State scores for children from third grade through eighth grade improved by 1 percentage point over the previous school year. | File photo
State scores for children from third grade through eighth grade improved by 1 percentage point over the previous school year. | File photo
Results from the 2017-18 state assessments were released last week, showing improvements in math and English from both elementary and middle school grade levels.
The results from the Partnership for Assessment of Readiness for College and Career (PARCC) exams show that children from third grade through eighth grade improved by 1 percentage point over the previous school year in both English and math.
"Despite the hard work of educators and students, it’s clear that the underfunding of our schools is holding back Maryland’s ability to dramatically raise PARCC scores, eliminate achievement gaps, and give every student an equal opportunity for success," Maryland State Education Association President Cheryl Bost said in an interview with Baltimore City Wire.
Cheryl Bost
| Contributed photo
Bost said a singular focus on test scores won’t do the trick and that the $2.9 billion annual underfunding needs to be addressed.
"The fact (is) that four in 10 educators are working second jobs to make ends meet, and the fact (is) that seven in 10 educators say that their schools don’t have enough resources for all kids to be able to succeed," Bost said.
The data shows that in English, scores of African-American students between third and eighth grade went up by 1.6 percentage points; that Hispanic students improved by 1.4 percentage points; that Asian students improved by 0.6 percentage points; and white students improved by 1.3 percentage points.
In math, all four groups also improved in third through eighth grade, according to the data.
Among high school students, results actually were lower than the previous year, but the school board believes it was due to a large number of repeat test takers.
The assessment scoring translates to five performance levels, with the first level meaning the student did not meet expectations and the fifth level meaning the student exceeded them.
The Maryland State Board of Education considers the fourth and fifth levels on the assessment to mean the student is proficient.
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