Larger percentages of public school students met state standards on the 2012 administration of South Carolina's Palmetto Assessment of State Standards, while four out of five high school students passed the state's high school exit examination on their first try.
Achievement gaps narrowed in most grades and subject areas on both assessments.
State Superintendent of Education Mick Zais said this year's results were encouraging and that educators and students should be congratulated.
"Our focus must always be on what happens in the classroom between a teacher and students," Zais said. "Credit for these results belongs to the hard work of students, teachers, and parents across South Carolina. Student achievement should continue to increase if we encourage policies that personalize and customize education for every child."
Palmetto Assessment of State Standards (PASS)
Regarding PASS results, gains were made in the mean scale score in each subject area and in most tested grades. In English-Language Arts, the mean scale score increased in every grade and the percentage of students demonstrating "Exemplary" proficiency increased in all grades except one.
"Reading proficiency must continue to be the focus in elementary school," said Zais. "It is good news that the number of students demonstrating reading proficiency in third grade has increased. But the fact remains that nearly 20 percent of students leave third grade not reading on grade level. Promoting students whom have not mastered basic reading skills by third grade doesn't help them; it hinders their education."
Zais said he is reviewing legislation adopted in other states that ends social promotion of students who do not demonstrate third grade reading proficiency. Rather than promote these students to fourth grade, these students are provided intensive reading instruction and interventions so they are prepared for higher-level coursework.
However, Zais raised concerns about student achievement in the foundational subjects of reading and mathematics by Grade 8 students. Approximately 30 percent of Grade 9 students leave middle school not demonstrating Grade 8 proficiency in reading and mathematics. The high school graduation rate in school year 2010-11 was 73.6 percent.
"The high school graduation rate is the most important indicator of success for a school system," he said. "It's not surprising that nearly 3 out of 10 high school students don't graduate on-time when 3 out of 10 students aren't prepared for high school coursework."
The achievement gaps between white and black students narrowed in 15 out of 24 possible areas, while the gap between white and Hispanic students narrowed in 11 out of 24. While black and Hispanic student achievement increased in 15 of 24 and 16 of 24 areas respectively, white student achievement increased in 19 of 24 areas and at faster rates.
High School Assessment Program (HSAP)
Regarding HSAP results, the percentage of first-time test takes passing the high school exit exam increased to 80.1 percent, an increase of 0.7 percent over last year. This is the second time the HSAP passage rate has been above 80 percent since 2004. The mean scale score increased in mathematics for every student subgroup except one, but the mean scale score for English-Language Arts declined in every student subgroup.
State Superintendent of Education Mick Zais said, "English and mathematics are the foundational subjects in education. On the state's high school exit exam, most student groups increased proficiency in mathematics but every student group declined in English. Students must master skills in both subjects to be successful in their lives after high school. To improve in both areas will require a personalized and customized education in grades K-8 so students are prepared for rigorous high school courses."
Zais also raised issue with the structure of the state's assessment and accountability system. Students usually take End-of-Course assessments in algebra and English in ninth grade, only to take HSAP in tenth grade to fulfill the state's high school exit examination requirement. The End-of-Course Examination Program (EOCEP) results will be released in September after summer administration results have been received. Both HSAP and EOCEP results are used for federal accountability purposes.
"Assessments are necessary to measure student achievement and school performance, but the current system is duplicative," said Zais. "Our state's accountability system must be modernized to provide a single state and federal report that provides clear, meaningful data to the public and helps teachers improve instruction in the classroom."
"New computer-based tests that will be administered in the 2014-15 school year will transform the state's assessment system," Zais continued. "I will propose a significant redesign of the state's testing system to the General Assembly for their consideration next year. The state's assessment system must not only improve instruction in the classroom and hold schools accountable, but it must have real-world value to students and parents, as well as the taxpayers that pay for the system."
Achievement gaps (differences in mean scale score) decreased from 2011 to 2012 between white and black students on HSAP English-Language Arts (ELA) but increased for mathematics. The achievement gap between white and Hispanic students decreased for mathematics but increased for ELA. The achievement gap between students who pay full price and students who receive free/reduced meals decreased in ELA. In mathematics, the achievement gap increased even though both groups saw gains in their average scale scores.
Public school students must pass both the HSAP ELA and mathematics tests to meet the state's exit examination requirement for a diploma. The HSAP also satisfies the federal requirement to assess achievement in ELA and mathematics in high school. The HSAP is initially administered to students in their second year of high school. Students have additional opportunities to retake any tests not passed. Students must meet the state standard of a Level 2 score or higher in order to meet the diploma requirement. Students must score Level 3 or higher to meet proficiency standards for federal accountability.
