Despite Improvements, Academic Gap Continues to Widen in Vallejo Schools


By Robert Schussel, Ph.D

7/15/14

 

gap_1Purpose

To investigate the performance of students in the Vallejo City Unified School District (VCUSD) on the API ( Academic Performance Index) compared to students in Fairfield and the entire State of California.

Academic Performance Index

The Academic Performance Index (API) is a measurement of academic performance and progress of individual schools in California It is one of the main components of the Public Schools Accountability Act passed by the California legislature in 1999. API scores ranges from a low of 200 to a high of 1000. The API score is a single number that indicates how well students in a school or district performed on the previous spring’s tests. (Descriptions from Education Data Partnerships and Wikipedia).

Background

With the State Administrator giving power back to the Vallejo School Board and the hiring of a new superintendent (Dr. Ramona Bishop) the VCUSD has been putting a variety of new programs in place to improve academic performance, attendance and suspensions etc.

Two of the programs that the current Superintendent Dr. Ramona Bishop started when she first arrived appear to be improving dropoutand graduation rates. [LINK TO IBVALLEJO ARTICLE] They have significantly lowered suspension and expulsion rates.

  • Positive Behavior Intervention–Establishes a positive and proactive school climate that guides how staff and students are to conduct themselves.
  • Restorative JusticeVictims take an active role in the process, while offenders are encouraged to take responsibility for their actions, “to repair the harm they’ve done—by apologizing, returning stolen money, or community service.

Many of the other programs being introduced are aimed at improving academic performance.

STEAM (Science, Technology, Engineering, Arts and Mathematics) Middle Schools

Themed K-8 schools and Full Service Community Schools (comprehensive academic, social, mental, and physical education services to meet student, family, and community needs)

Credit Recovery Program offers electives, which students can take once they finish their core classes in summer school etc.

Wall to wall academies–Simultaneously prepare students for both college and the workforce. Students enroll in an academy as sophomores, joining a team of teachers who coordinate cross-curriculum lesson plans.

 

THE KEY QUESTION—Are these programs making a difference?

 

Caveats

1) The API is a standardized test and has been criticized by some as not measuring important aspects of learning . One specific criticisms made has been that since dropout rates were not taken into account, some schools were encouraged to let low performing students dropout and thus have higher scores.

2) The API data in this article covers the spring test administrations from 2007 through 2012. During this time period both Vallejo and Fairfield School Districts have added and eliminated schools. Averages for each of the 6 years were calculated to take into account these changes.

–For Fairfield, three elementary schools (Bransford, Amy Blanc and H. Glenn Richardson) and one middle school (Dover) were not included as they have been closed for three years.

–For Vallejo’s Middle Schools the calculated average consisted of 5 schools. Vallejo and Springtown Middle closed in 2012.They were not eliminated as their inclusion did not significantly change the relationships found.

–Hogan High School closed in 2012 .Hogan was included in the average for the earlier years as it had little influence on the averages.

3) Due to problems with improper administration of the API test by a proctor in a Vallejo School ,VCUSD API scores for 2013 will not be made available by the State.

4) The VCUSD administration has made statements that the School District is unique (including demographics) and should not be compared to other Districts. Data obtained from the California Department of education is presented in the Appendix. The data shows that while differences exist the Vallejo and Fairfield-Suisun School Districts tend to be somewhat similar on measures of demographics and family income.

 

Methodology

Data for this study was obtained from the California Department of Education site.

http://www.cde.ca.gov/ta/ac/ap/apidatafiles.asp

An average API score was calculated separately by year (2007 through 2012) for Fairfield’s and Vallejo’s Elementary Schools, Middle Schools and High schools. In addition the State API averages by year for Elementary, Middle and High School were obtained from the Department of Education website. The appendix contains a list of Vallejo and Fairfield schools used.

As some schools closed or were added over the time period 2007/12 the averages by year were calculated with and without them. In most cases the change in averages was trivial.

 

Findings

Elementary Schools

1) For 2011 and 2012 Vallejo’s the gap between Vallejo’s Elementary School average API scores and the State averages have increased significantly.

2) The increase in the State Average API score for Elementary schools is more than two times greater than the increase for VCUSD elementary schools over the 5 year period. In 2007 Vallejo Elementary API score was 39 points lower than the State average .For the latest year 2012, Vallejo’s Elementary School average API score is 55 points lower.

3) For each of the years measured Fairfield’s elementary schools API scores have risen faster than the State average. Fairfield’s Elementary school Average API is now 25 points above the State average, while Vallejo’s score is now 55 points below the State average ( in 2007 Vallejo was 39 points below the State Average).

4) Over the 5 years measured, Vallejo’s elementary school API average increased 36 points, while the State grew 52 points and Fairfield increased 94 points– Fairfield’s increase is about 3 times more than Vallejo’s increase.

