For the second year in a row, Cincinnati Public Schools' fourth-graders performed better on proficiency tests in all five subject areas.

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        CPS fourth-graders significantly improved over scores earned last year: 10 percentage points in science, 6 percentage points in reading and mathematics, 7 percentage points in citizenship, and 2 points in writing.

        “These results provide gratifying support for our reform strategy and targeting early literacy as a major lever for districtwide academic improvement,” said Superintendent Steven J. Adamowski.

        Statewide, fourth-graders continue to improve across the board, while sixth-graders improved in writing, citizenship and math, according to proficiency test scores released Friday by the Ohio Department of Education.

        Statewide, fourth-grade scores showed an 8-point jump — from 56 percent to 64 percent — in both and science.

Attending a tutorial enrichment session Monday are Marc Drummond (left), Dairick Wade, Shaunte Delton and Blair Clardy. They are fourth-graders at Frost Elementary School. (Glenn Hartong photo) | ZOOM |

        “We believe that our statewide strategic focus really helped us contribute to the 8-point gain on our fourth-grade tests,” said Susan Tave Zelman, Ohio's superintendent of public instruction.

        African-American and Hispanic students improved as much or more than white students in achieving proficient scores, Ms. Zelman said, but the achievement gap still remains large between the groups.

        Other Greater Cincinnati schools mirrored state results in proficiency test scores.

        “As a district, we improved at the fourth grade across the board an average of 20 percent, which is phenomenal,” said North College Hill Superintendent Gary Gellert. “Our reading, in particular, as a district is at 78 percent, which is a 36 percent increase and 14 percent over state average. We're very pleased with the progress that our students made at the fourth grade. It was very good in all five content areas. “We were focused more on teaching to the standards, not the test,” he said. “We're also using Direct Instruction Reading Mastery, which we think is producing excellent results.”

        Fairfield Schools saw significant improvement in proficiency test scores of fourth-graders, as well. Last year, the district met the state criteria on only one of the five tests, said Superintendent Robert Farrell. This year, at least 75 percent of the students passed in each of the tests.

        The improvement in the fourth grade should be enough to push the district from “continuous improvement” to “effective” — the second highest of five categories — on the 2003 Report Card, due out in January, Mr. Farrell said. Report cards are based on proficiency test scores, attendance and graduation rates from the previous school year.

        “We think we can get over the top next year,” Mr. Farrell said. “Our goal is to have a perfect report card in 2004.”

        Mr. Farrell cited the creation of an instructional calendar at the elementary schools. The calendar lists exactly when each objective in the curriculum will be taught during the school year.

        Mount Healthy City School District's fourth- and sixth-grade scores increased in nine out of 10 areas. Increases ranged from 1 to 8 points.

        “Our gains were minimal, but given the fact we had dramatic increases over the last two years, in my opinion, it might be some leveling for a year,” said Superintendent David Horine. “I'm happy we continue to move in a positive direction and continue to improve.”

        On the 2002 Local Report Card, Mount Healthy moved from the “academic emergency” to the “continuous improvement” rank, skipping the “academic watch” category.

        District results show it may pick up two more indicators in science at the high school level. “We had to pick up two new areas in order to maintain continuous improvement,” Mr. Horine said. “It looks like we stand a real good chance of doing that.”

        In Milford Exempted Village Schools, fourth- and sixth-grade tests showed the district achieved all 10 benchmarks, scoring above the minimum 75 percent required by the state in every subject.

        The district expects to keep its top rating of “excellent” that it earned on the report card.

        “It's a good sign as far as the community is concerned,” said Valerie Miller, district spokeswoman.

        The district attributes its results to strategic planning, teachers refocusing on material covered on the test and helping every child to do well on the test, and the Success Academy, an alternative virtual school for students who haven't been successful in the traditional classroom.

        Cincinnati Public Schools administrators attribute gains to recent efforts to strengthen basic skills in the crucial early learning years including early literacy summer school, hands-on science kits and professional development for teachers.

        “The fourth-grade scores also reinforce the decision of Cincinnati voters to approve funding to reduce class sizes in grades K-3,” Mr. Adamowski said.

        Major programs to improve early learning include early literacy summer school, the third year of which is scheduled to begin Monday.

        “We are creating the foundation now with intense attention on building early skills,” said Associate Superintendent Kathleen Ware. “We realize that in a couple of years these results will show up in sixth grade.”

        CPS sixth-graders' scores rose in two subjects - 8 percentage points in writing and 3 percentage points in citizenship.

       Sue Kiesewetter and Nathan Leaf contributed to this report.
       

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