2023 – Test Data Reflections

1. Were you surprised by the results? Explain.

We were surprised by the overall results in reading but not in math. We were also surprised by the
significant growth in the achievement gap between our white and non-white students in both reading
and math.

Because this year was finally a return to “normal” (2019-20 was the COVID-19 shutdown in March,
2020-21 was distance and hybrid learning, 2021-22 had masks until March and an extremely high
number of staff and student absences because of COVID and quarantining), we were hoping to begin
to see a rebound in test scores. With the exception of 5th grade, we began to see a steadying or growth
in math. Reading, unfortunately, dropped in all grades except one.

Last year we implemented a new math curriculum in grades K-5 and were in the second year of the
new curriculum in grades 6-12. We also shifted our professional development focus to math this past
year and that appeared to have paid off.

The achievement gap grew in math because of a slight drop in non-white student test scores,
combined with a growth in white test scores, resulting in a widening gap. The drop in scores among
non-white students and growth among white students was even more pronounced in reading. This
growing gap surprised us.

We are beginning to see similar trends nationally. “The math and reading performance of 13-year-olds
in the United States has hit the lowest level in decades, according to test scores released today from
the National Assessment of Educational Progress… The last time math performance was this low for
13-year-olds was in 1990. In reading, 2004” (New York Times, June 21, 2023).

2. What disappointed you? How will you respond?

We were disappointed in the widening of the achievement gap, the significant drops in 5th grade, and
the overall drops in reading. Again, this unfortunately, is consistent with trends across the nation.
“Achievement declined across lines of race, class and geography. But in math, especially, vulnerable
children – including Black, Native American and low-income students – experienced bigger drops”
(New York Times, June 21, 2023).

We have been asking ourselves what could have contributed to these results and believe the following
were contributing factors.

1. Continued Impact of the Pandemic - Again, 2019-20 was the COVID-19 shutdown in March;
2020-21 was distance and hybrid learning; and 2021-22 had masks until March and an
extremely high number of staff and student absences because of COVID and quarantining. “A
 large body of research shows that most American children experienced academic struggles
during the pandemic” (New York Times, June 21, 2023). Historically, it can take several years to
recover. “In the decade before the pandemic, shocks to achievement (large increases and
decreases) for specific age cohorts have largely persisted, even 4-5 years later” (Harvard
University, April 2023).

Side Note: The number of students who are at the highest reading risk level entering
Kindergarten at Hope Academy in the fall (initial testing done at either the Meet the Teacher
Day, or during the first weeks of school) was much, much higher this year than in the past. This
number went from 2 students in 2019-20, to 1 student in 2020-21, to 3 students in 2021-22, to
15 students in 2022-23.

2. Non-White Families Choosing Distance Learning - A much higher percent of our non-white
students chose distance learning during the 2020-21 school year. In 3rd to 5th grade, 33.0% (34
out of 103) of our non-white students chose distance learning compared to 24.3% (9 out of 37)
of our white students. In 6th through 9th grade, at the beginning of the school year, 30 out of
117 (25.6%) of non-white students chose distance learning compared to only 3 out of 34 (8.8%)
of our white families.
3. Change in Demographics - There was a significant change in demographics in the testing grades.
This included a slight increase in the number of non-white students and a decrease in the
number of white students, resulting in a change from 76.6% to 81.0% non-white. There was
also an increase of 33 students of poverty and a decrease of 50 non-poverty students, resulting
in a change of 83 students or an increase from 64.3% to 78.2% poverty in grades 3 through 9.
Of the new to Hope students this year, 26 out of 27 (96.3%) were from families of poverty,
compared to only 58% (29 out of 50) of the students who left Hope after last year.
4. Struggles in 5th Grade – The 5th grade, unfortunately, has consistently seen drops in test scores
for many years now in both reading and math. This year, there was a teacher who left mid-year
and another who was a first-year teacher. This grade also had the largest number of students
who did distance learning during their third-grade year, a foundational year for learning in both
reading and math.
5. Increased Online Testing – In past years, the MAP test was the only online test given. Students
now take the MAP test both in the fall and spring, and Title students also in the winter. In most
testing grades, students also now take ANet Interim assessments two or three times a year in
addition to the MAP tests, meaning students take between four and six online tests a year now.
6. Testing Environment – Our 6th grade teacher was on paternity leave for the three weeks after
spring break, so half of the sixth grade took the tests with a sub. The same was true with one of
the 7th grade sections because of a teacher on extended leave because his wife’s health
deteriorated almost to the point of death. There were also other indications that the testing
environment in other grades needs to be improved.
7. Unfilled Reading Support Positions - We had two reading staffing positions that went unfilled
last year. The 3rd-5th grade Title Reading position and the 7th/8th grade Reading Support position
remained open all year. Both of those positions provide support for struggling readers in those
grades.
 8. Fewer Students Reading for Pleasure– In regard to reading, some have begun to speculate that
increased screen time due to distance and hybrid learning may be associated with a decrease in
reading for pleasure. This could be a possible contributor to lower reading scores.

We plan to respond in a number of ways.

1. Filled Support Positions – The open reading support positions from last year have already been
filled for next year. We have also discontinued our reading therapy program, which
intentionally focused intensely on a smaller number of students severely behind, to a broader
reading support plan that will benefit a larger number of students.
2. Teacher Training - Many of the Lower School teachers have been trained and will now be able
to implement new reading intervention strategies with their struggling readers.
3. EANS Funds – We are looking to use the final one-time EANS funding to fund additional support
for last year’s 5th grade students.
4. Staffing Changes – Positional changes have been made in 5th grade.
5. Reduce Screen Time – We are reevaluating the amount of screen time within school, especially
in reading and language arts classes.
6. Better Testing Environment – We will both tighten up the testing environment, coach students
on the importance of this particular test, and have students set goals for themselves for this
test.
7. Curriculum – We will be designating more focused time for professional development on
implementing the new reading and math curricula.
8. Scheduling – We are making scheduling adjustments that will better align teaching times among
grade-level teachers to allow for more collaborative planning and more optimal learning times
for students.
9. Cultural Harmony – We will continue our work in cultural harmony and look for ways we can
more equitably serve our non-white students.
10. Student Work – We will spend more time using protocols for regularly looking at student work
together, to better identify gaps in learning.

3. What were you pleased to see?

We were pleased to see positive reading scores in 3rd grade and increased reading scores in 4th grade.
We were also glad to see math scores increase in all grades except 5th.

Although the increase was likely was a contributing factor in lower test scores this year, we were
excited that we are serving a much larger number of students from our target demographics.