5) The gap between Fairfield and Vallejo has increased significantly. In 2007 Fairfield’s Elementary School API average was 22 points higher than Vallejo. For 2011 and 2012 the gap has increased significantly. For 2012 Fairfield’s Elementary School API average is now 80 points higher than Vallejo.

gap_1

Middle School (grades 7-8)

Note: Two Vallejo middle schools closed in 2012. Comment—the difference in API average was very similar when calculated for 3 or 5 schools .For this article the API average for 5 schools is used.

1) As with the Elementary School API averages, Vallejo’s Middle School API averages flattened out in 2011 and 2012.

The gap between Vallejo’s average score and the State has increased significantly. For 2012 Vallejo is 92 points lower than the State average API for Middle schools.

2) Over the 5 years measured, the State’s API average (for middle schools) grew at twice the rate Vallejo’s middle school average did. Fairfield increased 68 points versus 47 points for Vallejo [Comment—half of Fairfield’s increase occurred in 2012. Until Fairfield 2013 scores are released caution she be used in trying to explain the increase]. Neither School District increased as much as the State average over the 5 year period—82 points.

 

gap_2

High Schools (grades 9 to 12)

1) Vallejo’s and Fairfield’s High School API Average grew about the same amount as the State API Average for High Schools. Thus neither Districts High Schools were able to close the gap they have with the State.

 

gap_3

 

Factors that helped Fairfield improve their Academic Performance

The below is a summary of what I learned about the Fairfield-Suisun Unified School Districts (FSUSD) attempts to improve their schools.

Due to lack of improvement (for two consecutive years) in test scores, Fairfield-Suisun Unified School District (F-SUSD) became a Program Improvement District under the No Child Left Behind Act. (The Appendix contains a typical letter that is sent out)

The Districts efforts were put in place in 2007. Some of the key factors included:

  • Programs are very focused
  • Strategies put into place to deal with the problems, especially a focus on Professional Development (what are good teaching practices –for example what is the purpose of a lesson)
  • Classroom Walks” by supervisors etc. to observe what is happening in a teacher’s classroom. The purpose of the visits is to provide constructive, focused, feedback.
  • A focus on the teacher in the classroom with the students

 

It is felt that having a program that is the same across the District has improved student turnover. Even if a child moves within the District (high mobility use to occur) the experience is no longer new and different as the teaching experience will be similar regardless of which school is attended.

Fairfield’s experience is that an effort similar to theirs will take 3 to 5 years to see improvement.

Examples of strategies etc.

http://www.boone.k12.ky.us.schools.bz/UserFiles/17/boe/BCS_Strategic_Plan.pdf

http://www.boone.kyschools.us/userfiles/17/My%20Files/boe/bcscip.pdf?id=52331

 

Comments

When I first saw the results of analysis I was surprised to see Vallejo’s API scores for grades 2 through 8 in 2011 and 2012 had flattened out while the State average has continued to increase [the net effect is that Vallejo is losing ground].

 

I had expected to see Vallejo’s closing the gap with the State as the School Board touts the innovative programs that have been introduced over the past several years. It appears the implementation of these programs have not produced academic increases (compared to the State or Fairfield) in the short term

. What makes the finding disappointing is that Fairfield’s Elementary Schools which are relatively similar to Vallejo have improved significantly more than the State average. In comparison Vallejo’s Elementary and Middle School performance (as measured by the API) declined compared to the State average. Hopefully improvements will start to occur in the next two or three years.

 

Final thoughts

I feel the VCUSD needs to make investigating the decline in API a high priority. The VCUSD should provide the Public with possible reasons for the increasing gaps noted. While the Board should insure that targeted programs etc. to address the increasing gaps in performance are put in place.

 

Appendix Comparison of VCUSD to the State and Fairfield Suisun Unified School District

The VCUSD administration has stated that the District is unique and should not be compared to other Districts. Data was obtained from the California Department of Education to determine if the statement is supported by the facts available.

Findings

1) On measures of income, VCUSD has a slightly higher percentage of low income students.

2) Both Vallejo and Fairfield as compared to the State average have fewer students for whom English is a second language. This is probably due to a lower percentage of Hispanic students than the State average.

 

Various Measures VCUSD F-SUSD STATE
Free lunch 62% 54% 58%
Economically disadvantaged 66% 55% 59%
English learners 26% 23% 33%

 

3) Parents educational level are very similar for the two school districts. As the number of Vallejo parents in the District with less than a high school education is below the State average it is hard to make the argument that high dropout rate at VCUSD is due to parents who were dropouts themselves.

 

Parent Education Level (STAR) VCUSD F-SUSD STATE
Percentage with a response* 92% 98% 86%
Of those with a response:
Not a high school graduate 13% 12% 20%
High school graduate 30% 28% 24%
Some college 32% 30% 24%
College graduate 20% 24% 20%
Graduate school 5% 5% 13%
PARENTS EDUC LEVEL 2.72 2.82 2.82

 

4) Compared to the State, both Vallejo and Fairfield School Districts have significantly fewer Hispanic students and more Filipino and African American students.

