Media Advisory           
August 5, 2008

Office of Community Relations, Contact: Howie Padilla
Office: (651) 767-8104, Cell: (612) 251-5714   
                       
All student groups also make increases in test participation, attendance and graduation rates

Saint Paul, Minn – All Saint Paul Public Schools (SPPS) student groups made gains in this year’s Adequate Yearly Progress (AYP), a state measurement of performance in academics – reading and math – and other indicators such as test participation rates, attendance rates and graduation rates.

“Although the gains are encouraging in many respects, it’s not enough,” said Superintendent Meria Carstarphen, “We will redouble our efforts to achieve the targets. We are committed to this work until every student meets or exceeds the standards.”

The news about gains of those student groups – including the five identified racial groups, special education students, English language learners, and students in poverty – provides a snapshot of the district's performance last year. Despite these gains, the district missed targets in 14 out of 38 categories and, therefore, as a district, SPPS did not make AYP standards for the second consecutive year, as state targets increased again.

“We have not been waiting for the state to tell us it’s time to act,” Meria Carstarphen, superintendent of schools, said. “We continue to seek out what works best for Saint Paul Public Schools students and take immediate action.”

Strategies to address AYP launched last year include embedded professional development – on-site coaching in the classroom for teachers in real time with students – district-wide, math curriculum alignment and several school program changes such as the successful expansion of Farnsworth Aerospace Magnet into Cleveland Junior High School. This year’s focus includes the new Shared Accountability Framework implementation, cultural proficiency training, early literacy attainment, effective transitions between grade levels, classroom management and partnership expansion and alignment.

Overall, SPPS, like many neighboring districts, saw mixed outcomes with this year’s results. However, some schools in the district are guiding lights on the horizon. Six schools this year came off the list of schools identified as not making AYP: Adams Spanish Immersion Magnet, Ames Elementary, Frost Lake Magnet, Hayden Heights Elementary, Highland Park Elementary and John A. Johnson Achievement Plus Elementary.

For example, Ames Elementary School successfully moved out of “corrective action,” one of the lowest designations in the state’s accountability classification system. Ames’ success is attributable to research based practices such as students attending Saturday school, principal leadership and a school-wide belief that all students will achieve greatness. Working hand-in-hand with students, families, and the community, Ames achieved the ever-increasing standard set by the No Child Left Behind federal mandate in reading and math.

“The work being done at Ames is extraordinary,” said Superintendent Meria Carstarphen. “The leadership and staff also call in every chip they have with the community to get the job done for kids.”

There are schools that have made great strides in a short time. Highland Park Senior High School, for instance, showed a 20.7 percentage point improvement in the percent of students who were proficient in reading.

“Students stayed after school and worked with staff to get their work done,” said Highland Park Principal Nancy Katzmarek, who took over the school last year. “And the families worked to accommodate the scheduling because they realized how important it was.”

All seven comprehensive high schools made gains in math and reading.

All student groups made gains in reading and math, but not enough for the district to make all state targets, based on the state performance index for AYP. American Indian students, for example, led the way for improvement in reading with an increase of 8 percentage points and in math with an increase of 6 percentage points.

Additionally, all student subgroups made increases in test participation, attendance, and graduation rates. Of the 38 AYP categories districts are measured upon, SPPS met 24 of the targets. Carstarphen said that she was disappointed that the district did not meet all categories.

“This year’s performance indicates that the district made improvements when compared to last year as evidenced by our students’ increased achievement gains,” said Carstarphen.

Summary of Adequate Yearly Progress Results in Saint Paul Public Schools:

• Of the 76 SPPS schools subject to the AYP requirements of NCLB, 17 schools met targets in both reading and mathematics, declining from 22 last year. 30 schools made AYP in mathematics, compared to 33 last year. 31 made AYP in reading, compared to 28 last year.

• Of the 50 schools serving elementary aged students, 17 schools met targets in both reading and math.  27 made AYP in mathematics, increasing from 25 last year.  21 schools made AYP in reading, compared to 22 last year.

• Of the 15 schools solely serving secondary aged students, none of the schools made AYP in both reading and math, compared to 2 last year.  At the 7 comprehensive high schools, reading performance improved dramatically, with 5 schools making AYP, increasing from 1 last year.  In the 8 junior highs, no schools made AYP in both reading and math, compared to 2 last year.  Only one school (Battle Creek Middle) made AYP for math. 
  

• Of the 11 alternative learning programs operated by SPPS, 1 made AYP, increasing from none last year. Five alternative learning programs made AYP in reading, increasing from 3 last year. 2 made AYP in math, compared to 4 last year.  Many of the alternative learning programs have insufficient data due to their small size and fluctuating enrollments.   
  

• Last year, SPPS had 18 schools identified as in need of improvement under NCLB by the Minnesota Department of Education.  The number increased to 27 for SY 2008-2009.

• 12 of the 27 schools will offer their low-income students the option to receive tutoring from 15 different external providers.  Registration for these services will begin in September.  SPPS will also offer after school tutoring at all its sites beginning in October. 
  

• 2 of the 27 schools (Washington Technology Magnet and Open School) are classified as in need of corrective action.  Washington began implementing the Bio-Smart reform last year – in advance of the classification – to ensure sufficient time for successful implementation. 

• 2 of the 27 schools (Arlington and Humboldt Junior High) are classified as in need of restructuring.  The program changes begun last year provide the foundation for the restructuring efforts that will continue this year.     

All 27 schools identified for improvement must offer students the option to transfer to other schools within the district. Approximately 15,000 letters have been mailed to families providing them with information on the performance of schools and informing them of their rights to transfer to others schools. Families should start receiving the letters this week and can work with the district’s Student Placement Center to discuss their options.  The deadline for transfers is August 29, 2008.

For more information please contact Howie Padilla in the Office of Community Relations at (651) 767-8104 or (612) 251-5714.