaÕs club has worked on several projects, its biggest
undertaking was ÒRock Uganda,Ó a series of seven concerts featuring more than
40 rock bands. For each show, Anna secured the venue, recruited the performers,
distributed promotional flyers, obtained donations from local businesses, and
enlisted a large group of young volunteers to help at the event. With more than
300 youth attending each concert, the shows have raised $14,500 to provide
dormitories, sanitation facilities, teachers, books and other necessities for
the Sir Samuel Baker Secondary School in Uganda. And many more people have been
made aware of the strife in Uganda and the plight of children there, according
to Anna.
Matthew, an eighth-grader at St. Francis de Sales Catholic
School, organized and participated in a variety of volunteer activities
benefiting his school, community, the Salvation Army and the Humane Society. ÒI
believe in serving my community, looking at the global picture and helping
those who are reaching out for help and who are in need,Ó Matthew said.
Instead of celebrating his last two birthdays with parties and
presents, Matthew organized and hosted a student dance, asking attendees to
donate food and care items for lost, abandoned and neglected animals residing
at a local Humane Society shelter. ÒI felt it was important because the animals
are helpless,Ó he said. Matthew also worked an entire weekend serving food at a
charity antique show, solicited donations as a bell ringer for the Salvation
Army, purchased Christmas gifts for disadvantaged children, and participated in
the Humane SocietyÕs annual fund-raising walk. ÒI learned that there is so much
in this world that is so wrong and we all need to help each other,Ó he said.
ÒYou have a say in what happens in this world. You can either help it or hurt
it. DonÕt be afraid to go out there and help others.Ó
In addition, the program judges recognized three other Delaware
students as Distinguished Finalists for their impressive community service
activities. Each will receive an engraved bronze medallion:
Alexandra Browne, 17, of Wilmington, a senior at Mount Pleasant
High School, has served as chair of her schoolÕs Relay for Life fund-raising
event for the past two years, which raised more than $60,000 for cancer
research, education and patient support. Alexandra worked the entire school
year on the fund-raisers, holding planning meetings, making presentations at
school assemblies, overseeing committees, seeking support from local businesses
and organizations and recruiting event volunteers and team members.
Taylor Folt, 16, of Wilmington, a junior at Brandywine High
School, spent a month last summer teaching English and American History to
elementary-school students in a small town in India. She also helped build a
basketball court and install a roof on an outdoor bathroom, taught children
Western playground and card games, mentored and encouraged young girls, and
worked to promote positive cultural interactions and friendship.
Kimberly Tancredi, 18, of Chadds Ford, PA, a senior at Archmere Academy in
Claymont, Del., raised $2,000 to purchase Christmas presents and other items
for more than 100 disadvantaged children at a day care center in Wilmington,
Del. Kimberly collected the money through bake sales and auctions of donated
prizes, then purchased toys, warm clothing and other items, and recruited a
volunteer ÒSantaÓ to help distribute the gifts at the Ministry of Caring day
care facility.