Last week’s column asserted that people usually rate school effectiveness based on test scores. This is one valid way to measure school and student progress. The Columbus Public School District believes there are other important measuring sticks that schools should also use to determine success. These measures were formally approved by the board of education last year. The first district report on them was given in the fall of 2007. They are called the CPS Quality Indicators.

These indicators are divided into two categories – High Student Achievement and High Student Engagement. To help the district chart their progress in these areas measurable criteria are used and monitored. Looking at these criteria over time will help the schools know if they are improving.

The instruments under High Student Achievement are the Measures of Academic Progress (MAP) used in grades 2-8, ACT scores at the high school level, and state standard assessment results that are used at all levels. Under the High Student Engagement category, the district measures the middle school and high school participation rate in activities, student attendance, office discipline referrals, graduation rate, and parent and student satisfaction expressed through annual surveys.

For the MAP assessment, the district’s focus is on the percent of students who have attained their target scores for the year. MAP tests are given in the fall, winter, and spring in math, reading and language arts. During the fall test, a targeted growth score is given to each student. This score represents what the student should reach on the spring test in order to show one year of learning growth. The district measures this for each student. From the scores, teachers can determine the percentage of students who make adequate progress during the school year.

The ACT score is the average score of all CHS students who take this test during the school year. The last achievement measure, state standard assessments scores, is based on the percentage of students who reached the proficient level set by the state.

The engagement category measures student attitude about school. The first target is activity participation. Students that participate in extra-curricular activities tend to do better in school and graduate at higher rates. The district would like at least 65% of its students in grades six through 12 to be involved in after school activities.

Attending school is one way for students to “vote with their feet” regarding their feelings about school. High attendance usually leads to high achievement. It also shows that students want to be in the classroom and are satisfied with what is happening in the school. The district has set a goal of 95% to 97% across-the-district attendance each day.

Office discipline numbers tell a lot about student engagement. Students who are actively engaged in learning seldom get into trouble. In this category, the district measures the percentage of students who have two or fewer discipline referrals during the year.
Graduation rates are critical. Disengaged students often do not complete school. The life-long consequences for dropouts are alarming. CPS aims to graduate at least 95% of all students who start ninth grade at CHS. Last year 88% actually made it.

Finally, the district measures student and parent satisfaction. They survey parents and students each year. One survey question asks parents and students to grade their schools on a four point scale as you would on a report card. The district target is to have an average score of between three and four on this question for both the students and the parents.

This is how CPS is measuring success. While test scores are important and helpful in determining school effectiveness, other measures also are used for self-examination and improvement planning. Hopefully using several factors in judging school performance will help the district create an effective well-rounded educational experience for all students.

The first year’s Quality Indicator results can be found on the CPS webpage.

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