Most North Peoria District 150 schools make the grade

DeWayne Bartels

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What is AYP

Adequate Yearly Progress is a measurement of a school’s academic progress as required under the federal No Child Left Behind Act.

AYP required states develop a baseline to prove students were achieving proficiency measured by state test math and reading scores. Each year the state must show gradual increments of improvement so that by 2013-2014, all students are proficient in each subject area.

For District 150 the increment is 7.5 percent annually.

All North Peoria District 150 schools made adequate yearly progress in 2008, except Mark Bills Middle School and Richwoods High School.

“This was a particularly challenging year for some schools,” said, Bryan Chumbley, director of research testing and assessment for District 150

District-wide 19 schools failed to make AYP and 10 schools did. To reach AYP District 150 schools had to achieve a 7.5 percent improvement over last year’s state test scores — meaning in 2008, 70 percent of students had to meet or exceed standards in reading and math on the state test. 

District 150 officials received that information last week from the  Illinois State Board of Education. 

Chumbley said the reason Mark Bills and Richwoods did not make adequate yearly process was pin-pointed.

“We have to look more deeply than does a school make AYP or not make AYP,” Chumbley said. “Some groups of students have struggles.”

In the case of Mark Bills and Richwoods, Chumbly singled out two groups of students.

In the case of Mark Bills students with disabilities drug the school scores down. White and African-American students made AYP. Students with disabilities failed to make AYP for reading or math. 

“Overall the numbers look pretty good,” Chumbley said of the scores at Richwoods. “Their African-American sub-group is a challenge.”

White students at Richwoods made AYP in both reading and math. African-American students failed to show AYP in both subjects.

The figures show 78 of white students met or exceeded the standard in reading. Only 28.3 percent of African-American students met or exceeded the reading standard.

In math, 76 percent of white students met or exceeded the standard. Only 28.3 percent of African-American students met or exceeded the math standard.

Chumbley said there is “nothing new” with these two sub-groups of students failing to make AYP.

Superintendent Ken Hinton said, despite the scores, educators at the district are undeterred in their efforts to teach students.

“As a whole the district is making improvement, just not at a rate to keep up with the thresholds,” he said.

“We have certain social issues we have to deal with ... There are certain issues beyond a school district’s ability to fix. We need to do more as a society to address student’s needs. All of our students can perform. We just have to provide the resources for our students and teachers to be successful.”