Queue, Inc.'s latest Test Preparation Catalogue features many new titles. We would be delighted to send catalogues and/or free review copies of any of the student versions of these books at no cost to you. Call, fax, or email your request.

In addition, we’re offering a wide array of curriculum-based materials in our New Curriculum Catalogue. We welcome you to request free review copies of these books as well as a copy of the curriculum catalogue.

We think you will find Queue’s test preparation materials to be great tools to prepare your students for state assessment tests. In addition, we encourage you to sample our curriculum workbooks to help engage and challenge your students.

For further information on Queue, Inc. and our product line, visit http://www.qworkbooks.com.

To order free previews, please visit: http://www.qworkbooks.com/samplerequest.html

Or call: 800-232-2224

Or fax: 800-775-2729

Or e-mail: jdk@queueinc.com

Or write: Queue, Inc., 1 Controls Dr., Shelton, CT 06484

Education News

For back issues of this newsletter, as well as current and back issues of our other newsletters, U.S. Education News and Education Research Report, please go to: http://www.queuenews.com/

For the latest education research news, please go to: http://www.queuenews.typepad.com/education_research_report/

2005 NAEP Science Results: Fourth Graders Tie For First, Eighth Graders Tie for Second Nationwide

The state's fourth graders tied for first in the nation and the eighth graders tied for second on the 2005 National Assessment of Educational Progress (NAEP) science exams, according to results released Wednesday.

Education Commissioner David P. Driscoll credited the results to the hard work of students and teachers, as well the state's science curriculum framework. First adopted in 2001, the framework identifies what students should know and be able to do in science, technology and engineering from Pre K through grade 12.

Students in grades five and eight have received scores on the Massachusetts Comprehensive Assessment System (MCAS) exam in science and technology/engineering since 2003, but began taking pilot tests in 2000. The Class of 2010 will be the first required to pass a science exam as part of the state's competency determination requirement.

Known as "The Nation's Report Card," the NAEP exam is the federal government's official measure of what American students know and can do in core academic subjects.

In all, 38 percent of Massachusetts' fourth graders scored at Proficient or above on the exam, as did 41 percent of eighth graders. Only Virginia's fourth graders bested Massachusetts', with 40 percent scoring at or above Proficient. North Dakota and Montana both had a higher percentage of eighth graders scoring at or above Proficient, and South Dakota, Vermont and New Hampshire all tied with Massachusetts with 41 percent.

Nationwide, just 27 percent of both fourth and eighth graders scored at or above the Proficient level.

Overall results showed no significant change since 2000 in the average scaled scores for grade four, but Hispanics, white students, students with disabilities and students eligible for free/reduced price lunch showed improvement in grade eight.

According to the report:

· The scaled scores of the state's fourth graders tied for first with 10 other states; the scaled scores of the state's eighth graders tied for second with seven other states.

· Fourth graders scored an average of 160, well above the national average of 149, but not statistically different from the state’s grade four average of 161 in 2000. Eighth graders averaged 161 in science, a three-point increase from 2000, and well above the national average of 147.

· White, African-American and Asian students outperformed their peers nationally in grade four; White, African-American, Hispanic and Asian students outperformed their peers nationally in grade eight.

· While performance gaps are still evident, results show significant progress in closing the gaps in grade eight between white and Hispanic students and between students eligible for free/reduced lunch and students who were not eligible. Changes in the score gaps were not statistically significant in grade four.

A representative sample of schools and students are selected for NAEP. In 2005, NAEP state assessments were conducted in reading, mathematics, and science at grades 4 and 8. Students selected for NAEP take a 50-minute test in one subject area. Of the 22,000 students in Massachusetts chosen to participate last year, about 7,400 students took a science test. Roughly half of the students chosen for a science test also participated in an additional 20-minute hands-on task.

The NAEP Science assessment scale ranges from 0-300; the reading and math scale ranges from 0-500.

States must participate in NAEP reading and mathematics assessments under the No Child Left Behind Act. Participation in NAEP science assessments is voluntary, depending upon applicable state law. In 2005, 44 states participated in the NAEP science assessments. Boston is one of 11 urban districts nationwide participating in NAEP's Trial Urban District Assessment (TUDA), and will receive district results next month.

To view the full report, look online at

http://www.doe.mass.edu/mcas/2006/news/05naep_sci.pdf

http://www.doe.mass.edu/mcas/2006/news/05naep_sci.doc

MASSACHUSETTS

Technology Report 2006 - MASSACHUSETTS

REPORT CARD

Access to technology D

Use of technology D+

Capacity to use technology C

Overall grade D+

While the No Child Left Behind Act has touched off a boom in school data collection, much work needs to be done before the vast amounts of student information can be harnessed to improve learning, according to Technology Counts 2006: The Information Edge: Using Data to Accelerate Achievement, a new report from Education Week and the Editorial Projects in Education (EPE) Research Center.

The report is based on a systematic analysis by the EPE Research Center of the structure and quality of states’ computerized data systems, and how those systems are being used. It comes at a time when states are under tremendous pressure to get technology systems and access to data up and running as genuinely useful tools to accelerate student learning on a broad scale.

In a survey of state education officials conducted for the report, the EPE Research Center finds that despite the federal government’s push to make data central to instructional decisions, states are still far away from putting their electronic information into a form that local educators can easily use…

Report Cards: Grading the States

For the first time ever, Technology Counts issues letter grades for all 50 states and the District of Columbia, ranking their efforts to improve access to and use of school technology and the ability of teachers to use it more effectively. While the nation earned an overall grade of C-plus, West Virginia, and Virginia earned the highest marks, with grades of A and A-minus, respectively.

At the opposite end of the spectrum, a small group of states is lagging behind. Minnesota, Oregon, and Rhode Island all received an overall D grade, while Nevada ranked last in the nation with a D-minus.

