Once known to be one of the best high schools in the state, South Kingstown High Schools reputation has suffered in recent years. Although strong in academics, athletics and the arts, Rhode Island State Test Results have tagged the school with the state’s lowest level of classification, Insufficient Progress.
According to Principal McCarthy, “having an Insufficient Progress label definitely causes the public to have a negative perception of the school,”however,” adding that, “most people don’t know what the designation means.”
Although labeled Insufficient Progress, South Kingstown High School had the fifth-highest test scores in the state, just behind Mount High School, another school also making Insufficient Progress.
At SKHS, 72.12 percent of students reached proficiency in English and 58.39 percent met the standard in math. Blackstone Academy achieved Adequate Progress designation yet only 43.25 percent of students demonstrated proficient in English and 22.22 percent proficient in math, according to the Rhode Island Department of Education.
These schools are not alone as 50 percent of the state’s Insufficient Progress schools are only making Inadequate progress due to the failure of Special Education math students to meet the standards.
Currently, the Rhode Island Department of Education categorizes schools based on the progress of 21 subgroups. Some of the subgroups include African Americans, Free and Reduced Lunch Students and Special Education Students.
At schools with large and diverse populations like SKHS, failure to make progress in just one subgroup can give the school a failing label.
Narragansett High School has too few economically disadvantaged students and non-native English speakers for these to be considered subgroups. Schools that have less than 45 students in a particular subgroup are exempt from that subgroup meeting the standards.
Last year, South Kingstown High School failed to make progress in mathematics with the Special Education subgroup, with 49 percent of this subgroup meeting the standard.
McCarthy added that although the state’s system of basing proficiency on specific subgroups negatively generalizes the school, it has some positive aspects because it helps insure that the needs of all types of students are met.
Although some schools “teach to the test,” teachers at SKHS are not particularly fond of this instructional method.
“I teach math, not a test,” SKHS math teacher Mrs. Eberly said. After one year of teaching in Block Island, Eberly started teaching at SKHS and has been for the past 22 years.
“Although we don’t teach to the test directly, many of the concepts that we teach are on the tests,” she added.
Eberly explained that there are a variety of steps that the math department has taken to help better prepare struggling students for state testing.
“Many classes have “Problems of the Day” which can help with the problem solving sections on the tests. Also, Eberly explained, the Interactive Math course curriculum has changed and a special Numeracy Course has started with the goal of helping students gain a strong foundation of basic math,” Eberly explained.
McCarthy said that the school as a whole is taking steps to insure that all students will be more prepared to meet the standards.
Currently, the state is intervening to make sure that SKHS addresses the issue of inadequate progress.
“The state funded the school with$30,000 to help address and improve test scores, and the money is being used for teacher training and collaboration,” said the principal.
“Common planning time and teacher learning center are also times where these issues can be addressed.”
If SKHS continues to make inadequate progress, the school will be placed under state-intervention status. State intervention status means that the state will set regulations that the school must comply with to insure that the standards will be met for all students.
McCarthy explained that he is not completely sure what this would mean for the school. The principal added that SKHS is making extra effort to effectively teach areas that the state test results showed were problematic for students, such as interpreting graphs and diagrams.
According to SKHS recourse teacher Jim Provensal, many students who are having difficulty are not being academically engaged in the right manner.
“For better of for worse, socio-economic factors play a big role in the of success of the school,” Provensal explained.
Provensal believes that it is important for struggling students to see the connection between the work they do in the classroom and their every-day-lives outside of school.
“The connections between school and life are important, but not always evident for students,” Provensal said. “Lessons for these struggling students,” he added “should be based on student interests and on tangible skills that students use in life, although the connection can sometimes be difficult.”
Although South Kingstown High School has been labeled Insufficient Progress because of one subject with one subgroup, the school still has made progress in a number of other areas.
During the 2005-2006 school year, SKHS failed to make progress with three subgroups, but this year the school only missed with Special Education Mathematics students.
With No Child Left Behind came the goal of having 100 percent of students proficient in English and math by the year 2014.
McCarthy explained that while a goal of 100 percent proficiency may be unrealistic, it is a worthwhile goal to aim for.
“It’s like 100% gun control. It may be unrealistic, but it’s still something worthwhile to strive for.”
Currently, the administration is trying to motivate test-takers by offering well-behaved juniors one point on their quarter average in a course of their choice. This year’s senior class had a pizza party and Escapades viewing as a reward for efforts during state testing last year.
Although students were told that scores would be placed on transcripts because of a new state requirement they are currently not on high school transcripts.
Mrs. Majeika, director of guidance, explained that this is because the school is having issues with their new database.
“Last year’s junior class did an outstanding job,” McCarthy stated.
“It’s important to remember that we are making progress in many areas and we are working to help those who are struggling.”