Sisters students beat state test averages

Sisters students out performed state averages in the four categories of academic skills measured by the state annual aptitude tests last year.

In reading, writing, math, and math problem solving, Sisters area elementary, middle, and high school pupils met or exceeded the state standards at a rate higher than that of their statewide peers.

The standardized aptitude tests are administered at the third, fifth, eighth, and 10th grades.

The results of the first three years of testing are used to measure the progress of students as they approach the 10th grade. Sophomores passing the tests are awarded the Certificate of Initial Mastery (CIM).

This year, 75 percent of Sisters' third grade students met or exceeded the state standard in writing compared to 60 percent state-wide. And the news for the parents of these thirdgraders improves: 86 percent of their children (vs. 82 percent statewide) equaled or surpassed the state reading norm.

In math, four out of five Sisters students matched or exceeded the standard, compared to three out of four state students (80 percent vs. 75 percent).

Sisters' fifth, eighth, and 10th graders also beat the average results.

However, fewer of these older students met or bettered the target score. In fact, the results show that the higher the grade, the worse the performance. This holds true both locally and statewide.

For instance, fifth, eighth, and tenth grade Sisters students scored at the 74 percent, 67 percent, and 51 percent levels in math, respectively.

This means that almost half of 10th graders did not meet the state standard for math proficiency.

In writing, the situation worsens. Two-thirds of Sisters eighth grade students failed to meet the standard.

Sisters School Superintendent Steve Swisher said there are "multiple and complex reasons why performance (on these tests) declines as grade level increases."

According to Swisher, "the content levels of the tests may not be calibrated toward a smooth learning curve and therefore the level of difficulty (of the test) at 10th grade may not correlate with that of the third grade."

Swisher also said the disparity in testing results could be due to basic differences between the grades.

"To modify curriculum at the third grade level involves a set class of students and one teacher," he said. "It's easier to change instructional practices at the third grade level than in the more advanced grades with multiple teachers and complex curriculums."

Swisher also noted that gradual system improvements are continuing to have a positive impact, both locally and state-wide.

"Students are better prepared now. Student scores, including those of eighth and 10th graders, continue to go up," he said.

Swisher pointed out that the tests illuminate only some of a student's academic abilities.

"These tests are one-point-in-time measures... and learning is more complex than that," he said. "Parents will get the most accurate report of their children's performance when they conference with teachers and review multiple test results, as well as classroom and task participation.

"And remember," he concluded, "Oregon students have led the nation in SAT (standardized national college entrance tests) scores for six of the past seven years -- and Sisters students consistently outperformed our state averages."

Oregon began administering state standards tests to students in 1991. Since then, the tests have undergone many changes. The goal is to ensure Oregon students master basic academic skills and learn to apply them.

The program is a key initiative of the Oregon Educational Act for the 21st Century.