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Test scores add urgency as educators address learning gaps
by Tim Pugmire, Minnesota Public Radio
November 13, 2003

As principal of Wesley Elementary School in Houston, Texas, Thaddeus Lott raised expectations and test scores. (MPR Photo/Tim Pugmire)

National test scores show Minnesota's eighth graders were the top math performers in the country last year, and fourth graders did nearly as well. In addition, results of the National Assessment of Educational Progress rank Minnesota students well above the national average in reading scores for both grade levels. But the scores also provide more evidence that the performance of minority and low income students still lag behind that of their peers. State education officials are trying to find ways to tackle the lingering achievement gap this week at a conference in Minneapolis.

Minneapolis, Minn. — Educators throughout the country refer to the National Assessment of Educational Progress (NAEP) as the nation's report card. It's considered the best state-by-state comparison of student performance. This was the first year all 50 states participated, although only students in randomly selected schools in each state are tested. The average math score for the participating Minnesota eighth graders was 291 on a scale of 500. The national average was 276.

State Education Commissioner Cheri Pierson Yecke says the overall results are reason to celebrate. But her enthusiasm is tempered when looking at the scores of certain minority groups and low income students. For example, African American students scored an average of 35 points lower than their white classmates. Yecke says it's the latest proof of the state's achievement gap.

"We have an excellent system of public education in Minnesota," Yecke said. "It's something that we can very proud. But at the same time, there is a portion of our population that is not receiving the quality education, that is not living up to the same levels of performance as the majority population."

Yecke's agency has teamed with corporate and higher education sponsors this week to bring together educators and business leaders from throughout the state to try to address the achievement gap. The two-day conference is highlighting the success some high poverty schools have had in improving academic performance. One of Yecke's favorite examples is Wesley Elementary School in Houston, Texas. The troubled school made a dramatic turnaround under the leadership of Thaddeus Lott, who raised expectations and test scores. During his keynote address, Lott outlined his philosophy that any child, regardless of economic circumstances, can learn.

	Cheri Pierson Yecke

"When children come to school, don't take for granted they bring nothing," Lott said. "I don't care if they were born in a shack with a picket fence, with the roof falling in. Some of the brightest children come from those circumstances."

Several Minnesota schools are also finding classroom success in spite of large numbers of disadvantaged students. Principals from schools in Bloomington, Detroit Lakes, Minneapolis and the South Koochiching County districts made presentations.

Eric Mahmoud of Harvest Preparatory, a Minneapolis charter school, says 87 percent of his students are testing at or above grade level in math. In reading, 96 percent are at or above grade level. Mahmoud credits quality teaching and a longer school day.

"One of the key enemies of academic achievement is time," Mahmoud said. "Many of the children that come to us are two and three grade levels behind. So how do we distort time so that we can get the most out of the time we have? So our school, as an example, is in school, in session two to two and a half hours longer than most schools."

Mahmoud says the strategy of Harvest Prep can be replicated in other schools. He says the question is whether school leaders have the will to do what's necessary for children to succeed. Commissioner Yecke describes the conference a much-needed "jump start."

"It's a matter of first of all identifying the problem, addressing it with strategies, and then ensuring we that provide continuing support in order to make sure that these changes beginning to happen," Yecke said.

Yecke is counting on some outside assistance for schools. She Launched an effort three months ago to link the 144 schools not making adequate yearly progress with representatives from business, non-profit groups and higher education to work on raising student achievement.

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