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Home > Education News > Press Releases > AYP List Menu > AYP FY 05 > AYP Status of Maine Schools in Meeting NCLB

For Immediate Release: Monday, September 27, 2004

Contact:  Commissioner’s Office, 624-6620

Commissioner Susan A. Gendron Releases Report on the Status of Maine Schools in Meeting No Child Left Behind (NCLB) Adequate Yearly Progress  (AYP) Requirements

 

 

AUGUSTA -- According to Susan A. Gendron, Maine Commissioner of Education, 516 of Maine’s 711 public schools (73 %) have met No Child Left Behind (NCLB) Adequate Yearly Progress (AYP) for 2004 as measured by the 2003-2004 results of the Maine Educational Assessment (MEA) given to grades four, eight, and eleven in every public school in Maine last March. Sixty-one schools (8.5 %) require further analysis for a determination. Eighty-two schools (11.5 %) did not meet AYP for the first time in either math or reading, or both and are designated as Continuous Improvement Monitor Schools. Fifty schools (7 %) did not meet AYP in either math or reading, or both, for the second consecutive year and are designated as Continuous Improvement Priority Schools.

 

Thirty other states to date have reported 2004-2005 AYP results for schools not making AYP for the first year. These results range from 8 % to 78 % of all public schools, in comparison to Maine’s 11 % of all public schools. Thirty-five states have so far reported a range from 2.7 % to 43.6 % of all public schools not making AYP for two consecutive years, in comparison to Maine’s 7%. However, not all states have reported, and Maine still has 61 schools that require further analysis.

 

In addition:

  • Only one Maine school did not meet the AYP threshold of 95 % for participation, and that school did have 93 % participation for the subgroup named as not meeting the target.  

  • Of the 44 schools identified as not meeting AYP for participation last year, 43 schools (97.7 %) have met AYP for participation this year; overall Maine exceeded the required 95 % participation rate with 99.6 % of students taking the MEA.

  • Of the 10 schools designated as Continuous Improvement Priority Schools for 2003-2004, 8 (80 %) made AYP for 2004-2005 in the subject identified for improvement.

  • Of the 92 schools identified for not meeting AYP in reading for the first time last year, 38 (41%) met AYP in reading this year.

  • Of the 64 schools identified for not meeting AYP in math for the first time for 2003-2004, 34 (53 %) have met AYP this year in that subject.

  • Of the 80 schools identified as Continuous Improvement Monitor Schools (CIMS) for not meeting AYP in reading for the first time this year, 59 (73.7 %) were identified for the students with disabilities sub-group and 22 (27.5 %) for the economically disadvantaged subgroup. No schools had enrollments in other subgroups sufficient for identification.

  • Of the 21 schools identified as Continuous Improvement Monitor Schools for not meeting AYP in math for the first time this year, 19  (90.5 %) were identified for the students with disabilities sub-group and 7 (33 %) for the economically disadvantaged subgroup. No schools had enrollments in other subgroups sufficient for identification.

 

  • The 50 schools identified this year as not meeting AYP in reading, math, or both for the second consecutive year are designated as Continuous Improvement Priority schools and must focus improvement efforts on the whole group or subgroup for which the school was identified.

 

Schools identified as not having met AYP for two consecutive years are expected to engage in an analysis of what has worked, what has not, and what needs to happen in their school to meet both State and federal expectations for student achievement. Schools that do not meet AYP for two years in a row and that receive federal funding for disadvantaged students through Title I of NCLB must develop and implement a formal improvement plan. Federal money is provided to Maine to assist these schools in their efforts.

 

            Though the process of being identified as a Continuous Improvement Priority School (CIPS) is difficult for any school, the success stories of how individual schools named as CIPS schools have met the challenge speak powerfully to the stamina of Maine educators and their intense commitment to serving students well. With the right combination of strategies and support, schools can develop and implement effective improvement plans that serve to increase student achievement and move the schools forward as continuously improving organizations. Some Title I CIPS schools that have tackled this daunting task and achieved success speak about their outcomes with eloquence and great pride:

  • St. Albans Consolidated School in St. Albans, SAD 48, did not make AYP in reading at grade 4 for two years in a row, from 2001 through 2003. This past year, 86 % of the students were proficient in reading, making their school fourth of the 360 elementary schools in Maine in the percent of students reaching proficiency. Superintendent William Braun, when contacted about this achievement, said, “It was a real team effort by staff, administration, and the curriculum coordinator. We made significant changes in instructional practices and assessment which worked there and are now being implemented in all the schools in SAD 48.”