Grades are based on where states stand in three core areas of state policy and practice, including access to instructional technology, use of technology, and capacity to effectively use technology.

They are contained both in the print version of the report and in new online-only State Technology Reports created by the EPE Research Center.

For complete article please go to:

http://www.edweek.org/media/ew/tc/2006/TC06_press.pdf

To access individual state reports please go to:

http://www.edweek.org/ew/toc/2006/05/04/index.html?levelId=1000

Massachusetts Earns Straight A’s for Standards

No Child Left Behind (NCLB) requires all students to be "proficient" in math and reading by 2014 but allows each state to determine its own level of proficiency.

Some states are leaving their citizens with a misleading impression of their accomplishments by grading students against low standards, while those states that have high standards may suffer by comparison.

Education Next editors Paul E. Peterson and Frederick M. Hess first revealed this discrepancy a year ago ("Johnny Can Read . . . in Some States," Education Next, summer 2005) by comparing states' passing percentages on their math and reading tests with their passing percentages on the National Assessment of Education Progress (NAEP).

Now, the Education Next editors have issued a new "report card" for each state.

Education next is a scholarly journal published by the Hoover Institution that is committed to looking at hard facts about school reform. Other sponsoring institutions are the Harvard Program on Education Policy and Governance and the Thomas B. Fordham Foundation.

"We are not evaluating state tests, nor are we grading states on the performance of their students," explain Peterson and Hess. "We are checking for 'truth in advertising,' investigating whether state-announced proficiency levels mean what they say."

This year, a total of 48 states were assessed, including 9 new ones. In the good news category, a handful of states have kept their standards rigorous for a second consecutive year, each assessing their own performance on a particularly tough curve. Massachusetts, South Carolina, Wyoming, Maine, and Missouri once again earned A’s.

Montana topped all others as the nation's most improved state, and Texas, Arkansas, and Wisconsin significantly boosted their proficiency standards over last year.

The bad news is that some states that had been in good standing are letting their standards slide. The biggest decline was in Arizona, with significant drops (in order of magnitude) in Maryland, Ohio, North Dakota, and Idaho.

In the "cream puff" category, states with already low standards have done nothing to raise them. Oklahoma and Tennessee both earned F’s because their self-reported performance is much higher than can be justified by the NAEP results. States with nearly equally embarrassing D minuses included Alabama, Mississippi, Georgia, West Virginia, and North Carolina.

To learn more about how the grades were calculated, go to http://www.educationnext.org/20063/28.html

Massachusetts State Science Standards Earn an A

Nearly half of the fifty states received grades of "D" or "F" in a new review of statewide academic standards for primary-secondary school science, according to the distinguished scientists who conducted that appraisal.

The State of State Science Standards 2005—the first comprehensive study of science academic standards conducted since 2000—appraised the quality of each state's K-12 science standards as they are rushing to meet the No Child Left Behind Act's mandate for testing in this critical subject. The results are mixed.

Fifteen states flunked, and another seven earned "D" grades. Nine states and the District of Columbia merited only a mediocre "C." One-quarter of low-scoring states dropped by two letter grades since Fordham last reviewed science standards in 2000.

The remaining nineteen states earned grades of "A" or "B," and of these, eight (or almost half) showed marked improvement over the past five years. The states earning "A" marks in the new evaluation include California, Virginia, Massachusetts, South Carolina, Indiana, New York, and New Mexico.

Every state received a letter grade based on how well its standards met a set of rigorous criteria, including:

· Do the standards contain clear and fair expectations by grade level for students?

· Are the standards organized in a sensible way, both showing logical progression from grade to grade and easily navigated so teachers, parents, and the public can understand?

· Is there an appropriate amount of science content, and if so, do the standards outline the best approach to share that content?

· Are the expectations outlined specific enough, yet set high aims that will equip students with the science skills they need for college?

· Are the standards appropriately serious, or do they incorporate pseudo-scientific fads or politics?

The reviewers found that low-scoring state standards shared common problems, including:

· Excessive length and difficulty of navigation, even for science experts.

· Missing facts and concepts that are integral to physics, chemistry, and biology.

· An obsession with "discovery learning" where children are left to uncover scientific concepts without guidance or discussion of the underlying core of scientific knowledge.

Evolution

As in 2000, 12 states do a shameful job handling evolution. Some states have improved their requirements, while others have moved in the opposite direction.

"Certainly some states do an awful job addressing evolution, but for the most part these states also do an awful job addressing the rest of science," said Dr. Gross. "The good news is that, despite the well-funded and politically-motivated attack on the teaching of evolution, most states have held firm and continue to instruct students in the fundamentals of evolutionary biology."

State-by-state reviews can be found at: http://www.edexcellence.net/foundation/publication/publication.cfm?id=352

Evaluations of Other State Standards can be found at

Effective State Standards for U.S. History: A 2003 Report Card

09/22/2003

http://www.edexcellence.net/institute/publication/publication.cfm?id=320&pubsubid=942

Total Number of Schools In Need of Improvement Rises to 617

Preliminary results show that the total number of schools identified for improvement, corrective action or restructuring rose to 617 in 2006, up from 420 in 2005.

Of the schools identified in 2006, 316 were identified for aggregate student performance, and 301 were identified due to student subgroup performance.

Of the schools identified for subgroups, about 40 percent were identified for the performance of just one subgroup. Of these, the Special Education and Low Income subgroups were most commonly identified.

Statewide, about 19 percent of the Commonwealth's public schools were identified as needing improvement based on aggregate performance, and an additional 18 percent were identified as needing improvement for one or more of their student subgroups.

"It is sobering to see the state's numbers rise, but this system was purposely designed to identify problems within a school we may not otherwise detect," Driscoll said. "Now that the problem areas have been identified it is up to each school and district to take whatever steps are necessary to improve the performance of every student."

