Features

On Wednesday night, Neil Smith, director of educational services for the Berkeley Unified School District (BUSD), delivered a presentation on student data for eight different tests to the School Board. This is the first report of its kind that compiles all of these high-stakes tests.  

The presentation included statistical information on the Advanced Placement (AP) Test, Scholastic Assessment Test (SAT), California High School Exit Exam (CAHSEE), the Annual Performance Index (API), among others.  

“Measure B that passed in 2004, brings money to do data evaluation so we can see what is effective [in the schools] and base our decisions on what really works, rather than on emotions,” said district Public Information Officer Mark Coplan.” 

Probably one of the most important performance indicators for Berkeley schools is the API, which is showing significant progress in most schools with the exception of Berkeley High School (BHS). BHS did not receive an API score this year, puzzling many administrators. 

“My guess was that we didn’t get the 95 percent participation rate for the California Standardized Test,” said school board director John Selawsky. “Many students opt out of taking the tests and therefore the schools don’t receive an API rating.” 

BHS principal Jim Slemp concurred, “The mass number of students who don’t take the [CST] test is a problem. We’re a great school and if we’re not certified, it isn’t an honest measure of who we are … It’s a dilemma. The best way to increase participation on the test is to educate students on why it’s important.” 

Despite the situation at BHS, the average elementary school API for 2006 is 790. The middle schools (Willard, King, and Longfellow) are at their highest average ever of 719. B-Tech, formerly Berkeley Alternative High School, made significant progress going from 372 to 532. According to Coplan, the state stops measuring API after a school surpasses the highest possible index of 800.  

In terms of the SAT, Berkeley High School math scores have remained consistent over the years, but are still better than the county and the state average. The average test scores on the AP tests at BHS have been on a downward decline. Slemp explains that this trend should be expected. 

“We want that to happen,” said Slemp. “We want students taking as many AP classes as possible and that’s why we see the downward trend. The research says that if students take at least one AP class, their success in college will increase about 34 percent academically.”  

To increase student achievement, the BUSD allocated funds for two teacher special assignment (TSA) positions for the purpose of creating reports and collecting data. Aaron Glimme, Science Department Chair, is the TSA at BHS, while Seth Corrigan is the TSA for middle/elementary schools. 

Glimme explained about the job: ” We use a web-based data system called DataWise that we use to provide support for teachers at the site. We compare things such as student grades with ethnicity. The point of the job is to give teachers data-driven research to inform them how to teach more effectively and get feedback.” 

Selawsky pointed out other ways the district is helping with student achievement. The BUSD performs its own assessments, including the DRA/QRI, teacher assessments, student portfolios, etc. In the elementary schools, principals map each individual student’s achievement over the years. 

“These facts are tied to state standards,” said Selawsky. “The more we have teachers aware of the state standards, the better students will perform. This is just one measurement of student achievement. Unfortunately, there is a lot of emphasis based on these tests at the state and federal level rather than on our local evaluations.” 

Student Director Mateo Aceves expressed concerns over the testing results. 

“We know that there are a bunch of factors that contribute to kids doing worse,” said Aceves.” However, the biggest thing is a trend showing that minorities aren’t scoring proficiently in significant numbers. That’s what really scary.”