Mixed results in RICAS scores for Portsmouth schools

Hathaway sees dip in both ELA and math

By Jim McGaw
Posted 10/22/19

PORTSMOUTH – The Rhode Island Department of Education (RIDE) Tuesday released results of the 2018-2019 administration of the Rhode Island Comprehensive Assessment System …

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Mixed results in RICAS scores for Portsmouth schools

Hathaway sees dip in both ELA and math

Posted

PORTSMOUTH – The Rhode Island Department of Education (RIDE) Tuesday released results of the 2018-2019 administration of the Rhode Island Comprehensive Assessment System (RICAS).

Here’s how the three local schools taking part in the assessment fared in English language arts (ELA) and mathematics.

Portsmouth Middle School

PMS, which had 709 students enrolled in 2018-19, performed 9.4 parent higher in ELA this year in meeting or exceeding expectations compared to the previous year, but 3.1 percent lower in math.

Broken down further, in ELA, 7.4 percent of students did not meet expectations, 37.7 percent partially met expectations, 47.1 percent met expectations, and 7.8 percent exceeded expectations. 

In math, 6.1 percent did not meet expectations, 50.8 percent partially met expectations, 38.8 percent met expectations, and 4.3 percent exceeded expectations. 

Hathaway Elementary School

Hathaway, which had 181 students enrolled last academic year, performed 5.8 percent lower in meeting or exceeding expectations in ELA this year, and 0.6 percent lower in math.

In ELA, 4.4 percent of students did not meet expectations, 40.9 percent partially met expectations, 47 percent met expectations, and 7.7 percent exceeded expectations. 

In math, 4.4 percent did not meet expectations, 48.6 percent partially met expectations, 43.6 percent met expectations, and 3.3 percent exceeded expectations. 

Melville Elementary School

Melville, which had 119 students enrolled last year, performed 1.6 percent higher in ELA expectations this year, and 1 percent higher in math.

In ELA, 3.5 percent of students did not meet expectations, 29.8 percent partially met expectations, 43.9 percent met expectations, and 22.8 percent exceeded expectations.

In math, 8.8 percent did not meet expectations, 34.2 percent partially met expectations, 43 percent met expectations, and 14.4 percent exceeded expectations. 

Statewide results

Statewide, 38 percent of students in grades 3 through 8 met or exceeded expectations in ELA, as did 30 percent in mathematics.

These results represent an increase of 4 and 3 percentage points, respectively, but RIDE cautioned that a spike is a common trend in the second year of administration of a new assessment as students and teachers become accustomed to the test style and format. When Rhode Island first adopted the PARCC exam, the state saw increases of 3 and 5 percentage points in ELA and mathematics.

“These results are moving in the right direction, but it is too early to determine a consistent trend. What is clear is that much more needs to be done to bring Rhode Island performance where it needs to be,” said Angélica Infante-Green, commissioner of elementary and secondary dducation, who pointed out that Rhode Island still lags behind Massachusetts by 14 percentage points in ELA and 19 percentage points in math. 

“We have high standards, a strong assessment, and a lot of great work happening in our schools. Now it’s time to stay the course and double down on the things that will move us forward, faster, in order to improve outcomes for students.”

Added Barbara S. Cottam, chairwoman of the Rhode Island Board of Education, “We adopted the RICAS because Massachusetts is a trusted partner, and if we want to be a national leader in education, it’s the right comparison to make, As we complete a second year of testing, we are reminded of how much work we have to do, but incredible possibilities lie ahead if we all follow through on this long-term vision for education. Our students and families deserve nothing less.”

Rhode Island continues to face significant equity gaps, as well, state education leaders said. On both ELA and math, differently abled and multilingual learners are performing at single-digit proficiency levels.

“Calling out these achievement gaps is so important. We need to name equity gaps, talk about them, and establish intentional strategies to better serve all students. All means all, and we cannot effectively serve all students by doing more of the same,” Ms. Infante-Green said.

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