45 Schools Removed From List of Schools In Need of Improvement

Forty-five schools that were identified for improvement, corrective action or restructuring in 2005 were removed from the 2006 list after making Adequate Yearly Progress (AYP) for two consecutive years, education officials announced on Tuesday.

The first Massachusetts school to be removed from restructuring status after not making AYP for five consecutive years was the Washington School in Springfield.

Three schools were removed from corrective action after not making AYP for four consecutive years: the Sewall-Anderson School in Lynn, the Brayton School in North Adams, and the Abner Gibbs School in Westfield.

Nine schools identified for improvement for aggregate performance and 32 schools identified for improvement for subgroup performance were also removed from the list.

Schools and districts are identified for improvement when, for two or more consecutive years, they do not make AYP toward meeting performance targets for English and/or math as required by No Child Left Behind. They are removed from the list when they successfully make AYP for two consecutive years.

"The educators and students at these schools deserve recognition for the tremendous efforts they have made to turn their performance around," said Education Commissioner David P. Driscoll. "It is critical that we do whatever is necessary to ensure that every one of our children get the top notch education they deserve, regardless of race, income or community. These 45 schools are moving in that direction now, and their students are getting a better education as a result."

More Students Meeting Graduation Requirement Before Senior Year

Unprecedented 91 percent of the class of 2007 has already passed both the English and math MCAS exams, outpacing the performance of all previous classes prior to their final year in high school.

According to a new Department of Education report analyzing the number of students who have already met the state’s graduation requirement, 95 percent of the class of 2006 earned their competency determination (CD) before the end of their senior year. At this time last year, 94 percent of the class of 2005 had met the requirement, as had 90 percent of the class of 2006.

Just 81 percent of the class of 2003 had earned their CD in June 2002, prior to the start of their senior year. Today, after multiple retest opportunities, 95 percent of the class of 2003, 96 percent of the class of 2004 and 94 percent of the class of 2005 have earned their CDs.

The class of 2003 was the first required to earn a passing score on both the English and math MCAS exams to qualify for a high school diploma.

“The best sign of progress to me is that each year we are meeting or exceeding the progress we made the previous year, and our younger students are passing in higher numbers,” said Education Commissioner David P. Driscoll. “Our system is designed to give students multiple opportunities to pass the exams if they need them, but I am pleased to see fewer students needing to participate. However, so long as we have an achievement gap and students who clearly need more help, our work is not done.”

In total, after four retest opportunities, 63,383 students out of the 66,757 students in the class of 2006 earned their CD before the end of their senior year. This includes 72 percent of Limited English Proficient students, 79 percent of students with disabilities and 98 percent of regular education students.

Of those who have not yet passed one or both exams, 3 percent have not passed either, 1 percent have not passed English and 2 percent have not yet passed math.

Students in the class of 2006 who have not yet passed either or both of the assessment tests will be eligible for a special retest opportunity this August.

In the class of 2007, after two retest opportunities, 64,550 students out of the 70,771 students in the class have already passed both exams. This includes 55 percent of Limited English proficient students, and 73 percent of students with disabilities, and at least 76 percent of students of all ethnicities.

Other findings in the report include:

1. In 234 districts, at least 95 percent of students in the class of 2006 have already earned their CDs. In 44 districts, 100 percent of students in the graduating class earned their CDs.

2. An ethnic gap still exists among students in this year’s senior class, but has closed considerably over time. When first tested as sophomores, the passing rates ranged from a high of 86 percent of white students to a low of 51 percent of Hispanic students. After four retest opportunities, the passing rates are: 97 percent of White students, 96 percent of Asian students, 94 percent of Native American students, 86 percent of Hispanic students, and 86 percent of African American students.

3. The same is true for the class of 2007: when first tested as sophomores the passing rates ranged from a high of 88 percent for white students to a low of 54 percent for Hispanic students. After two retests, the passing rates are: 95 percent of white students, 93 percent of Asian students, 88 percent of Native American students, 77 percent of African-American students and 75 percent of Hispanic students.

4. Students at vocational/technical schools are keeping up with their peers at traditional public schools: 96 percent of seniors in the class of 2006 and 90 percent of seniors in the class of 2007 have earned their CD.

5. Students in non-urban districts are passing at a higher rate than students in urban communities: 97 percent of non-urban and 88 percent of urban students in the class of 2006 have earned their CDs, as have 95 percent of non-urban and 80 percent of urban students in the class of 2007.

To view the full report, look online at www.doe.mass.edu/mcas/results.html.

Retained Students On Average Missed About Five Weeks of School

Students who repeated a grade last year missed an average of more than five weeks of school in 2003-2004, and an average of just under 25 days in 2004-2005, according to a new Department of Education report analyzing retention rates statewide.

In contrast, students who were not retained either year missed an average of less than two weeks, or about nine days, each year. Students are retained, or held back, when they do not complete their school’s requirements to move to the next grade.

“Students are not going to learn if they don’t show up for school, it’s as simple as that,” said Education Commissioner David P. Driscoll. “Missing five weeks of school sets students back academically, and makes it virtually impossible for them to progress to the next grade, on time, with their peers.”

In all, 2.6 percent of all students in grades 1-12 were retained during the 2004-2005 school year. This means that of the 882,956 students in grades 1 through 12, nearly 23,000 were enrolled in a grade for the second year in a row.

This rate has been consistent since the 2002-2003 school year, when 23,551 students were retained, and has only gone up slightly over time. Two percent of the 757,737 students enrolled in grades 1-12 were retained during the 1994-1995 school year

Retention rates in 2004-2005 ranged from a low of 0.6 percent in grade five to a high of 8.1 percent in grade 9. About 72 percent of schools with more than 75 students had a retention rate below the state rate.

Virtually every student who repeated a grade in which the MCAS was administered did the same or better on the exams the second time around than they did the first time they were tested. In all, 91 percent did the same or better on MCAS than they had the previous year.

