Central Falls Transformation Report - Annenberg Institute for School ...

early challenges were also mentioned. One teacher specifically noted the team “has been
terrific. . . . They’re struggling because of the newness of it [but] they’ll figure it out.” The
challenges mentioned by others revolved around beginning to build a math curriculum
with corresponding supports when last year the curriculum didn’t exist. Despite these challenges,
teachers praised the strategy for the benefits it afforded students.
Sustaining Focus on English Language Arts
Figure 15 shows the three-year pattern of English language arts (ELA) performance. In
2009, 55 percent of CFHS students tested met proficiency, a 10 percent improvement
from scores in 2008. Scores in 2010, however, decreased to 44 percent proficient.
Staff Perceptions of Sustaining ELA Proficiency
Staff also noted that students were not receiving enough reading supports, especially in
comparison to the math supports received. Teachers specifically mentioned how reading
interventions and programs were in place in the past few years, few of which were currently
available. Some teachers also mentioned that English language learners were in need of the
most reading support but that this support was not widely available.
GENDER
RACE/ETHNICITY
STATUS
CHARACTERISTIC
FIGURE 15
Grade 11 Student Proficiency on the Reading NECAP
2008-2009
% Proficient (N)
YEAR
2009-2010
% Proficient (N)
2010-2011
% Proficient (N)
All CFHS Students 45% (82) 55% (112) 44% (78)
Female 50% (42) 60% (68) 48% (41)
Male 40% (40) 50% (44) 39% (35)
Black or African American 32% (9) 73% (19) –
Hispanic or Latino 43% (58) 51% (77) 47% (59)
White (non-Hispanic) 66% (15) 64% (16) 40% (17)
Current LEP Student 4% (1) 3% (1) 11% (3)
Economically Disadvantaged Students 42% (52) 54% (87) 45% (48)
Students with an IEP 14% (5) 32% (15) 12% (5)
RI State 69% (7,407) 73% (7,882) 76% (8,090)
DATA SOURCE: The NECAP website, http://reporting.measuredprogress.org/NECAPpublicRI/select.aspx. This information was extracted from each
year’s respective School-Level Report, “Grade 11 School Results Report (Testing Year)”. Of note, percentages are the sum of Proficient (i.e., Level 3)
and Proficient with Distinction (i.e., Level 4). A dash indicates blank; i.e., fewer than ten students were tested. Participation rates affect scores and
the participation rate in 2010 was lower than the previous three years. The table displays the percent of students exhibiting each characteristic, with
the actual number of students in parentheses.
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