The FLASH program is starting this month. Why is it even necessary?
Beneficiary of FLASH, Winlock Miller Elementary has appalling scores. Using the recently released test scores as intended — a helpful tool to evaluate and measure — let’s probe further.
Scores for kindergarten readiness are dismal: only 34.7 percent meet standards. Washington as a whole is 45.7 percent, or 61.8 percent including students only lacking a single area. (If we charitably did this for Winlock, we still wouldn’t meet 50 percent.) Third graders (when standardized testing usually begins) scored 40.7 percent in language arts, and 22.2 percent in math.
However, kindergartners who passed the initial assessment scored quite high — 76 percent could do math at an appropriate level, compared to 64.4 percent statewide. Again, when comparing literacy — our students at 84 percent, over 76.3 percent statewide. They’re smart. Why does this matter? Because data suggests their success story ends here.
Move backwards to 2014 (when many of the third graders above would have taken their kindergarten assessments) — 32 percent met expectations in math and 60 percent in language arts. This group did worse attending Winlock Miller Elementary. It’s powerful evidence this school is moving beyond failing, to actually harming students.
There are many excuses why Winlock performs poorly against other schools — none hold water. We’ve a higher attendance rate than the state average — 86.5 percent compared to 82.9 percent. Missing classes isn’t causing it. It’s not socioeconomic status — 83 percent of students receive free or discounted lunches. At Roosevelt Elementary School, for example, it’s 82.5 percent and they still rank several hundred places higher. In Winlock, we spend $231 more per pupil than state average. Lack of funding is no more an issue for us than others. Our teachers have an average of three more years’ experience. The average number of students in a Washington class is 18; Winlock’s is no higher.
Less than 2 percent of students received no score at all, which can result from opting out; that doesn’t account for it. In short, we outperform other schools — except in actual performance!
There is absolutely no reason for this. It’s inexcusable.
What can we do? Many parents are literally leaving. In Toledo, the choice out rate for elementary students is 5.18 percent. Winlock’s is 9.01 percent We’ve lost nearly a tenth of our incoming student body.
Superintendent Dr. Cameron has touted new curriculum. Hardly a radical solution; actually, the Washington legislature calls for an “evolving program of instruction” while maintaining the standard all curriculum meets. Can citizens be sure new curriculum will be implemented or taught any more effectively than the old?
He also remarked the “new course of study should better reflect material on the state test.” The panacea of “teaching to the test” is universally derided, for good reason. It doesn’t deliver a well-rounded education, culminating in an adult capable of critical thinking.
It’s not wrong to acknowledge the contributions of volunteers, teachers, students, and parents while insisting changes be made immediately, nor does it deride their efforts. There are more solutions available that will make all the difference for Winlock Miller Elementary, and similar schools.
Shannon and Jason Graham,
Winlock