High schoolers did especially well in earning their competency determination when repeating the grade. Just 2.7 percent of 10th graders who were retained in 2004-2005 had their CD by the end of the 2003-2004 school year, and 50.7 percent had earned it by the end of their second year as sophomores.

Other findings include:

· Among retained students, 8.2 percent had also been retained in the 2003-2004 school year.

· Minority students were retained at a higher rate than White students: 5.9 percent of Black students, 6 percent of Hispanic students and 1.7 percent of White students were retained in the 2004-2005 school year.

· A higher percentage of special education students were retained (5.2 percent) than general education students (2.1 percent). Low-income students were retained at a higher rate (5.2 percent) than non-low income students (1.6 percent). Limited English proficient students had a higher retention rate (6.3 percent) than non-LEP students (2.4 percent.)

· Students attending a charter school were retained at a higher rate (4.1 percent) than students attending a traditional public school (2.6 percent).

To review the full report look online at www.doe.mass.edu/infoservices/reports/retention

2006 SAT Results Show First Decline in 14 Years

Massachusetts’ students had the highest math score of any state with more than 80 percent of students participating on the 2006 SAT, but ultimately showed an overall decline in performance on both the critical reading and math exams.

After 14 years of steady progress, 2006 results showed that the state’s students dropped seven points in reading to an average of 513, dropped three points in math to an average of 524, and scored a 510 on the new Writing exam. National results also dropped five points in reading to an average of 503, dropped two points in math to an average of 518, and students averaged 497 on the Writing exam.

The 2006 SAT was the first ever to include a Writing component in addition to the Reading and Math tests, adding an additional 45 minutes to the testing time. College Board officials said some of the national decline in performance could be either test fatigue, or a result of some students choosing to retain their 2005 results and not re-take the test in 2006.

Education Commissioner David P. Driscoll called the decline “disturbing,” but agreed with the College Board’s explanations and cautioned against being too concerned over results from a single year.

“One year of declining results does not erase the 14 years of steady progress we have made on the SAT,” he said. “While any drop in performance is unsettling, without a multi-year drop in our numbers it is impossible to tell if this is the start of a downward trend, or merely a blip we will make up next year. Regardless, this is something we will watch closely over the coming school year.”

In all, 85 percent of Massachusetts’ public and private high school seniors participated in the 2006 SAT. Nationally just New York had a higher participation rate, with 88 percent participation.

Massachusetts was third in participation among just public school students. In all, 79 percent participated here, as compared to 80 percent in the District of Columbia, and 82 percent in New York. Nationwide 48 percent of all students and 41 percent of public school students participated.

Public school students also showed a decline in performance, dropping seven points to 506 in Critical Reading, and four points to 518 in Math, and scoring a 502 on the Writing exam. Nationally public school students also showed a decline, dropping 5 points to 500 on the Reading exam, dropping 1 point to 514 on the Math and scoring a 492 on the Writing exam.

Statewide, the achievement gap was still evident in results broken down by ethnicity: Asian students scored a 506 in Reading, a 577 in Math and a 508 in Writing; Black students scored a 430 in Reading, a 430 in Math and a 426 in Writing; Hispanic students scored a 444 in Reading, a 447 in Math and a 437 in Writing; White students scored a 525 in Reading, 534 in Math and a 523 in Writing.

However, participation rates showed a significant increase in the percentage of minority students who took the SAT in 2006 from the previous year: Black participation went up 7.9 percent statewide and 11 percent among public school students; Hispanic participation went up 6 percent statewide and 8 percent among public school students.

Overall performance among Black and Hispanic students decreased somewhat, but not significantly: Black students dropped 1 point in Reading and 3 points in Math; Hispanic students gained 3 points in Reading and dropped 2 points in Math.

“I am pleased to see the participation rates of our minority students increasing, but this achievement gap to me is more concerning than the state’s overall decline. All of our students – regardless of race – need to be making progress and unfortunately, in this area, we are far from achieving that goal.”

Advanced Placement (AP) results showed a statewide 7.3 percent increase in the number of students taking the exams, and a 9.7 percent increase in the number of tests that received a score of a 3 or higher. AP exams are graded on a 1-5 scale. Among public school students, results showed a 7.6 percent increase in test-takers and a 10.7 percent increase in the number of tests that received a score of 3 or higher.

PSAT results showed a statewide 10 percent increase in the number of sophomores who took the exam. Students bested the national average, scoring a 45.2 in Reading, 46.9 in math and 47.1 in Writing. Among public school students, participation went up 11.3 percent, and sophomores also bested the national average, scoring a 44.1 in Reading, a 46.2 in Math and a 45.9 in Writing.

Other public school findings include:

1. The number of Black students who took at least one AP exam went up 19 percent, and the number who scored a 3 or higher went up 51 percent. Nationally the number who were tested went up 17 percent and 15 percent scored a 3 or higher.

2. The number of Hispanics who took at least one AP exam went up 22 percent, and the number who scored a 3 or higher went up 14 percent. Nationally the number who were tested went up 12 percent and 10 percent scored a 3 or higher.

3. The top five college majors students indicated plans to pursue were: business and commerce (16 percent), health and allied services (15 percent), social science and history (10 percent), visual and performing arts (9 percent), and education (8 percent).

4. 26 percent plan to pursue a Bachelor’s degree, 27 percent plan to pursue a Master’s degree, 13 percent plan to pursue a Doctoral degree.

5. Test-takers asked that their results be sent to a total of 2,044 different colleges and universities nationwide. The top five were University of Massachusetts at Amherst (37.8 percent), Northeastern University (21.4 percent), Boston University (17.3 percent), University of Massachusetts at Dartmouth (14.4 percent), Bridgewater State College (13.3 percent).

