Missouri’s Park Hill School District (PHSD), with 15 schools and more than 10,000 students, has seen a 17 percent increase in enrollment over the past decade. Teachers used classroom assessments, but the district lacked the capability to track data on student progress toward state standards, and also lacked predictive assessment data.
Park Hill struggled to measure its performance in the Missouri Grade-Level Expectations (GLE) and needed to help bridge the gap between everyday classroom instruction and the Missouri Assessment Program (MAP).
From 2002 to 2005, approximately half of PHSD students in grades 3-8 passed the MAP grade-level assessments in communication arts and mathematics.
“We were tired of being surprised by MAP scores at the end of the year,” said Jeff Klein, executive director of research, evaluation, and assessment for PHSD. “We would try to use MAP data to target instruction for incoming students in the fall but, during the year, teachers didn’t have a sense of whether they were making a difference toward those end-of-year standards-based outcomes.”
During the 2006-2007 school year, PHSD implemented the CTB/McGraw-Hill Acuity InFormative Assessment solution. Acuity helps classroom teachers diagnose students’ strengths and instructional needs while predicting student success on state assessments. The solution integrates predictive and diagnostic assessments, reports, instructional resources, item banks, and item authoring, all of which are aligned to state standards and designed to improve student achievement.