Questions+to+be+considered


 * __Does the fact that the Ann Arbor school district sits in a college community (the University of Michigan is the town) effect the test scores__**?

Based upon the information gathered, the answer is remarkably no. While the district benefits from being in a college town (i.e. graduate students work in schools, graduate students test programs), this fact does not seem to have effected test scores. More research would have to be done to determine if defined programs create better outcomes.

//**RESEARCH:** The tour included a demonstration of a program called Elevate Math, which two Scarlett students were demonstrating in the media center. They were sitting at computers with headphones on, talking to tutors who were helping them work through math problems displayed on their computer screens. The tutors on the other end of the line were in Mumbai, India. Why Mumbai? The program, part of a broader business called Elevate Learning, was started by Shaily Baranwal and Suhas Ghuge, who developed it while they were MBA students at the University of Michigan Ross School of Business – and they’re from Mumbai//

[|Ann Arbor Chronicle]


 * __What are some of the reasons that the district has such strong math/science scores?__**

The district exceeds state requirements 92% of the time; however, African-American students continue to show a decline in scores. //**RESEARCH**: During the 2008-2009 school year our studentscontinued to demonstrate outstanding academicachievement. Greater than 90% of our third-througheighthgrade students met or exceeded state standardsin reading, and more than 92% of students in thesesame grades met or exceeded state standards in math.In science, greater than 90% of students in the fifth andeighth grades met or exceeded state standards, andmore than 85% of students in the sixth and ninth grades// //exceeded state standards in social studies//

[|Annual Report]

[|Annual Report]
 * __Since Michigan 11th graders are required to take the ACT as part of the MME test, is it truly a valid and reliable measure of assessment?__**

More and more states are requiring their 11th graders to take the ACT as part of their standardized testing; Michigan began this in 2006/07 and made this part of graduation requirement. As indicated by the scores below, scores of 11th graders have remained consistent with African-American students scoring lowest on the test and Asian Americans scoring highest. It would be important to look at both the MME and ACT to determine if there is any bias; however, since the ACT is a nationwide test, it would be a valid and reliable form of assessment. **RESEARCH: 11th Grade MME/ACT Mean Score**

Composite scores shown based on total score of 36

Year Asian African American Caucasian Other Total

2007/08 25.8 16.0 24.2 20.1 22.6 2008/09 26.4 16.1 24.3 21.5 22.9 Beginning in 2006/07, every 11th grader in the state was required to take the MME (Michigan Merit Exam) which includes the ACT. In 2007/08, the district also made participation in the MME a requirement for graduation. Consequently, the ACT data reported here represents a much larger cohort of students than in prior years when the ACT was optional.

From Annual Report (see above)


 * __What can be determined based upon the high attendance rate/graduation rate reported?__**

The district studied these rates over a five year period and thus there is a measure of reliability to them. Ann Arbor has an incredibly high graduat//ion rate of 87.7%.// It would be important to study any retention programs that the school may have in place.

[|Annual Report] The AAPS district attendance rate for 2008/2009, as calculated by the state, was 95.4%.
 * RESEARCH:**

District Cohort Graduation and Drop Out Data The Federal NCLB legislation has mandated that Michigan, along with all other states, change the way graduation rates are calculated. Students must be tracked over their entire high school career to determine graduation and dropout rates. The graduating class of 2008 used data available over 5 years (Fall 2004-Fall 2008) to accommodate this requirement. Students enrolled in 9th grade in Fall 2004, anywhere in the state are included at the last school they attended. Students who moved into the district/school and joined the 2008 graduating class are also included. Students who move out of a school, but within the state, must be enrolled by another school before being dropped from our district data. The 2008 graduation rate was 87.7%. [] Page 9 outlines test scores -


 * __Why are African American students doing significantly worse on the Grade 11 English Language Arts, Math and Science portions of the MEAP test?__**

Across the board, African-American students in this school district are scoring ten points lower than their counterpoints on portions of the MEAP test. This must be addressed in order to ensure success of all students in the district. The AAPS have started implementing the AAPS Strategic Plan which addresses the individual needs of their students. While work is being done in the district to bridge the gap the test must also be assessed to determine if there is underlying question bias or if there is some other issue at work.

Page 11-13
 * RESEARCH:**
 * __[]__**

__**How does the school district emphasize the importance of educational achievement paired with community and extra curricular involvement?**__

While the students were exceeding state and national averages on the ACT and SAT, the school district continued to increase expectations of their students. This included raising expectations for academics as well as community service, arts and athletics. Because the expectations were raised and continue to rise, high school students in the Ann Arbor school district have received numerous state and national awards for academics and extra curricular activities.

http://www.aaps.k12.mi.us/aaps.about/files/0809annualreport_opt.pdf P. 1
 * Research:**

__**What is the Ann Arbor Public Schools (AAPS) Strategic Plan, which is credited for the high MEAP scores in the Ann Arbor school district?**__

The AAPS Strategic Plan was created by a 32 member team comprised of staff, community members, parents and students. It has eight strategies to be implemented over a 5 year period. The plan was started in 2007 with a completion date of 2012.

