Westerville News & Public Opinion

State report cards

Individual building grades hold some low marks

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Parents in the Westerville City School District might be surprised as they take a look at this year's State Report Cards, released Aug. 22 by the Ohio Department of Education.

Schools throughout the district fared fairly well on the report cards, earning mostly As and Bs in categories dealing with test scores, but there were some Ds and Fs in categories dealing with student progress, particularly progress for subgroups of students.

Schools met most state testing indicators and earned Bs on the performance index, which is a numerical scoring of how students perform on tests.

Schools faltered in some value-added measures, which rates how much growth students achieved in a year. A C is meant to be the expected rate of student growth in one year.

Another snag for some schools was the new Annual Measurable Objectives category, which rates how subgroups of students, such as students with disabilities and students who speak English as a second language, score on tests compared with the overall student body.

The breakdown of individual building grades in the district:

* Alcott Elementary School met seven out of seven academic indicators, earning an A. The performance index was 108, also an A. The school earned a C for overall value added, a C for gifted value added, an A for value added for disabled students and a B for value added for the 20 percent of students with the lowest rates of academic achievement. In annual measurable objectives, the school earned a D.

* Annehurst Elementary School met six out of seven indicators, a B. The school's performance index was 104.4, a B. The school's overall value-added grade was a C, and the school also earned Cs for value added for gifted students, disabled students and the 20 percent of students with the lowest academic performance. In annual measurable objectives, the school earned a B.

* Cherrington Elementary School met seven out of seven indicators, an A. The performance index was 105, a B. The school earned an F for overall value added, a D for value added for gifted students, a C for value added for disabled students and a C in value added for the 20 percent of students with the lowest academic performance. In annual measurable objectives, the school earned a B.

* Emerson Elementary School met seven out of seven indicators, an A. The performance index was 110, also an A. The overall value-added grade was an A, as was the value-added grade for gifted students. Value added for disabled students was a B, and there was no report for the measure for the 20 percent of students with the lowest academic performance. For annual measurable objectives, the school earned an A.

* Fouse Elementary School met seven of seven indicators, an A. The performance index was 106.1, a B. The school's overall value-added measure was an A, with value added for gifted students a C, for disabled students a C and for the 20 percent of students with the lowest academic performance a C. In annual measurable objectives, the school earned a D.

* Hanby Elementary School met seven of seven indicators, an A. The performance index was 101.8, a B. The school earned an F for overall value added, a D for value added for gifted students, an A for value added for disabled students and a C in value added for the 20 percent of students with the lowest academic performance. In annual measurable objectives, the school earned an F.

* Hawthorne Elementary School met six of seven indicators, a B. The school's performance index was 96.4, a B. The school earned an A for overall value added, a B for value added for gifted students, a C for value added for disabled students and a B for value added for the 20 percent of students with the lowest academic performance. In annual measurable objectives, the school earned a D.

* Huber Ridge Elementary School met seven of seven indicators, an A. The school's performance index was 103.6, a B. Overall value added was an A, value added for gifted students a C, value added for disabled students a B and value added for the 20 percent of students with the lowest academic performance a C. In annual measurable objectives, the school earned a B.

* Mark Twain Elementary School met seven of seven indicators, an A. The school's performance index was 104.8, a B. The school's overall value added was an A, the value added for gifted students a B, for disabled students a C and for the 20 percent of students with the lowest academic performance a C. In annual measurable objectives, the school earned an A.

* McVay Elementary School met seven of seven indicators, an A. The school's performance index was 104.1, a B. For overall value added, the school earned an A, as it did for value added for gifted and disabled students. In value added for the 20 percent of students with the lowest academic performance, the school earned a C. In annual measurable objectives, the school earned a D.

* Pointview Elementary School met four of seven indicators, a D. The performance indicator was 91.6, a C. For overall value added, the school earned an A. In value added for gifted students, the school earned a C, for disabled students a C and for the 20 percent of students with the lowest academic performance a B. In annual measurable objectives, the school earned an F.

* Robert Frost Elementary School met seven of seven indicators, an A. The performance index was 103.6, a B. The school earned an overall value-added grade of a C, and scored a C in value added for gifted students, disabled students and the 20 percent of students with the lowest academic performance. In annual measurable objectives, the school earned a B.

* Whittier Elementary School met six of seven indicators, a B. The performance index was 100.6, a B. The school's overall value-added grade was a C; value added for gifted students a C, for disabled students a D and for the 20 percent of students with the lowest academic performance a C. In annual measurable objectives, the school earned a D.

* Wilder Elementary School met five of seven indicators, a C. The performance index was 97, a B. The school's overall value-added grade was a C, for gifted students a C, for disabled students an A and for the 20 percent of students with the lowest academic performance a C. In annual measurable objectives, the school earned a D.

* Blendon Middle School met seven of seven indicators, an A. The performance index was 103, a B. The overall value-added grade was an A; for gifted students, a B; for disabled students, a C; and for the 20 percent of students with the lowest academic performance, a B. In annual measurable objectives, the school earned a D.

* Genoa Middle School met seven of seven indicators, an A. The performance index was 105.1, a B. The school's overall value-added grade was an A; for gifted students, a D; for disabled students, a C; and for the 20 percent of students with the lowest academic performance, a C. In annual measurable objectives, the school earned an F.

* Heritage Middle School met six of seven indicators, a B. The performance index was 98.8, a B. The school's overall value-added grade was an A; for gifted students a C; for disabled students, an A; and for the 20 percent of students with the lowest academic performance, an A. In annual measurable objectives, the school earned a D.

* Walnut Springs Middle School met seven of seven indicators, an A. The performance index was 98.6, a B. The school's overall value-added grade was an F, and the school earned straight Cs in value added for gifted students, disabled students and the 20 percent of students with the lowest academic performance. In annual measurable objectives, the school earned an F.

* Westerville Central High School met 10 out of 10 indicators, an A. Its performance index was 105.1, a B. It earned a C in the annual measurable objectives category, and a B for its four-year graduation rate, which was 92 percent, and a B for its five-year graduation rate, which was 94.5 percent.

* Westerville North High School met 10 out of 10 indicators, an A. Its performance index was 103.9, a B. It earned an F in annual measurable objectives, a B for its four-year graduation rate, which was 91.3 percent, and a B for its five-year graduation rate, which was 92.8 percent.

* Westerville South High School met 10 out of 10 indicators, an A. Its performance index was 104, a B. The school earned a C in annual measurable objectives, an A for its four-year graduation rate, which was 93 percent, and a B for its five-year graduation rate, which was 90.3 percent.

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