Although many schools are highly impacted, student achievement grows through elementary, middle and high years, particularly for English learners
Salem-Keizer Public Schools (SKPS) serves one of the most diverse populations in the state, and those unique needs are highlighted in the Oregon Department of Education’s annual At-A-Glance School and District Profiles. In SKPS, the data tells the story of how student learning grows through the elementary and middle years and becomes achievement in the high school years.
The profiles, released today, show that a significant number of our students come to SKPS in kindergarten needing intentional academic supports to catch up with their peers across the state. SKPS serves more students with disabilities, students who are English learners and economically disadvantaged students than any other district in the state.
The data also demonstrates how SKPS initiatives like “Every Day 24J,” its Bilingual Teacher Scholars Program and culturally specific resource specialists are helping to increase attendance, grow staff diversity and help students of color graduate. Last May, the district also added guidance counselors at all traditional high schools.
“At the elementary level, we’ve implemented aligned literacy curriculum, data teams and positive behavior support to give our students the tools they need to have solid educational foundations,” said Superintendent Christy Perry. “While we’re behind the state average for third-grade English Language Arts, more students are meeting state expectations. It’s our job to grow that momentum through the middle grades so when they get to high school, more students are on-track to graduate. This year, we’ve added additional supports for historically underserved populations, and we’re looking forward to seeing how that translates when new graduation rates are announced in January. We’ll be taking that same approach at the middle school level, where this data shows we need to be very intentional.”
Key points from the Elementary At-A-Glance Profiles include:
- Washington Elementary’s performance grew by nine percentage points in both English Language Arts (ELA) and Mathematics.
- The number of regular attenders at Highland Elementary grew by 11 percentage points.
- At one percent, Kalapuya’s average teacher turnover rate is the lowest in SKPS, followed by Candalaria at six percent.
Key points from the Middle School Report Cards include:
- Five traditional middle schools and two charter schools grew their attendance rates.
- Four traditional middle schools – Claggett Creek, Waldo, Whiteaker and Walker had high individual student progress.
- Seven schools outperformed the state average in ELA – Straub, Crossler, Walker, Whiteaker, Judson, Jane Goodall Environmental Middle Charter and Howard Street Charter.
Key points from the High School Report Cards include:
- Six of the district’s eight high schools (including two non-traditional programs) grew their attendance rates in 2018.
- South Salem, Sprague and Roberts increased the number of students who are on track to graduate in 2018.
- West Salem, North Salem, Sprague, McKay and the Early College grew their on-time graduations in 2018.
- More students from West Salem, the Early College, Sprague and McNary are attending college than in 2017.
District-wide Key Points:
- In keeping with the district’s goal to increase staff diversity, the number of staff members who identify as Hispanic/Latino grew by one percentage point from the previous year, and the number of staff members who identify as Black/African American also grew.
- After SKPS launched “Every Day 24J,” the district’s attendance campaign, the number of regular attenders in grades K-2 grew by two percentage points.
- The number of students meeting state third-grade-level expectations in ELA grew by two points.
- The number of students graduating on time grew by four percentage points.
Room for Growth:
- SKPS lags behind the state in K-2 regular attenders, third-grade ELA, eighth-grade mathematics and on-time graduation.
- Performance in eight-grade math dropped in all but three subgroups.
Data from the school and district reports will be used by the Student Investment Account committee to help make recommendations about how to invest approximately $35 million annually. Made possible by the Student Success Act, these dollars must be intentionally invested annually to help historically underserved populations and to close achievement gaps.
These annual reports were mandated by the 1999 state legislature and provide educators with an opportunity to communicate directly with parents and community members about how local schools are performing. They are just one of many indicators of performance. Data for these profiles come from a variety of sources. The achievement data come from state testing results. Graduation and outcome data is provided to the state by districts as part of annual data collections. Student demographic data is collected as part of the annual student enrollment collections. Some of the new elements of the report cards are submitted specifically for this report including the superintendent/principal letter, the freshman on track data and the information on curriculum and learning environment.
To view all At-A-Glance Profiles, click here.