All areas in the eight strategies have been started or are already implemented, which AAPS credits for their assessment results.

STRATEGY 1 — Create educational programs featuring personalized learning that realizes student aspirations and meets International standards.

__Specific Result Statement & Implementation Status__ Elementary World Language. . . . . . . . . . . . . Implemented Assess feasibility of IB program. . . . . . . . . . . . . . Started

STRATEGY 2 — Develop and implement a personalized learning plan for each student.

__Specific Result Statement & Implementation Status__ Develop a model for personalized learning plans (PLPs). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Started Develop a framework for implementing & maintaining PLPs. . . . . . . . . . . . . . . . . . . . . . . . . . . Started Establish multiple means of demonstrating student growth. . . . . . . . . . . . . . . . . . . . . . . . . . . . Started

STRATEGY 3— Actualize the potential for excellence for all students through inspiration and support.

__Specific Result Statement & Implementation Status__ Equity Professional Development. . . . . . . . . Implemented Increase the number of African-American & Latino students in advanced courses making As & Bs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Implemented Extend learning opportunities inside and outside the school day. . . . . . . . . . . . . . . . . Implemented Implement standard K-12 communication technology & tools to expedite communications between all staff and families. . . . . . . . . . . . . . . . . Started

STRATEGY 4 — Ensure meaningful learning through effective instruction.

__Specific Result Statement & Implementation Status__ Enhance curricula to prepare students to be successful in a global society. . . . . . . . . . . . . . . . . Started Implement an ongoing program of cultural competency for all administrators, staff, students and parents. . . . . . . . . . . . . . . . . . . . . . . . Started Establish PLCs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Started Provide teachers with constructive feedback & meaningful support in the classroom throughout the year. . . . . . . . . . . . . . . . . . . . . . . . . Started Develop positive staff-student relationships that provide a sense of belonging & student engagement for all students. . . . . . . . . . . . . . . . . . Started

STRATEGY 5 — Implement a system to ensure continuous development of staff capacity.

__Specific Result Statement & Implementation Status__ Establish time within work week for staff collaboration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Started Build a staff with expertise to meet the changing needs of the student population. . . . . . . . . Implemented Align hiring process & staffing practices to reflect AAPS & community desires for diversity. . Implemented

STRATEGY 6— Inform and engender trust and support from our constituents to accomplish our mission and objectives.

__Specific Result Statement & Implementation Status__ Ensure system of accountability. . . . . . . . . . . . . . . Started Commitment to inclusion & excellence for all. . . . Started Customer service as a value. . . . . . . . . . . . . . . . . . Started Enhance the district website & individual school websites. . . . . . . . . . . . . . . . . . . . . . . Implemented Recruit more volunteers. . . . . . . . . . . . . . . . . . . . . Started Implement exemplary two-way communications. .Started

STRATEGY 7 — Create and maintain physical learning environments that enable us to fulfill our mission.

__Specific Result Statement & Implementation Status__ Comprehensive facility assessment. . . . . . . Implemented Allow for appropriate community use of facilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Started Implement energy savings. . . . . . . . . . . . . . . . . . . Started Create master building & grounds maintenance plan. . . . . . . . . . . . . . . . . . . . . . . . . . . Started Develop new construction & renovation goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . Started

STRATEGY 8—Ensure resources adequate to accomplish our mission and vision.

__Specific Result Statement & Implementation Status__ Community relations effort about value AAPS brings to the community. . . . . . . . . . . . . . . . . . . . . Started Renewal of key millages & passage of an enhancement millage. . . . . . . . . . . . . . . . . . . . . . . Started Leverage resources & efficiencies. . . . . . . . . . . . . Started

http://www.aaps.k12.mi.us/aaps.about/files/0809annualreport_opt.pdf P. 2
 * Research:**

__**Can teacher qualification in their academic area correlate with the high MEAP scores in the Ann Arbor school district?**__

The No Child Left Behind law requires all public schools, elementary and secondary, to have highly qualified teachers in all core academic subjects. Highly qualified is defined as: a bachelor's degree, full state certification as defined by the state and demonstration of competency as defined by the state in a core subject area. Currently, 100% of the teachers in the AAPS are highly qualified as defined by the state. Direct correlation between teacher qualification and test scores cannot be determined by this data, however, test scores have improved while highly qualified teachers was at its highest level. In the 2008/2009 school year 11th graders in AAPS outperformed the state average in all subject areas on the MEAP or MME. AAPS outperformed the state by 18 points or more in all subjects except social studies, in which they outperformed by 9 points.