Most Charter Schools Meet or Exceed Performance of Sending Districts

Nearly 90 percent of the state's charter schools performed the same or better on MCAS than schools in their comparison sending districts between 2001 and 2005, with just 10 percent doing worse, according to a new study analyzing charter school performance.

The study was conducted by the National Center for the Improvement of Educational Assessment, Inc., at the request of the Department of Education. The findings are analytical in nature and do not attempt to explain the reasons for the different levels of performance.

Researchers compared MCAS results in English and math between individual charter schools and their comparison sending districts and examined student growth over time for individual students enrolled in charter schools.

"Too often the question of whether or not charter schools are successful becomes a politically-charged debate," said Education Commissioner David P. Driscoll. "We chose to have this analysis done to put an end to that debate once and for all. Now that the questions have been answered, our next steps will be to determine exactly what charter schools are doing differently and how their successes can benefit the traditional public schools."

The study had two phases. The first phase looked at direct comparisons of 2001 to 2005 MCAS results in English Language Arts and mathematics between individual charter schools and their comparison sending districts (CSD). The second phase used a statistical technique called hierarchical linear modeling (HLM) to examine changes in individual student test scores for continuously enrolled students over time.

Phase One

In all, 52 of the state's 56 charter schools operating in 2004-2005 were included in this study. Of that group, six had more than one comparison sending district.

Major findings of the first phase of the study include:

1. When there is a statistically significant difference in MCAS performance, it is much more likely to favor the charter school.

2. In both ELA and Mathematics, at least 30 percent of the charter schools performed statistically significantly higher than their CSD in each year with the exception of 2001. In 2001, 19 percent of the charter schools performed significantly higher than their CSD in ELA and 26 percent did so in Mathematics.

3. The percentage of charter schools performing higher than their CSD each year has remained fairly constant in ELA and Mathematics, even while the number of charter schools and the number of students tested in charter schools has increased.

4. The percentage of charter schools performing lower than their CSD has declined to approximately 10 percent in Mathematics and to below 10 percent in ELA.

5. Similar patterns existed for all demographic subgroups, with the likelihood of the significant difference favoring the charter school being most prevalent for the African American, Hispanic, and Low Income subgroups.

Phase Two

In the second phase, researchers applied HLM to MCAS scaled scores for all students in the state continuously enrolled in a school district or charter school to generate growth scores for achievement across years.

In English Language Arts:

1. Statewide, for all schools and districts, average growth in MCAS scores across grades and years from 2001 to 2005 improved about 1.10-scaled score points per year.

2. Ten charter schools and no CSDs had growth scores greater than 2.1 points (or more than 1 point above the state average).

3. Six charter schools had growth scores that exceeded their CSD by 1 or more points, while six charter schools had growth scores lower than their CSD by 1 or more points.

In Mathematics:

1. Statewide, for all charter and non-charter schools, average growth in MCAS across grades and years from 2001 to 2005 was modest: 1.51 scaled score points per year.

2. Ten charter schools and one CSD had growth scores greater than 2.51 (or more than 1 point above the state average).

3. Fourteen charter schools had growth scores that exceeded their CSD by 1 or more points, while five charter schools had growth scores lower than their CSD by 1 or more points.

The Center for Assessment is an independent, non-profit organization with extensive experience in conducting statistical analyses of student performance data. The Center has previously conducted studies for over 25 states, the Council of Chief State School Officers, the US Department of Education, and other organizations.

The full report can be found online at www.doe.mass.edu/charter/reports/datastudy.

Survey Shows Increase in Condom Usage, Decline in Alcohol, Smoking and Drugs

Fewer teens are drinking and smoking, more are taking active steps to protect themselves from HIV and pregnancy, and more are overweight than in previous years, according to findings in the 2005 Massachusetts Youth Risk Behavior Survey.

The MYRBS is conducted every two years by the Massachusetts Department of Education to monitor potentially dangerous and life threatening youth behaviors. In all, 3,522 students in grades 9-12 from 51 randomly selected public high schools participated in the voluntary and anonymous survey last spring. The Massachusetts results were released Thursday as part of the Center for Disease Control’s report on national and state YRBS results.

According to the report, 51 percent of students said they had ever smoked a cigarette, down from 62 percent in 2001 and 72 percent in 1995. Just 6 percent said they smoked daily over the past month, down from 10 percent in 2001 and 15 percent in 1995.

Recent alcohol use also declined in the past decade: 48 percent of students reported drinking alcohol in the past month, a decrease from 53 percent in 2001. During this four-year period, binge drinking (consuming five or more drinks in a row in a couple of hours) during the past month also dropped from 33 percent to 27 percent.

Condom use among sexually active teens rose dramatically to 65 percent in 2005, up from 57 percent in 2003. Currently, 45% of Massachusetts high school students report ever having had sexual intercourse, up from 41 percent in 2003.

Suicidal thinking among adolescents has also been cut in half; a decade ago 26 percent of students reported having seriously considered suicide, this dropped to 13 percent in 2005.

Other findings include:

Tobacco Use

· Current cigarette smoking decreased from 36 percent in 1995 to 21 percent in 2005.

· Smoking on school property has decreased from a high of 19 percent in 1995 to a low of 9 percent in 2005.

Illegal Drug Use

· 26 percent of students said they use marijuana, down from 32 percent in 1995, but marijuana remains the illegal drug most commonly used by Massachusetts youth.

· Significant decreases also appeared in adolescents’ use of ecstasy and methamphetamine.

· 30 percent of students said they had been offered, sold or given a drug on school property in 2005, down significantly from 42 percent in 1997.

Violence-Related Behaviors

· 29 percent said they had in a physical fight over the past year, down from 31 percent in 2003 and a high of 38 percent in 1995.

· 15 percent said they had carried a weapon in the past month, slightly higher than the 14 percent reported in 2003, but down from a high of 20 percent in 1995.

