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March
6, 2008
Goffstown
schools look to improve
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By
MATT SCHOOLEY
New Hampshire
Union Leader
GOFFSTOWN
-
Like many schools in the state, Goffstown High School struggled in the math section of the New England Common Assessment Program (NECAP), but school officials caution placing too much stock in the first-year exam.
The NECAP, which had previously been given to thirdthrough eighth-graders, was given to juniors for the first time this year, analyzing their performance in math, reading and writing.
Goffstown had 282 students tested in math, with 43 percent scoring below proficient and 26 percent scoring partially proficient. Only 32 percent of students scored proficient or proficient with distinction in math.
In reading, however, Goffstown students performed better, with 70 percent of the 290 students scoring proficient or proficient with distinction.
By comparison, John Stark Regional High School students also struggled in math, with 140 of 196 students scoring in the lower two levels.
John Stark students also did better in the reading section, 80 percent (157 out of 195 students) scoring in the top two tiers. Goffstown High School principal Frank McBride said it is difficult to judge students based on the first year of the assessment.
“Clearly, with year one of the test and getting the results, we don’t want to do any knee jerk reaction,” said McBride.
“Like any assessments, we want to be thoughtful in exploring what they mean to continually advance student learning and do better.”
Although the results are now in for the NECAP, McBride said the school is in the initial stages of analysis.
“We’ve been working hard in those areas (of critical thinking) and will continue to. For this particular test, the state runs workshops about interpreting the test results,” he said. “This is just the beginning with this particular test. We want to be thoughtful. We’ve worked hard to align our curriculum with state framework.”
McBride compared the assessment to his school’s work on the advanced placement exams, saying his administration worked hard to educate teachers on how to better prepare them for those tests.
“I don’t want to minimize what we can do to improve the quality of education, but you have to be careful when looking at one brand-new test,” said McBride.
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