2008/2009 11th grade MEAP or MME results: State - 52 AAPS - 73 State - 60 AAPS - 78 State - 43 AAPS - 68 __**Math**__ State - 49 AAPS - 73 State - 56 AAPS - 75 __**Social Studies**__ State - 81 AAPS - 90
 * __English Language Arts__**
 * __Reading__**
 * __Writing__**
 * __Science__**

http://www.aaps.k12.mi.us/aaps.about/files/0809annualreport_opt.pdf P. 5 (highly qualified) P. 7 (test data)
 * Research:**


 * __Are the Proficiency Scores in Math and Reading of Elementary and Middle School applied differently?

Math__**: Proficiency in 3rd grade increased to 21% in 2007, dropped by 7% in 2008, and increased by 3% in 2009 4th grade increased to 27.5% in 2007, dropped 3% in 2008, dropped in 2009 5th grade increased to 18.6% in 2007, dropped 4% in 2008, then increased 1% in 2009 Not Met in 7th grade increased to 12.5% in 2007,dropped to 7.2% in 2008, increased to 9.6% in 2009

__**Reading:**__ The advanced scores in 6th grade students in 2007 was 51%, increased in 2008 to 60.3%, then dropped in 2009 to 46.5% 5th grade students in 2007 was 62.6%, dropped in 2008 to 60.9%, then increased to 66.8% in 2009 The Proficient scores in 4th grade have dropped each year- 2007 38%, 2008 36.3%, and 2009 31.5% The Not Proficient scores in 6th grade was 1.8% in 2007, increased in 2008 to 6.6%, then dropped to 0.7% in 2009 The Not Met scores in 3rd grade increased by 2% in 2008, then dropped by 2% in 2009 to the level of 6% in 2007 4th grade dropped by .1% in 2008, increased by .5% in 2009 7th grade dropped 4% in 2008, increased 1% in 2009


 * Research:**

Profiency scores released by the Michigan Department of Education show that elementary students did well in math and middle school students performed better in reading than math. According to research conducted by the Thomas B. Fordham Institute, Michigan's proficiency scores are easier in math than in reading at the elementary grades and easier in reading than in math at the middle grades. The study, which also looked at 25 other states who had a large number of schools making AYP, stated that Michigan applies different annual targets for different grades and subjects ( e.g. 54% of grade 8 students in reading are expected to reach proficiency in 2008; that number changes to 65% for grade 3 math students ).

Thomas B. Fordham Institute. ( 2008 ). The Accountability Illusion. Pg. 1-7.


 * __What is being done to improve the profiency scores in science and social studies which have fluctuated over the past 3 years ?__**

The Not Proficient scores in Social Studies for 6th grade was 7.9% in 2007,dropped to 1.4% in 2008, and increased to 5.4% in 2009 --9th grade was 3.8% in 2007, dropped to 2.8% in 2008, and increased to 3.9% in 2009

Advanced scores in science for 8th grade in 2007 were 60%, then dropped in 2008 to 57.8%, then dropped to 53.4% in 2009


 * Research:**

In 2008, the state board approved k-8 grade level content expectations for science and social studies in the curriculum. According to Kathleen Straus, State Board President, the implementation of this new standard in the classroom should initiate gains in science and social studies across the state.

[]


 * __Are there similar accountability plans that track the Adequate Yearly Progress (AYP) when Michigan is compared to other states?__**


 * Research:**

According to a research study conducted in 2008 by Thomas B. Fordham Institute, Michigan's proficiency standards are relatively easy in comparison to other states. Michigan adds a standard error to individual student scores which increases the number of students whose scores are considered passing. Further, Michigan's definitions of proficiency ranked below the average compared with the standards set by the 25 other states in the study.

Thomas B. Fordham Institute. ( 2008 ). The Accountability Illusion. Pg 1-3.


 * __Do schools that have a large student body or a more diverse subgroup of students make it more difficult for the schools to make AYP?__

Research:**

Schools are evaluated on the proficiency rate of their overall population, but for AYP purposes, subgroups are evaluated separately. Sub- groups include students with disabilities ( SWDs), low income, and race/ethnic categories. According to the study in 2008 by Thomas Fordham Institute, schools in Michigan that have fewer subgroups attain AYP more easily. Schools with greater diversity and size face greater challenges in making AYP. Middle schools had greater difficulty reaching AYP than did elementary schools, primarily because their student populations are larger and they have more qualifying subgroups. A strong predictor of a school making AYP under Michigan's accountability system is whether it has enough SWDs. More than half of the schools with enough qualifying SWDs failed to meet their AYP.

Thomas B. Fordham Institute. ( 2008 ). The Accountability Illusion. Pg. 2