Boothbay Region High School is challenging its C grade based on the Maine School Performance Grading System. The discrepancy hinges on the school's participation rate; how many juniors took the SAT (in May of 2012 for this first report card). If participation is below 95 percent, a school is automatically dropped one letter grade.

When school administrators attended a Webinar and previewed the report cards before they were released, BRHS's participation was listed at 89 percent. BRHS Principal Dan Welch and AOS 98 Superintendent of Schools Eileen King knew that number was incorrect. They found six mistakes after reviewing the list of juniors who had taken the SATs.

Welch sent the list to the Department of Education (DOE). The DOE then corrected all but one of the mistakes, which brought the school's percentage rate up to 92 percent, which was released on May 1.

“We believe the number is 96 percent,” Welch said. “Right now we are waiting to hear from the DOE about one student who took the SAT the Monday after the official testing date. This student requested to take it then with the “Maine Purposes Only” code (which prevents the data from being released to colleges).”

Neither King nor Welch were sure why the DOE didn't count the student's test.

On May 2, King received word from Bill Hurwitch, Director of the Statewide Longitudinal Data System at DOE. Hurwitch said they were reviewing the tables used for high school participation and that there, appeared to be minor differences in coding between the State and Measured Progress tables.

Hurwitch advised it might take a few days, but corrections would be noted.

Boothbay Region High School

BRHS scored above the state average in math and reading and student progress, which King noted, would have earned the school a solid B (if not for the deduction due to their participation being 95 percent).

Scoring and criteria BRHS:

• Math proficiency: 50 percent (state trend, 47.83 percent)

• Math 3-year average (progress): 56.08 percent (state trend, 50.77 percent)

• Reading proficiency: 52.08 percent (state trend, 47.72 percent)

• Reading 3-year average (progress): 56.69 percent (state trend, 48.40 percent)

• 4-year graduation rate: 84.48 percent (state trend, 83.3 percent)

• 5-year graduation rate: 90.16 percent (state trend, 84.83 percent)

Shawn Carlson, former vice principal at BRHS, explained that the formulas used by the state and the DOE. Proficiency accounted for 40 percent of a school's grade. For the high school, proficiency was based on the SAT data. In the elementary schools, it was based on how well students did in reading and math, that is, did they meet or exceed the standards.

Growth comprised another 40 percent of the grade. It was measured by averaging the proficiency percentages from the years 2012, 2011 and 2010 to come up with a baseline for each school. The difference between the growth average and the proficiency average is added or subtracted (depending on whether the latest three year average was higher or lower) from the three-year average.

Graduation percentages comprise the remaining 20 points of school grade calculations.

These three percentages (growth, proficiency and graduation) added together resulted in a school's score.

Carlson said the state then took all high schools in Maine and all elementary schools in Maine and distributed them along a bell curve or normal distribution to assign the grades of A, B, C, D, F.

“We are a B school in the important things,” said King. “Meeting targets, graduation rates and student growth. We can't control whether parents think testing is important. I will take responsibility for the B grade, but not the C. Is there room for growth and improvement – absolutely.”

Welch noted that the student population is low enough at BRHS that it only takes one or two students to skew a rating. Welch does what he can to encourage SAT participation: provides breakfast, rides to and from the test site and a comp day the Monday after SAT Saturday.

“We (BRHS) rank 29th out of the 124 Maine high schools,” Welch said. “The overall picture of a high school is not determined by one day's testing.”

Carlson concurred. “Sometimes one assessment measures one set of standards and skills, but do not capture the entire picture,” Carlson said.

“Every school faces these challenges,” King said. “We had no idea what we were going to be graded on until a webinar last week. Now we have the criteria and measurements and we can have a razor sharp focus on high student achievement …. I am very proud of all of our schools and the hard work that our administrators and staff do on a daily basis …. There is controversy over the grading system, but our time is better spent talking about how we can do a better job for the sake of our kids,” King said.

Edgecomb Eddy School

Edgecomb Eddy School in Edgecomb is one of the top 10 elementary schools in the state. It was the only school in the Boothbay region to score an A, with 100 percent participation. Scores for elementary schools were based on students taking the New England Common Assessment Program (NECAP) in fall 2012 or assessed using the Personalized Alternate Assessment Portfolio in spring.

Scoring and criteria (grades 3 through 6):

• Math proficiency: 73.17 percent (state trend, 63.05 percent)

• Math growth: 87.24 percent (state trend, 66.40 percent)

• Math bottom 25 percent growth: 100 percent (state trend, 44.67 percent)

• Reading proficiency: 80.49 percent (state trend, 71.81 percent)

• Reading growth: 87.59 percent (state trend, 58.11 percent)

• Reading bottom 25 percent growth: 81.11 percent

Lisa Clark, Principal of Edgecomb Eddy School, said she and the staff were very pleased at the results, but also mindful of the formula used.

“We're very proud and its a nice boost for the staff. It validates what we are doing,” Clark said of the school's report card. “But, there are a lot of schools out there doing the same things we are. But, when attendance is part of it, you can't do that alone.”

Always looking for ways to improve, last fall the Eddy school began using a new literacy curriculum for K-6. Clark says the staff will collaboratively on most everything from addressing the needs of students of concern; to the team teaching for grades 4 through 6; to integrated study program.

Parental involvement is key. Clark says the school always keeps parents abreast of a child's needs and ways they can help staff with the children. Also key is the staff's understanding – from the bus drivers to the teachers – that the roles they play in the childrens' lives is important.

