Considering raw MEAP scores, Clarkston schools are 11.67 percent better than average. But there’s more to it than that, school officials say.
Clarkston schools combine MEAP scores with classroom grades, tests and other assessments to determine priorities and where funding and resources should go, said Stephen Hyer, president of the Clarkston Board of Education.
“We break the data down into subgroups and determine weak points, where to help kids,” Hyer said. “It’s a way to measure what we accomplished.”
MEAP results are used to analyze curriculum and target area needing improvement, said Dave Reschke, deputy superintendent.
“Clarkston is a top performing district, but there’s always room for improvement,” Reschke said.
“I’ll never be satisfied until 100 percent of kids score at the highest level possible,” said Superintendent Dr. Al Roberts.
Results of the fall MEAP test are available sooner than previously, which helps, but it still has some problems, Hyer said.
Differences between sections of the test, such as multiple choice questions in math and rubric-scored writing, make direct comparisons difficult, he said.
“We can’t compare scores across sections ? they’re not calibrated to each other,” he said.
Changes to the test from year to year also complicate long-term comparisons, he said.
“It’s frustrating. Once you change the test, you can’t compare data anymore,” Hyer said.
Using MEAP scores to meet federal No Child Left Behind requirements also causes a problem, Roberts said.
“I support No Child Left Behind in theory, but if one group does well, the next group can suffer,” he said.
Federal Annual Yearly Progress requirements mean the following year’s class has to do better or else be considered below standard, he said.
“It’s ridiculous,” he said.
The district is looking into an alternative, Growth Model curriculum, Hyer said.
While No Child Left Behind’s goal is all students achieving ‘proficient? ratings, a growth model would focus on lifting all students no matter how they score, he said.
“If a teacher has 25 students, it would be that teacher’s job to make sure all 25 show growth,” Hyer said. “That’s the challenge ? it would be a positive thing.”

By the numbers

CLARKSTON
Fall 2007, 2008
Grade 3
Math, 94.5, 96.7
Reading, 92.8, 94.1
Writing, 68, 79
ELA, 90.3, 93.7
Grade 4
Math, 95.9, 91.2
Reading, 96.5, 92.7
Writing, 62.2, 61.1
ELA, 92.5, 89.5
Grade 5
Math, 90.5, 90.3
Reading, 93.9, 96.1
Science, 95.3, 95.7
Writing, 83, 82.4
ELA, 92.5
Grade 6
Math, 91.7, 91.5
Reading, 91.4, 93.1
Social Studies, 91, 89
Writing, 87.2, 88.1
ELA, 91.4, 92.8
Grade 7
Math, 88.9, 93.1
Reading, 89.2, 91.9
Writing, 90.8. 91
ELA, 90.6. 92.7
Grade 8
Math, 85.3, 87.4
Reading, 88.9, 85.1
Science, 91.1, 88.4
Writing, 84.1, 84.2
ELA, 88.2, 87.2
Grade 9
Social Studies, 86.1, 84.9

STATE
Fall 2008
Grade 3
Math, 91
Reading, 87
Writing, 61
ELA, 83
Grade 4
Math, 88
Reading, 83
Writing, 44
ELA, 77
Grade 5
Math, 77
Reading, 81
Science, 83
Writing, 63
ELA, 78
Grade 6
Math, 80
Reading, 80
Social Studies, 74
Writing, 76
ELA, 79
Grade 7
Math, 83
Reading, 79
Writing, 78
ELA, 80
Grade 8
Math, 75
Reading, 76
Science, 77
Writing, 74
ELA, 77
Grade 9
Social Studies, 72