Dramatic improvements are evident as both reading and math scores have steadily improved since 2002.
In 2002, the state switched from how it reported scores. As a result, no comparison of present scores can be made to any years prior to 2002.
In Language Arts, student scores have risen each year. In 2002, 48 percent of the students earned a passing score, a fugure that increased to 65 percent of students in 2008. This represents a 35 percent increase in the percent of students passing the test over a seven year period.
In comparison, the percent of students statewide who passed the language arts test grew two percent over the same time frame, from 76 percent passing in 2002 to 78 percent passing in 2008.
Even more dramatic results are seen in math scores. In 2002, only 39 percent of students in the San Juan School District achieved a passing score on the end-of-year test. Compare that to 2008, when 59 percent of the students passed the math end-of-year test. This is a 51 percent increase in the percent of students who passed the math test. The San Juan School District increase compares to a statewide increase in the percent of students who passed on one, from 70 percent in 2002 to 71 percent in 2008.
Why the steady climb? School District officials state that the consistent, relentless efforts of a complete team are the driving force behind this academic improvement.
This complete team is far more reaching than just math or English teachers. It includes all employed by the district, from CTE teachers who utilizes writing in their curriculum to bus drivers, who play a critical role in the education process, to concerned and involved parents and all in between.
Test scores greatly mirror the quality of instruction in the classroom, so orchestrated efforts have been taken to build a system of support of teachers and instruction.
The district has invested in administrators and teachers by providing extensive professional development for the past seven to ten years, resulting in knowledgeable and professional principals and teachers.
Countless efforts in both math and reading in-service have improved instruction benefiting students. Federal programs such as the Reading Excellence Act, (REA) and Reading First have brought into the district a strong knowledge base to improved the focus and target professional development efforts.
Scores of teachers have earned reading, math, and ESL endorsements to further enhance their knowledge base.
Likewise, schools have been successful in identifying and remediating learning deficiencies. District directors work closely with teachers and principals to see that resources are available. Coaches are in our elementary schools and provide consistent coaching and feedback to teachers. Parents too are playing a great role in the present success. With these key things in place, student achievement scores have steadily risen.