Dietary and Weight Control Behaviors

· Body image is an issue among youths: while just 11 percent are actually overweight, 31 percent of students said they think they weigh too much, and 47 percent said they are actively trying to lose weight. Some youth use unhealthy weight control methods such as fasting or using diet pills or laxatives.

· In 2005, 27 percent of all students were either at risk for overweight or definitely overweight, significantly more than the 23 percent found in 1999, the first year height and weight questions were included on the survey.

· Just 10 percent said they eat the recommended five or more servings of fruits and vegetables each day, down from 14 percent in 1999.

· 33 percent said they watch, on average, three or more hours of TV on a school day, a percent that has not substantially changed in the past few years.

Physical Fitness & Sports Grants to 26 Massachusetts Schools

The Massachusetts Governor's Committee on Physical Fitness & Sports (MGCPFS), in partnership with the Massachusetts Department of Education, has announced the recipients of the MGCPFS's "Every Body Move" grants for the 2006-2007 academic year.

The Committee awarded 26 physical activity grants of up to $7,500 totaling more than $187,000 to schools across the Commonwealth to coincide with National Physical Fitness and Sports Month in May. The grants provide Massachusetts public schools with funding to create, enhance or sustain opportunities for physical activity for children ages 8 to 14. In its first year of the program the MGCPFS received more than 150 grant applications.

"Every Body Move" grants support before-, during- and after-school physical activity initiatives, including traditional and non-traditional sports as well as physical education programming that encourage a more active lifestyle. The grants allow individual schools to shape their physical activity programs to specifically target and engage their student population by creating programs tailored to their students' interests.

This year's grant program will reach more than 12,000 students in 26 cities and towns throughout Massachusetts. The grants will fund 17 new and nine existing programs that include traditional sports such as basketball, softball, and cross-country as well as non-traditional physical activities including video dance, yoga, Tae Bo and Nordic walking.

The grants are designed to support initiatives that promote children's regular involvement in fun physical activities—thereby encouraging children to seek out physical activity, lead healthier lifestyles and improve their understanding about the lifelong benefits of exercise.

For more information visit www.masportsandfitness.org

Or the MGCPFS's companion website at www.everybodymove.org

Which contains information and resources on the benefits of exercise, recommended activities, and existing sports, health and fitness programs available in Massachusetts.

Recipients of "Every Body Move" Grants for 2006-07 Academic Year:

BArT Charter Public Middle School Adams

Sanderson Academy/ Heath Elementary Ash field

Josiah Quincy School Boston

Clarence R. Edwards Middle School Charlestown

Neighborhood House Charter School Dorchester

Donald McKay School East Boston

St. Vincent's Home Fall River

Gerard A. Guilmette School Lawrence

Thurgood Marshall Middle School Lynn

Furnance Brook Middle School Marshfield

McGlynn Middle School Medford

Roosevelt Middle School New Bedford

Oxford Middle School Oxford

May Center for Child Development: Randolph Randolph

Abraham Lincoln School Revere

Pine Grove Elementary School Rowley

Uphams Corner Charter School South Boston

Wire Village School Spencer

SEEM Collaborative Stoneham

Wynn Middle School Tewksbury

Tatham School W. Springfield

Clifford School Walpole

Perkins School for the Blind Watertown

Barlett Jr/Sr High School Webster

Ohrenberger Elementary School West Roxbury

Seven Hills Charter Public School Worcester

$4 Million in Grants Awarded to Massachusetts Schools to Improve Teaching of American History

Some 124 grants totaling more than $118 million have been awarded to school districts in 38 states to improve the quality of American history education. 4 went to Massachusetts.

The Teaching American History discretionary grant program supports three-year projects to improve teachers' appreciation for and knowledge of traditional American history through intensive, on-going professional development.

Grantees must work in partnership with one or more organizations that have extensive knowledge of American history, including libraries, museums, nonprofit history or humanities organizations and higher education institutions.

History is one of the core academic subjects under the No Child Left Behind Act; however, the National Assessment of Educational Progress, or NAEP, which is commonly known as the "Nation's Report Card," shows that less than one-quarter of America's students in grades 4, 8 and 12 are proficient in American history. To improve student achievement, the Teaching American History grant program will immerse history teachers in American history content and researched-based teaching strategies, to help them engage and instruct students more effectively.

More information about Teaching American History grants is available at: http://www.ed.gov/programs/teachinghistory/index.html

MA Teaching American History Grants - 2006

Boston Public Schools, $1,000,000

Malden Public Schools, $1,000,000

Reading Public Schools, $998,084

Springfield Public Schools, $999,991

Worcester Senior Wins $25,000 Scholarship

Samantha Barry of Worcester Academy is one of eight seniors who will each receive a Best Buy $25,000 scholarship. Her winning essay can be found in the "community relations" link at www.bestbuy.com

781 students will receive $1,000 scholarships, with $2,000 amounts awarded to 731 students. Scholarship funds will be distributed in August 2006 to all recipients.

Best Buy received more than 78,200 completed applications for this year's scholarship program. Applicants are evaluated based on academic records and community involvement; each application included a school transcript, as well as references from relevant community service organizations and verification of volunteer hours and scope of involvement.

Recipients also must be committed to attending an accredited college or university in fall 2006. Information about the 2007 Best Buy scholarship program will be available later this year.

North Attleboro Senior Wins $25,000 Scholarship

In an intense competition of travel and geography knowledge, Karan Takhar from North Attleboro, Mass., topped more than 50,000 of his peers to take the national title in the fourth annual AAA Travel High School Challenge.

Karan took home a $25,000 scholarship after winning the individual, single-elimination competition. The second place individual competition winner, Akshay Buddiga from Colorado Springs, Colo., received a $15,000 scholarship. Tied for third were Matthew Alexander, Pepper Pike, Ohio, and Alexander King, Newcastle, Wash., who split the $10,000 third-place scholarship.