  • At the Ella Lewis School in Steuben, Union 96, the school improvement plan includes every member of the staff: teachers, educational technicians, support staff, and the school secretary so that everyone in the school will know and support the school priorities and instructional practices. Principal Cathy Lewis stated, when informed of the change in AYP status: “Among other things our students have learned, they have begun to realize that what they do is important not only to them, but also to others in the larger community. The School Board supported and celebrated all efforts and provided funding. Community volunteers who had children in our school—and some who didn’t—provided after school and summer tutoring. Everything is not perfect – we have continued challenges and opportunities ahead. But we are sure doing better and better, year by year.”

 

Commissioner Gendron stated, “Without question, the term accountability has taken on new and more significant meaning with the adoption of the Maine Learning Results and with the passage of the federal No Child Left Behind Act. It will continue to take local, State, and national efforts to bring about significant improvement. The increase in the number of Continuous Improvement Priority Schools (CIPS) this year alone is of great concern. That, and the number of schools identified as Continuous Improvement Monitor schools (CIMS) clearly indicate a need to work harder to get all students to Proficiency. Review of preliminary data, particularly data on the number of schools identified for the students with disabilities and the economically disadvantaged subgroups, points to the additional serious challenges to get all students where they need to be for life in the 21st century.

 

This data is an important tool.  Whether individuals or communities agree with the level of rigor that

Maine’s Learning Results demand, or the intricacies of No Child Let Behind Adequate Yearly Progress determinations, the reality is that if the goal in Maine is to truly prepare all students well and have them graduate from high school having met the Learning Results, there must be collaboration for that common purpose.”

 

      This year the Maine Department of Education, in cooperation with the New England Comprehensive Assistance Center, is sponsoring a four-part series entitled Rethinking Accountability: Building State and Local Capacity for Achieving Maine’s Educational Vision.”  The first session on August 12, 2004, had over 250 attendees from around the State. The best form of accountability is that which emerges from local parents, board members, and educators working together, supported by the Maine Department of Education, on behalf of students.

 

In addition, the Maine Department of Education will partner with the United States Department of Education on a project to identify promising practices at both State and national levels that lead to measurable improvement in schools. Some of that information will come from the schools named as High Performing and Improving Schools in Maine. That list will be updated for 2004 as soon as the data review is completed. Commissioner Gendron speaks enthusiastically about this initiative: “We’re excited to focus our energies in partnership with the United States Department of Education on what we know about improving schools, moving beyond the earlier stage of dedicating the majority of our time to the mechanics of NCLB. It is our hope and belief that this partnership will serve our Maine children well.  Maine is working diligently to meet the challenges set by the requirements of the No Child Left Behind Act of 2001 and the Maine Learning Results, by building on the good work of Maine educators, parents, and local school boards, all of whom seek to have our schools continuously improving and preparing our students well for life in the 21st century.”

 

At the national level, a number of aspects of the federal law continue to be the subject of suggestions and proposals for modification, not the least of which is the concern that students with disabilities are being expected to achieve at the same levels and within the same timeframe as their non-disabled peers. In addition, a number of proposals have surfaced that would allow states to use a value-added or growth factor to determine AYP. These and other possible modifications will be included for consideration as the federal law is discussed before the 2007-2008 reauthorization takes place.

 

For information on how AYP is determined, see the AYP Fact Sheet at

            http://www.maine.gov/education/nclb/AdequateYearlyProgress.pdf  

 

             For further information on NCLB and Adequate Yearly Progress from a national perspective,

            please visit the Council of Chief State School Officers website at http://www.ccsso.org/ 

 

            and the United States Department of Education website at http://www.ed.gov/index.jhtml

 

The following links are the 2004-05 AYP School Status Lists:

 

Grade 4

 

Grade 8

 

Grade 11