Principals: Motivation key to test scores
Danette Goulet
NEWPORT-MESA -- Motivation is the key factor in the fluctuation of
high school student test scores, principals said Thursday.
While the majority of elementary schools, with 20-to-1
teacher-to-student ratios, showed marked improvement on the statewide
Academic Performance Index (API) scores this year, Newport-Mesa high
schools were divided, with two improving and two plummeting.
Corona del Mar and Estancia high schools improved their scores by 28
and 23 points, respectively, but Costa Mesa and Newport Harbor high
schools scores dropped by 21 and 14 points.
Principals at the high schools attribute motivation, or a lack
thereof, to the schools’ success or failure to improve on the tests,
results of which were released Wednesday.
“I visited every room. Every student who was taking the test, I met
with them personally. I let them know I didn’t think the scores they had
already had were representative of their skills and talents,” said Tom
Antal, principal of Estancia High School in Costa Mesa.
“I implored them to really put their best foot forward on every day of
testing,” he continued. “I told them I wanted people to respect them and
I think they heard the message.”
The API is the system mandated by Gov. Gray Davis’ Public Schools
Accountability Act of 1999 that ranks each public school based on student
performance on the Stanford 9 achievement tests.
Besides personal visits to every class in the school, Antal turned the
school upside down at testing time to let students know it was a big
deal.
“We changed the school,” he said. “We had students in blocks of 25 or
30 in a room they don’t normally go to, with a teacher they don’t
normally have. We set up new classrooms. They got the sense internally
that it was an all-school effort.”
Antal said he also tried to create an optimal testing environment by
spreading the test over the course of five days,for only an hour and a
half on each, instead of cramming it into three days as many schools do.
He also sent newsletters home about proper breakfasts and the
importance of rest, as many elementary schools do.
But when it comes right down to it, Antal said, it was the teachers’
vigorous teaching and students’ focus that brought the scores up.
While students at Estancia were being convinced to dazzle the
community with their combined brilliance, some students across town at
Newport Harbor High School gave the Stanford 9 little to no credence.
This may a contributing factor to why the school’s score dropped 14
points.
When students at Harbor were asked in April if they were worried about
the upcoming Stanford 9 achievements tests, their offhanded responses
were worrisome to teachers and administrators.
“A lot of people think ‘it’s not going to affect my grades, so who
cares?’ But it reflects on the school,” Ian Lehr, a sophomore at Newport
Harbor, said last April. “I cared, but a lot of people in my class
didn’t.”
This cavalier attitude is one that greatly concerns Newport Harbor’s
new principal, Michael Vossen, who said he plans to combat it
aggressively.
“I think right there, those comments are troublesome to me,” he said.
“We need to come up with a new game plan.”
Vossen’s plan of attack starts with the 20% of Newport Harbor’s
population that has been identified as in need of help.
“A school is only as good as its weakest link,” he said.
Vossen plans to study the school’s existing programs and those of the
highest-achieving districts in the state.
From there, he plans to tackle the portion of the school’s population
that feels disenfranchised and attempt to instill in them a pride and
sense of school community.
“You also need to express how important and imperative it is that we
motivate both faculty and students,” he said. “I think they need to feel
it’s important and that they are linked to a common cause. What could
they possibly care if they feel the importance of it isn’t relevant to
them? We need to come up with something that says we are all in it
together.”
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