Students winning the team competition and earning a $10,000 U.S. Savings Bond were: Andrew Lai from Cerritos, Calif.; Thimal deAlwis from Hammond, La.; and, Erik Bolt from South Bend, Ind.

The second place team winners were Ben Schwartz, from East Providence, RI; Matthew Alexander; and Karan Takhar. Each received a $5,000 U.S. Savings Bond.

A complete list of winners can be found online at http://www.aaa.com/TravelChallenge

The AAA Travel High School Challenge was developed to build high school students' travel knowledge and geographic literacy, while creating awareness of career opportunities in the travel and tourism industry.

In just its fourth year, the AAA Travel High School Challenge has already given away close to $500,000 in scholarships and prizes. State champions from all 50 states and the District of Columbia received trips for two to Universal Orlando to compete in the two-day finals competition.

The contest comes at a time of alarming statistics regarding geographic knowledge. According to a recent survey, commissioned on behalf of the AAA Travel High School Challenge, only 13 percent of American teenagers were able to name the home states of Biloxi and New Orleans less than a year after Hurricane Katrina devastated the two cities. American youth continue to lag behind their peers in other parts of the world when it comes to geography and travel knowledge, something AAA Travel hopes to help improve through the contest.

7 Massachusetts Schools Win HP Awards

HP will award $4.5 million in cash and equipment to teams of five teachers at 130 K-12 public schools in the United States. Preference was given to schools serving low-income students and projects including a math or science component.

The award package, valued at more than $35,000 for each team, will include five HP Tablet PCs, five HP multimedia projectors, five HP digital cameras, five HP PSC all-in-one printer/scanner/copiers, software and accessories, and a cash stipend for each teacher.

Teachers also will participate in a professional development program led by HP's partner, the International Society for Technology in Education, during which they will receive mentoring and customized learning opportunities and will participate in an online learning community for teachers to share best practices.

The program is designed to improve student achievement through the innovative uses of technology in the classroom while encouraging student interest in careers in science, technology, engineering and math.

This year's recipients from Massachusetts are:

Arlington High School Arlington

Avery School Dedham

Balch School Norwood

H. Olive Day Elementary School Norfolk

Hale Middle School Stow

Mildred Avenue Middle School Mattapan

Sutton Memorial High School Sutton

More information about 2006 HP Technology for Teaching program and grant recipients is available at www.hp.com/go/hpteach

New Northeast Regional Laboratory to Serve Massachusetts

The U.S. Department of Education has announced that Education Development Center, Inc. (EDC), of Newton, MA, in partnership with WestEd and American Institutes for Research (AIR), has been awarded a five-year $38 million contract to lead the Northeast and Islands Regional Education Laboratory (NEIREL).

As one of a network of 10 such labs across the country, NEIREL will conduct research on new approaches to improving teaching and learning and disseminate proven approaches to educators and policymakers. EDC, an international non-profit education and health research organization, has been awarded the contract to serve the Northeast and Islands region, one of the largest and most diverse in the country, which includes more than 5 million students, nearly 10,000 schools, and 1,994 districts in the six New England states, New York, Puerto Rico, and the Virgin Islands.

NEIREL will focus on evidence-based education, with the goal of helping pre-K-16 educators at the state, district, and school level increase the use of scientifically-based approaches to improving student achievement and reducing performance gaps among student groups.

In the first year of the contract, NEIREL will conduct an analysis of regional needs through site visits, surveys, and interviews with policymakers, administrators, teachers, parents, and school boards.

In response to needs identified in this analysis, the Lab will carry out a series of studies in three key areas: classroom and school practices; teacher quality; and assessment to improve student achievement.

With support from the U.S. Department of Education‘s Institute of Education Sciences, the Regional Labs serve as partners with state and local educators and policymakers to use research to tackle issues of education reform and improvement.

Education Development Center, Inc. (EDC) is one of the world’s leading nonprofit education and health organizations, with 335 projects in 50 countries. EDC brings researchers and practitioners together to advance learning and healthy development for individuals of all ages and institutions of all types.

For more information, visit www.edc.org

Massachusetts Students Win National School Scrabble(R) Championship

Student word experts came from all over the country to compete for a $5,000 first prize while playing America's favorite word game. 200 5-8th graders from 23 states competed in the two-day event in Boston.

And after 8 hours of intense SCRABBLE, eighth grade students Aaron Jacobs (14) and Nathan Mendelsohn (13) from Brookline, MA defeated the field to win the Championship and the $5,000 first prize.

The Brookline team, representing the Brookline Public Library, narrowly defeated the second place team of Matt Canik (13), and Quentin Babb (12) of Grisham Middle School in Austin Texas. Third place went to Ricky Lunetta (13) and Daniel Moraff (14) of the Lexington Massachusetts SCRABBLE Club in Lexington, MA.

This was the fourth annual National School SCRABBLE Championship. Competitors from more than 20,000 schools participated in the School SCRABBLE Program. Acclaimed by both parents and teachers, the innovative program uses the game in the classroom to teach spelling, math, vocabulary, decision-making and much more.

"It also teaches kids that it pays to be smart," notes John D. Williams Jr., Executive Director of the National SCRABBLE Association, which organized the event. Williams explained that many of the competitors from this event were already competing against — and beating — adults at SCRABBLE tournaments all over the country.

The National School SCRABBLE Championship is underwritten by Hasbro, makers of the SCRABBLE Brand Crosswords Game.

For more information on the School SCRABBLE Program and full results of the tournament, visit the NSA website at: www.scrabbleassociation.com

Two Teachers Honored For Outstanding Accomplishments

A bilingual first grade teacher from Boston and a Somerville High School history teacher who teaches both AP and special needs classes have been given two of the state’s top educator awards.

Education Commissioner David P. Driscoll on Tuesday named Rafael Hernández Elementary School teacher Jessie Auger the 2006-2007 Massachusetts Teacher of Year, and Somerville High School history teacher Alicia Kersten the state’s 2006 Preserve America History Teacher of the Year.

