As Biddeford High School grapples with how to improve test scores, one thing is clear: A new approach is needed.
School administrators were hoping a glitch in reporting would mean an increase in the high schools’ overall scores, but after the final numbers were released recently, the results remained dismal.
According to the numbers, nearly two out of three students tested did not meet proficiency in any subject, and only about one-third of Biddeford High School students passed with “proficiency” in all four subjects: Reading, writing, math and science.
The problem, although more drastic in Biddeford, is a problem for Maine’s youth in general. Students are not performing where they should be on these tests. Only about one of every two students state-wide tested with proficiency in all four subjects.
Maine’s educational leaders need to admit that the system is not working, and blaming economics, although it is a real issue, is not the only reason students are not learning.
In Presque Isle this year, three schools in the Aroostook County school district were named “high-performing, efficient schools” by the Maine Education Policy Research Institute ”“ including the local high school. The Maine Legislature asked the institute to develop a set of metrics to study school performance. The institute spent two years studying standardized test scores, graduation rates, per-pupil expenditures and other demographic information for 427 schools.
Presque Isle High School is doing something right, and demographically ”“ at least economically ”“ it is similar to Biddeford.
According to the 2000 U.S. Census, the median household income in Presque Isle was $29,215, while the number of people living below poverty level was 14.5 percent. For Biddeford, the median household income was $34,793, while the number of people living below poverty level was 13.8 percent.
Biddeford’s Assistant Superintendent of Schools Jeff Porter said the school district has a high degree of economically disadvantaged students based on the number receiving free or reduced lunch. Last year, the percentage was 50, and this year it’s at 55 percent, according to Porter.
We’re sure having a high number of students who come from low-income families presents challenges, but those challenges should be met with new ideas and answers on how to engage those young people in school.
There are examples all over the country of high-performing schools in “economically disadvantaged” areas, and that is because the educators there have worked to find new ways of teaching and reaching their students.
As Biddeford contemplates how to move its test scores higher, we hope administrators and teachers will consider asking those students who are not performing well what their ideas are and how they might become more engaged. If students are motivated enough, and educators will try new ways to get those students where they need to be, Biddeford could just become one of those examples of a high-performing school in a low-income area.
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Today’s editorial was written by City Editor Robyn Burnham on behalf of the Journal Tribune Editorial Board. Questions? Comments? Contact Managing Editor Kristen Schulze Muszynski by calling 282-1535, Ext. 322, or via e-mail at kristenm@journaltribune.com.
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