Reading and mathematics scores highest ever in grades 3 through 8

June 17, 2003 FOR IMMEDIATE RELEASE CONTACT: Dr. Bert L’Homme, Associate Superintendent Instructional Services, 560-3716DURHAM--End-of-grade test scores have increased overall by a wider margin during the 2002-03 school year than any single year since 1997. This makes six consecutive years during which students have made gains in proficiency, with several schools reporting 100 percent proficiency in certain grades and subjects. The district’s average reading score for grades 3 through 8 is at its highest ever, with 79.4 percent of students reading at or above grade level. This is 5.9 percentage points higher than the 2001-02 school year’s 73.5 percent, and more than twice the previous year’s gain of 2.1 percentage points. Mathematics scores also took a flying leap, right past the 80-point mark for the first time, to 83.2 percent of those tested in grades 3 through 8 coming in at or above grade level. This is a 5.1 percentage-point hike over the 2001-02 school year’s 78.1 percent, also well more than twice that year’s increase over the previous year (2.1 percentage points). Some additional highlights of the 2002-03 end-of-grade test scores results: Three elementary schools -- Easley, Little River and Mangum -- surpassed the 90 percent proficiency mark in both subjects and in every grade tested. Twelve elementary schools now have more than 80 percent of third-graders reading at or above grade level, with an additional six past the 70- percent mark. Morehead Montessori Elementary School’s fourth- and fifth-graders are 100-percent proficient in both reading and mathematics. An additional four schools -- Easley, Little River, Mangum and Smith -- scored 100 percent proficiency in at least one subject and one grade. Watts Elementary School posted the greatest one-year gain, in third-grade mathematics, with a 39.6 percent jump (from 35.9 percent proficiency to 75.5). The greatest gain over the last six years (of 75 percentage points) was made at Morehead, in fourth-grade mathematics (25 percent proficiency in 1996-97 to 100 percent in 2002-03, a threefold gain). Middle-school students posted increases in both subjects in most grade levels (seventh- and eighth-grade mathematics were down slightly). This year’s sixth-graders flew by the 80 percent mark for the first time, right into the mid-80s (84.9 percent, or 21.4 percentage points higher than sixth-graders six years ago). Githens and Rogers-Herr Middle Schools posted the greatest one-year gain (18.8 percentage points) among middle schools: Githens in sixth-grade reading (50.6 to 69.4 percent in one year) and Rogers-Herr in seventh-grade reading (73.7 to 92.5 percent). Rogers-Herr reported the greatest six-year increase at 29 points in sixth-grade mathematics (60.7 to 89.7 between 1996-97 and 2002-03). Cohort population analysis continues to reveal great gains in student achievement. For example, this year’s eighth-graders are reading at 81.4 percent proficiency, up 17.7 percentage points from their proficiency level of 63.7 percent when they were third-graders, during the 1997-98 school year. The test score data released by Durham Public Schools provide a first look at districtwide performance. A more detailed analysis of the data (e.g., by ethnicity and gender) will be released this summer. The state of North Carolina will utilize the data from these scores--along with the results of end-of-course test scores administered at the high school level--in developing its ABC accountability designations, which will be released later this year. "A dedicated team of professionals, two clear and simple goals, and a sharper than ever focus have led to Durham Public Schools’ best year yet!" said Superintendent Ann T. Denlinger. "Our students, teachers, principals, Central Services professionals, parents and community supporters are making gallant strides as we move ever closer to reaching the dual goals of at least 95 percent of third-graders reading proficiently and closing the Achievement Gap by 2007, while ensuring that high-performing students continue to be challenged and experience growth as well. These results leave little doubt that doing so is not only possible, it is indeed probable!" ### Attached: Percentage of Students Grades 3-8 Performing At or Above Grade Level DPS Grade 3 Reading and Mathematics, 1996-97 through 2002-03, Page 1 DPS Grade 4 Reading and Mathematics, 1996-97 through 2002-03, Page 2 DPS Grade 5 Reading and Mathematics, 1996-97 through 2002-03, Page 3 DPS Grades 6-8 Reading and Mathematics, 1996-97 through 2002-03, Page 4 DPS Reading and Mathematics Composites, 1996-97 through 2002-03, Page 5