Five Districts to Implement Expanded Learning Time This Fall

Malden - Five districts have had their plans to extend the days in some schools approved, meaning that students in 10 different schools will begin spending more time in class this September.

Boston, Cambridge, Fall River, Malden and Worcester were among the 21 districts that applied for the state's first-ever Expanded Learning Time grants last September.

In all, 16 districts were offered $25,000 planning grants in October and eight submitted implementation plans in April. Of the finalists, five plans were accepted this month.

The state's FY07 budget includes $6.5 million for the ELT grants.

"These districts are undertaking the enormous challenge of completely redesigning the school day," said Education Commissioner David P. Driscoll. To do this right they will have to not just add time to the school day, but rethink their teaching practices, curricula and what they can do to better engage each child in their learning. This is an exciting initiative and I look forward to seeing the results in each school."

The schools that will be impacted are:

(Chart: http://www.doe.mass.edu/news/news.asp?id=2979)

District	School	Grades		Students			Grant
Boston	Clarence R. Edwards MS	6-8	414			$538,200
Boston	Umana Barnes MS	6-8			618		$803,400
Boston	James P. Timilty MS	6-8			671		$872,300
Cambridge	Fletcher Maynard Academy	PK-8			225		$292,500
Cambridge	Martin Luther King, Jr.	PK-8			240		$312,000
Fall River	Matthew J. Kuss MS	6-8			550		$715,000
Fall River	N.B. Borden ES	K-5			150		$195,000
Fall River	Osborn Street ES	K-5			150		$195,000
Malden	Salemwood School	K-8			1175		$1,527,500
Worcester	Jacob Hiatt Magnet School	PK-6			500		$650,000

The School Redesign: Expanded Learning Time to Support Student Success grants were offered to provide the resources needed for districts to think creatively about how to redesign their school day and/or school year to offer students more time in class and teachers more time for professional development.

To qualify, districts were required to expand the hours and/or days of operation in their schools by at least 30 percent for all students.

Key components of the expanded schedule in the five districts will include increased time for hands-on, experiential learning in core academic subjects, the addition of art and physical education offerings, and increased planning and professional development opportunities for educators.

Some schools plan to change their schedules to increase core academic blocks from between 45 and 60 minutes to up to 90 minutes, allowing for more project-based and hands-on opportunities for students.

Both educators are among the best in the Commonwealth’s public schools, Driscoll said.

“Teachers play a vital role in the development of our children, and the passion they have for what they teach can make a difference by sparking a student’s interest and fostering a lifelong love for learning.” he said. “Jessie stands out because of her creativity in finding ways to work with students whose first language is not English. And Alicia is a great example of an educator who has found ways to make her subject come alive in the classroom. Congratulations to them both.”

Auger, a Jamaica Plain resident, has been in education for 16 years. She began her career as an elementary school teacher in Watertown in 1990. Since then she has taught mainly in the Massachusetts public schools, leaving only to teach for one year in El Salvador and another year in Puerto Rico. She has been in her current position at the Roxbury elementary school since 2004.

In her application, Auger said that she aims to create a learning environment in her classroom that helps her students grow confident, competent, and successful.

“When I see my students develop and practice skills with the joy and excitement of new discovery, full of pride in their newly created competence, I know my work has been well worth the effort,” she wrote.

Boston Superintendent Thomas W. Payzant commended Auger for her accomplishments.

“It's a pleasure to celebrate the hard work of one of our teachers,” he said. “We are expecting our students to meet higher standards than ever before and teachers like Jessie are helping them reach that level of performance. I am proud of Jessie's work and the work of all of the teachers in the Boston Public Schools.”

Kersten, a resident of Somerville, has been a U.S. History teacher at Somerville High School since 2000. Lauded for her commitment to her students and dedication to teaching, she also mentors new teachers, advises the Academic Decathlon Team, and has partnered with the Somerville Museum to exhibit student projects on their community.

Special Education Teacher Kristin Glynn, who teaches two inclusion classes with Kersten, lauded her for her ability to teach history to students with limited cognitive ability.

“Alicia loves history and is an outstanding teacher,” Glynn said. “She motivates students to push past their comfort levels … and models that a standards-based history curriculum can be hands-on and relevant. She is a credit to our profession.”

The Teacher of the Year finalists were:

1. Ann R. Clark from the Boston Arts Academy,

2. Michelle A. Costa from the Steward Elementary School in the Tri-Town Regional District,

3. Tracy Manousaridis from the Potter Road School in Framingham,

4. Susan C. Miller from the Middleborough High School

5. Amy Piacitelli from Charlestown High School.

The semi-finalists were:

1. Janice M. Fairchild from Hanscom Middle School,

2. Lisa C. Grasso from Fisher Elementary School in Walpole,

3. Beth A. Harding from Forest Grove Middle School in Worcester

4. Norman D. Myerow from Minuteman Regional High School in the Minuteman Regional District

5. Margaret T. Sbordy from Eastford Road School in Southbridge

6. Joan Vohl Hamilton from Granby Junior Senior High School in Granby.

Two teachers received the Preserve America History Teacher of the Year Honorable Mentions:

1. Linda McCormick from the Center School in Longmeadow

2. Ann B. O’Halloran from the Albert Angier School in Newton.

The Massachusetts Teacher of the Year is automatically the state’s candidate for National Teacher of the Year. While remaining in the classroom, Auger will serve as ambassador to the teaching profession over the next year by making speeches and conducting workshops throughout the state. She succeeds Suzanne Wintle, last year’s Teacher of the Year.

The Preserve America History Teacher of the Year is a White House initiative and is sponsored by the Gilder Lehrman Institute for American History. Kersten will represent Massachusetts in the national program and is a candidate for the national award.