Once at school between 7:35 and 8 a.m., children who need to finish homework and/or need help with homework can elect to do so with help from staff members; have breakfast, or, if they have done their homework, play outside.

“We are a small school and know our children well,” Clark said. “We will continue to do what we always do: continue to find ways to improve and do what we can to implement change; just like all of the other schools.”

Southport Central School

The island's Central School earned a B. Principal Marcelle Durost said she and the two other teachers at the school were apprehensive because they were not told how data about schools would be used. Durost sent a letter home to parents May 3 addressing the report card and plans for the future.

“We know we can improve to give their children the best education possible,” Durost said. “I thanked the parents for all of their support, we have very involved families here. I think parents play a critical role. The hard thing for kids is missing school a lot; it impacts how well they do.”

Scoring and criteria (grades 4 through 6, 15 took test):

• Math proficiency: 69.23 percent (state trend, 63.05 percent)

• Math growth: 63.08 percent (state trend, 66.40 percent)

• Math, bottom 25 percent growth: 80 percent (state trend, 44.67 percent)

• Reading proficiency: 76.92 percent (state trend, 71.81 percent)

• Reading growth: 69.23 percent (state trend, 72.98 percent)

• Reading growth, bottom 25 percent: 60 percent (state trend, 58.11 percent)

Durost said because of Southport Central School' small student population, the impact one or two students can have on a score is much greater than at a larger school. Only 15 students took the NECAP last October. Durost said earlier on, following the Governor's announcement about school report cards, the thinking was small schools, such as Southport, would not receive report cards.

The negative influence on smaller schools is particularly great when grading the bottom 25 percent's growth.

“If you have just one or three students making up the bottom 25 percent who do not show growth … that's what kills us,” Durost said.

At the Southport school, where there are grades with just one or two students, flexible grouping is employed. The student “flow back and forth in the grade levels.” For example, if a child in the Pre-K/K room could benefit from Grade 1 literacy, reading or math lessons, they move into that classroom for those subjects; if a second grade student needs a bit more reinforcing of learning from Grade 1, he or she can be moved into that class for the subject in question.

Durost said she feels badly for the schools that were given Ds or Fs.

“They are good schools with hard working teachers,” Durost said. “There's a lot more to education than these test scores. It can be demoralizing to a staff. I feel strongly this has been so unfair to these schools.

“I'm hoping that in those districts the parents will come forward and ask what they can do to help.”

Boothbay Region Elementary School

Boothbay Region Elementary School (BRES) scored a B based on the test scores of students in grades 3 through 8 and 100 percent participation.

Principal Mark Tess said he's still not sure what it all means, because the criteria used doesn't make sense to him, but it won't change how teachers and administrators go about creating BRES' learning environment.

“We use the NECAP 3-8 (meeting standards) and NWEA for 9-12 (tests being on grade level). We all look at those scores together as a district. NWEA breaks down strengths and weaknesses, so we know where our strengths and weaknesses are and try to address them …. We always look at increasing student achievement.”

Supporting student achievement also includes providing kids with free tutoring for all students through grade 8 during the school day and after.

Scoring and criteria (grades 3-8)

• Math proficiency: 64.23 percent (state trend, 63.05 percent)

• Math growth: 73.13 percent (state trend, 66.40 percent)

• Math, bottom 25 percent growth: 66.18 percent (state trend, 44.67 percent)

• Reading proficency: 76.54 percent (state trend, 71.81 percent)

• Reading growth: 81.78 percent (state trend, 72.98 percent)

• Reading, bottom 25 percent growth: 64.26 percent (state trend, 58.11 percent)

Parental participation and support is critical. Tess believes this goes back to socioeconomics.

Tess said he understands that a single parent raising children has to prioritize shelter, food and clothing. Providing the basic needs for their kids, and finding time to be involved with the school is not so easy for them as it is for two-parent families or those in wealthier families.

“The report cards didn't take into account students taking the test with learning disabilities or socioeconomic status,” Tess said. “Fifteen years ago our level of free and reduced lunch was 9 to 10 percent; now it is hovering around 50 percent. Millions of studies show learning is linked to your socioeconomic status. Wealthier families have the resources to give their kids more opportunities, I think this grading system points that out. A's are probably where the socioeconomic status is higher.”

Tess also noted that students miss a lot of school time for various reasons – even during the fall NECAP testing and spring NWEA testing. Schools have a small window for getting students to complete makeup tests, which comprise a school's participation rating. If that rating is lower than 95 percent, a school can kiss one letter grade goodbye.

“I walk through these halls every day and see so much good going on every day, and I could walk through Woolwich, Wiscasset or Great Salt Bay and see the same thing,” Tess said. “We all are dedicated to our kids.”

Poverty and the School Report Card

Since the results were released, it has been noted by the Maine Education Association (teacher's union) that there is a direct correlation between the schools that received lower grades and poverty.

The MEA graphed all Maine schools, elementary and high school, by linear regression, or charting the percentage of students getting free or reduced lunch through the U.S. Department of Agriculture program and the grade given to that school. According to its chart, 88 percent of all elementary schools that were graded an F had student populations where half got free or reduced lunch; schools bestowed with an A had only 9 percent of students in the USDA program.

Carlson said the result is a trend only.

“The fact that the Edgecomb Eddy School, with 41 percent of the student body (88 students) qualifying for free and reduced lunch, would suggest a lower score than A. This reflects what a good job they are doing,” Carlson said. “Boothbay schools are also doing better than the line would suggest.”

For more information, visit the Department of Education's website and go to the Data Warehouse: www.maine.gov/doe/.