The Madison school district released the 2015-16 Annual Report on the MMSD Strategic Framework a couple of weeks ago. There is good stuff in here on the progress our school district and our students are making and it rewards a thorough read.
It is worth highlighting the encouraging data in the report on third-grade reading. The percentage of students who are proficient readers by third grade is generally recognized as perhaps the single most important statistic for a school district. Its significance has spawned the urban myth that planners in departments of corrections study third-grade reading scores to determine how many prison cells they will need to build in coming years.
Why focus on third grade? As the saying goes, up to third grade students learn to read and after third grade they read to learn. A 2014 United Way of Dane County report quoted a finding of the National Research Council: “Academic success, as defined by high school graduation, can be predicted with reasonable accuracy by knowing someone’s reading skill at the end of third grade. A person who is not at least a modestly skilled reader by that time is unlikely to graduate from high school.” Sociology professor Donald Hernandez has found that, in the words of Education Week, “A student who can’t read on grade level by 3rd grade is four times less likely to graduate by age 19 than a child who does read proficiently by that time. Add poverty to the mix, and a student is 13 times less likely to graduate on time than his or her proficient, wealthier peer.”
Like just about all measures of academic performance for Madison students, third grade reading scores over the years have shown a gaping and seemingly intractable achievement gap between African-American students and white students. Improving academic achievement for all students, and particularly accelerating learning for African-American students in ways that can narrow gaps, have been overriding priorities for superintendent Jen Cheatham since she arrived in Madison in April, 2013.
So, how is it going? In Madison, we measure learning primarily through MAP tests that are administered in the fall and spring to our students between grades 3 and 8. The springtime scores let us know how many of our students are proficient, as MAP defines it, and also what percentage of our students made the expected growth in their skills between the fall and spring administration of the tests.
Here is a chart that shows both the percentage of all third-grade students who measured proficient in reading by MAP standards over the past four years, as well as the percentage of African-American third grade students:
Just as we’d like, the chart shows progress for all students and accelerated learning for our African-American students. Over the last two years, the reading proficiency of all our third grade students increased by three percentage points, and the percentage for African-American third graders jumped ten points, though starting from an admittedly dismal level. The achievement gap on this measure was narrowed from 30 percentage points to 23 percentage points. Continue reading