Changes to the LEAP and iLEAP tests to align them to more challenging learning standards showed positive results statewide according to Department of Education results released Tuesday.
According to the Department of Education, the percentage of students performing at the state’s 2025 expectation of “mastery” increased for both English language arts and math. The percentage of students performing at the “basic” level remained steady.
In Washington Parish, the largest percentage of students scored “basic” in English language arts, math, science and social studies on the iLEAP tests. Forty percent scored “basic” in English language arts and math, while 41 percent scored “basic” in science and 39 percent in social studies.
Washington Parish schools scored around the statewide average in all achievement levels for the four subjects.
The Bogalusa City School District the largest percentage of students performed at “basic” in English language arts, math and social studies, with 49 percent scoring “basic” in English language arts, 46 percent in math and 40 percent in social studies.
Thirty-eight percent of Bogalusa City Schools students performed at “approaching basic,” the second lowest achievement level, in science.
On the LEAP tests, the highest percentage of students in Washington Parish and Bogalusa City schools scored in the “basic” range in all four subjects.
In Washington Parish, 46 percent performed “basic” in English Language Arts, 41 percent in math, 49 percent in science, and 54 percent in social studies.
City of Bogalusa school district had 46 percent of students perform “basic” in English language arts, 41 percent in math, 44 percent in science and 51 percent in social studies.
The one-time, transitional 2014 LEAP and iLEAP tests were aligned with new academic expectations that demand higher levels of critical thinking and writing. The writing assessment required students to read one or two passages and use evidence in the texts to support responses. In math, students learned critical skills in grades earlier than in past years.
“Teachers, students and families performed this year on these one-time tests as we expected when the tests were created,” said State Superintendent John White in a press release. “Over the next decade, however, we will gradually raise our expectations, and it will be more challenging to compete. We owe our kids that change, but we will do it in a way that does not denigrate schools or humiliate educators.”
Enon Elementary School, Franklinton Elementary School and Mt. Hermon School had the highest percentage of students perform at the “advanced,” “mastery” and “basic” achievement level for third and fourth grade.
Enon Elementary School, Franklinton Elementary School, Thomas Elementary School and Mt. Hermon School had the highest percentage of students perform at the “advanced,” “mastery,” and “basic” achievement level for fifth grade.
Varnardo High School, Franklinton Junior High School, Pine School and Mt. Hermon School had the highest percentage of students perform at the “advanced,” “mastery,” and “basic” achievement level for sixth grade and Pine School, Mt. Hermon and Franklinton Junior High School had the highest percentage for seventh grade students.
Eighth grade students at Franklinton Junior High School, Franklinton High School, and Mt. Hermon School had the highest percentage of students perform at the “advanced,” “mastery,” and “basic” achievement level in all four subject area tests
According to the press release, the 2014 tests were part of a transitional process, which started in 2010. In 2015, Louisiana students will take the same assessments for math and English language arts that are administered in more than a dozen other states. The 2015 tests will provide the first comprehensive assessment of the state’s educational competitiveness.
The 2015 test results will establish a baseline for the state Department of Education, which will allow them to increase expectations for schools.
The goal is that by 2025, a school rated “A” will have an average performance of “mastery” rather than the target level of “basic” that was established in 1999, stated the Department of Education press release.
The current “basic” achievement level that was established in 1999 doesn’t correspond with community college and university success. According to the Department of Education, while 69 percent of students reach “basic,” only 28 percent with achieve a university or community college degree.