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Thursday, December 05, 2002

By Eleanor Chute, Post-Gazette Education Writer

The latest breakdowns on state tests show that public school students who are poor, in special education, belong to a minority or have limited proficiency in English all scored significantly below other students.

But the data also continued to raise serious questions about how accurate the information is.

The breakdowns, which states must now keep as part of federal education law so that school progress can be tracked, showed sizable achievement gaps in the Pennsylvania System of School Assessment tests in several demographic categories.

The tests are given to fifth-, eight- and 11th-graders in math and reading, and to 11th-graders in writing as well.

With fifth-grade reading alone, the breakdowns revealed that only 32 percent of poor students in Pennsylvania scored in the top two categories -- proficient or advanced -- compared with 68 percent of students whose families were not poor.

Only 22 percent of black students in Pennsylvania scored in the top two categories, compared with 66 percent of white students.

About 13 percent of those who have limited English proficiency scored in the top categories, compared with 58 percent of those who are proficient; and only 15 percent of special education students scored that high, compared with 63 percent of non-special education students.

State Education Secretary Charles Zogby said that "many students are on the right track," but he said that too many children, particularly minorities, are behind and "not getting the education they need and deserve."

Zogby said there was some improvement in achievement of minority children. For example, the percentage of black fifth-graders scoring below basic -- the lowest category -- in reading fell from 54 percent to 49 percent.

Zogby's comments are based on statistics that may not be entirely accurate, however.

The breakdowns typically are determined by students marking a test sheet for their race and gender, while staff are supposed to fill in blanks for English proficiency, poverty and special education.

Overall, 94 percent of test-takers marked their race and gender characteristics, but some districts fared much worse. For example, in the Pittsburgh Public Schools, 81 percent of 11th-grade test takers indicated their race and only 87 percent marked their gender.

Some figures on economically disadvantaged students also were obviously inaccurate. The test scores show that Miller Elementary School in the Hill District had no economically disadvantaged fifth-graders, but its school profile shows that 78 percent of its students are low-income.

Despite such problems, "I still think the data is pretty good," said Jerry Bennett, state school profiles manager. "I don't think we have reached perfection this year. I think it will continue to be improved because we are working on it."

He said staff rather than students will fill in all of the demographic answers next year. He said the state also will make a separate category for gifted students so that schools don't mistakenly include them in the special education counts.

Under the federal No Child Left Behind Act passed earlier this year, state test results must be reported by poverty, race, ethnicity, disability and limited English proficiency. Each category and the overall results then are used to determine whether a school or state is making adequate yearly progress.

The test breakdowns can be found at www.pde.state.pa.us.

Eleanor Chute can be reached at echute@post-gazette.com or 412-263-1955.