Achievement Gap Narrows; English Language Learners’ Scores Surge

ROCKVILLE, MD – More students in kindergarten through second grade are meeting and exceeding the school district’s reading goals than ever before, according to Montgomery County Public Schools (MCPS) 2005 testing data. For the first time ever, 8 out of every 10 kindergartners are demonstrating that they can read. The biggest increase in performance is among students who are learning English.

The data show that 76 percent of first graders and 72 percent of second graders were reading at or above grade level by the end of last school year. Since 2002, students have shown continual improvement in reaching reading targets in kindergarten and first grade. Second graders continued to excel and maintained their strong performance in 2005.

It is the fourth consecutive year that primary students have posted positive reading gains, indicating that comprehensive reform efforts implemented in 2000 are having a dramatic impact on student performance. MCPS has seen a striking decline in the achievement gap between the highest and lowest performing student groups over the past four years. In kindergarten, the gap narrowed from 29 percentage points in 2002 to 18 points in 2005. In Grade 1, the gap narrowed from 33 percentage points in 2002 to 25 points in 2005. In Grade 2, the gap narrowed from 39 percentage points in 2002 to 29 points in 2005.

“The continued success of our students is proof that our Early Success Performance Plan is doing exactly what we hoped it would do—raise academic achievement and close the gap,” said Dr. Jerry D. Weast, superintendent of schools. “We believed six years ago that if we set high expectations for our students and staff and gave them the tools to do the job that student success would surely follow.”

Especially noteworthy is the performance of students with limited English proficiency (LEP). At all three grade levels, LEP students have made dramatic gains over the past four years. At the kindergarten level, 70 percent of LEP students met the reading goals in 2005, compared to just 28 percent in 2002.

"We know the formula for student success in Montgomery County. And we know that when you invest wisely in the right plan, it will yield the kind of outstanding results we are talking about today—results that are second to none in the nation,” said Montgomery County Executive Douglas M. Duncan.

“Our students are rising to the tasks we put before them and performing brilliantly,” said Dr. Charles Haughey, president of the Board of Education. “We have set the bar high for our students because we must make sure they are prepared for the world ahead. Strong reading skills are essential to success for our students both in school and in life.”

The Early Success Performance Plan has six key components: smaller class sizes, a rigorous curriculum, high-quality teacher training, diagnostic tools, extra support for students, and strong family involvement. The plan was developed and implemented in fall 2000 to address the gaps in achievement and provide a solid educational foundation for all students.

Student performance on the MCPS reading assessments has increased steadily since 2002. At the kindergarten level, the results by subgroup since 2002 are as follows:

• African American students’ performance is up 26 percentage points, from 52 percent to 78 percent.
• Hispanic students’ performance is up 27 percentage points, from 42 percent to 69 percent.
• Asian American students’ performance is up 16 percentage points, from 71 percent to 87 percent.
• White students’ performance is up 20 percentage points, from 67 percent to 87 percent.
• FARMS* students’ performance is up 26 percentage points, from 44 percent to 70 percent.
• LEP** students’ performance is up 42 percentage points, from 28 percent to 70 percent.
• Special education students’ performance is up 13 percentage points, from 45 percent to 58 percent.

At the first grade level, the results by subgroup since 2002 are as follows:

• African American students’ performance is up 21 percentage points, from 49 percent to 70 percent.
• Hispanic students’ performance is up 23 percentage points, from 38 percent to 61 percent.
• Asian American students’ performance is up 15 percentage points, from 71 percent to 86 percent.
• White students’ performance is up 13 percentage points, from 70 percent to 83 percent.
• FARMS* students’ performance is up 22 percentage points, from 39 percent to 61 percent.
• LEP** students’ performance is up 20 percentage points, from 34 percent to 54 percent.
• Special education students’ performance is up 4 percentage points, from 37 percent to 41 percent.

At the second grade level, the results by subgroup since 2002 are as follows:

• African American students’ performance is up 21 percentage points, from 39 percent to 60 percent.
• Hispanic students’ performance is up 26 percentage points, from 28 percent to 54 percent.
• Asian American students’ performance is up 18 percentage points, from 63 percent to 81 percent.
• White students’ performance is up 16 percentage points, from 67 percent to 83 percent.
• FARMS* students’ performance is up 25 percentage points, from 27 percent to 52 percent.
• LEP** students’ performance is up 24 percentage points, from 16 percent to 40 percent.
• Special education students’ performance is up 14 percentage points, from 24 percent to 38 percent.


*FARMS—Students participating in the Free and Reduced-price Meals System.
**LEP—Students with Limited English Proficiency.