August 4, 2010
LANSING
- Eighty-six percent of Michigan's K-12 public schools buildings and 95
percent of school districts in Michigan made Adequate Yearly Progress (AYP)
this past school year, according to the Michigan Department of Education.
The
state's EducationYES! Report Cards were released
today for Michigan elementary, middle, and high schools, along with the annual
report on each school's Adequate Yearly Progress (AYP), as required by the
federal No Child Left Behind (NCLB) Act.
Forty-five
more school buildings made AYP for the 2009-10 school year than the previous
year, and 82 buildings came off the NCLB consequences list by having made AYP
for the second consecutive year. There also was an 11 percent increase in the
number of Michigan high schools that made AYP this year over last.
"One of our top priorities is educating students so they're
prepared for college and eventually the workplace," said Governor Jennifer M.
Granholm. "This report shows we're making steady progress toward that
goal, but we cannot rest until all Michigan children are equipped with the
skills they need to compete in a global economy."
State
Superintendent of Public Instruction Mike Flanagan said that this year's report
reflects increases on many levels for schools, and credits among the key
factors the student achievement gains in mathematics and English language arts
assessment scores.
"Overall,
we are seeing growth in math, reading, and writing scores among Michigan students,"
said Flanagan, "and when students show progress, it is reflective of positive
changes that teachers and administrators are making in their schools."
Students'
math scores on the Michigan Educational Assessment Program (MEAP) rose for the
fifth consecutive year in 2009-10, and reading scores also saw critical
increases. The Michigan Merit Exam for high school students likewise had
increases in the math, reading, writing, and science scores.
2010
Report Card Highlights:
- For the third consecutive
year, more school made AYP overall (3,188 in 2010; 3,143 in 2009; 3,003 in
2008)
- The percentage of schools making
AYP rose from 80 percent in 2007-08 to 86 percent in 2009-10.
- The percent of schools
Indentified for Improvement (Phases 1 and above) declined 12.25 percent,
from 514 schools in 2008-09 to 453 in 2009-10.
- Eighty-two
schools that made AYP were removed from the NCLB sanctions list as a
result of making AYP for two consecutive years. This is compared to 35
schools last year.
- More schools received A's on their
report cards. Over the past three years the number of schools receiving
A's increased from 1,526 (41% in 2007-08) to 1,842 (50% in 2009-10).
When
describing schools' AYP status, there are three "stages" outlined in
the Federal Title I, Part A law. These stages designate schools as "Identified
for School Improvement," "Identified for Corrective Action," and "Identified
for Restructuring." Identified schools are categorized into one of these groups
depending upon the number of years the school has not made AYP.
To
make AYP, a school must test 95 percent of its students in total and in each
required student subgroup defined by the federal law. The school must attain
the target achievement goal in English language arts and mathematics, or reduce
the percentage of students in the non-proficient category of achievement by 10
percent ("safe harbor"). In addition, the school must meet or exceed
the other academic indicators set by the state: graduation rate for high
schools and attendance rate for elementary and middle schools. These
achievement goals must be reached for each subgroup that has at least 30
students in the group.
Schools
that don't make AYP for two or more consecutive years are placed on the
federally-required consequences list. The consequences get progressively more severe
with each additional year a school does not make AYP, ranging from having to
provide school choice and transportation to another school, to tutorial services
for the students, to eventual school restructuring. For a complete listing of
AYP consequences and supports, as well as the local district results, visit: www.michigan.gov/ayp .
Under
NCLB, all states are required to establish English language arts and mathematic
proficiency targets to reach 100 percent by the 2013-14 school year. During the 2007-08 school year, the percent of students
needing to be proficient on the MEAP and Michigan Merit Exam (MME) was raised
by an average of 10 percent, in order to be on trajectory to the NCLB target of
100 percent proficiency by the 2013-14 school year. Targets will raise a
similar amount every year beginning in the 2010-11 school year. While
achievement rates on the MEAP and MME trended upward overall across the state,
some schools did not make the gains necessary to meet the new requirement.
The EducationYES! School Report Cards are a compilation
of student scores on the Michigan Education Assessment Program (MEAP) and
Michigan Merit Exam (MME) tests; the MI-Access alternate assessments for
students with disabilities; AYP designation; and in various, self-reported,
school performance indicators - such as family involvement in the
schools, curriculum, student attendance, and professional development for its
teachers.
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