 

5) While the ethnic/racial distribution differs some between the two school districts, they are more similar to one another than to the State averages.

 

Ethnic/Racial (STAR) VCUSD F-SUSD STATE
 American Indian or Alaska Native 0% 1% 1%
 Native Hawaiian or Pacific Islander 2% 1% 1%
 Asian 3% 5% 9%
Two or More Races 3% 11% 2%
 White 9% 19% 26%
 Filipino 18% 9% 3%
 Black or African American 30% 18% 7%
 Hispanic or Latino 32% 36% 52%

 

Bottom-line Although some differences exist on the demographic measures available from the CA Dept of Education, the demographic makeup of the Vallejo and Fairfield School Districts are relatively similar. Programs that are effective in one District are likely to be successful in the other. Much of the major differences in dropout rates and academic performance of the students in the two districts are likely to be due to factors other than race, parent education or household income.

 

 

 

Appendix Schools used for analysis

 

Top of FormFairfield-Suisun Unified Bottom of Form Vallejo City Unified
Elementary Schools Elementary Schools
  Anna Kyle Elementary   Annie Pennycook Elementary
  B. Gale Wilson Elementary   Beverly Hills Elementary
  Cleo Gordon Elementary   Dan Mini Elementary
  Cordelia Hills Elementary   Elsa Widenmann Elementary
  Crescent Elementary   Federal Terrace Elementary
  Dan O. Root Elementary   Glen Cove Elementary
  David A. Weir Elementary   Grace Patterson Elementary
  E. Ruth Sheldon Elementary   Highland Elementary
  Fairview Elementary   Johnston Cooper Elementary
  K. I. Jones Elementary   Joseph H. Wardlaw Elementary
  Laurel Creek Elementary   Lincoln Elementary
  Nelda Mundy Elementary   Loma Vista Elementary
  Oakbrook Elementary   Mare Island Elementary
  Rolling Hills Elementary   Steffan Manor Elementary
  Suisun Elementary   Vallejo Charter
Suisun Valley Elementary
Tolenas Elementary
Middle Schools Middle Schools
  Charles L. Sullivan Middle   Franklin Middle
  Crystal Middle   Mare Island Technology Academy
  Grange Middle   Solano Middle
  Green Valley Middle  Vallejo Middle
Springstowne Middle
High Schools High Schools
  Angelo Rodriguez High   Hogan Middle
  Armijo High   Jesse M. Bethel High
  Fairfield High   MIT Academy
  Vallejo High

 

Appendix TYPICAL PROGRAM IMPROVEMENT LETTER SENT TO PARENTS

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'Despite Improvements, Academic Gap Continues to Widen in Vallejo Schools' have 9 comments

  1. July 15, 2014 @ 4:33 pm Bong Hit

    Very, very interesting. The “data” presented in the VCUSD listening sessions over the last 3 years showed improvements in all categories except math. These data points contain LOTS of errors introduced by many factors, error bars would be helpful.

    I can tell you folks, as a student survivor of Vallejo schools it takes just one bully to DESTROY the learning environment in a classroom. Once a campus is allowed to host several serial bullies, the learning climate for the entire school is compromised.

    GET THE SERIAL BULLIES OUT OF THE GENERAL STUDENT POPULATION!

    Reply

  2. July 15, 2014 @ 4:59 pm Annoyis

    So does the problem have to be solved by the students? The teachers? The teachers union? The superintendant ? The vallejo unified schoo board? Who do we call upon to be responsible? You can’t fire the parents. How does this free fall get stopped?

    Reply

  3. July 16, 2014 @ 8:31 am River in Egypt

    Denial is not just a river in Egypt. It also runs through the heart of the Vallejo School Board & administration, who just last night touted how much better Vallejo schools are doing. No kidding.

    It’s not to say that the new programs aren’t good — they sound interesting. But if student scores are flat or in fact dropping, there is a problem — and waiving the race card doesn’t explain it away, nor does crying poverty. Fairfield’s demographics are very similar to ours, and they are pulling ahead.

    Of particular concern is how poorly the elementary grades are doing. If kids fall behind then, they are not likely to EVER catch up, the problems will compound every year.

    Meanwhile, the School Board meets in its isolated little Taj Mahal. They haven’t deigned to hold regular meeting times or locations that the public can get to until last night — the night before they go to a vote about a massive bond measure. Oh right, *now* you want “community support.”

    They can’t get a simple thing like accessible meeting times and locations right despite repeated requests, and they squandered millions from the last bond measure. Still, we’re supposed to trust them for a massive spending plan. How have things changed since the school bankruptcy — if at all? Why is Wilson still on the board, has she no shame? Why do they play the race card any time someone criticizes them, even if the feedback comes from SCATHING Grand Jury reports, and incontrovertible, race-neutral data? How do you explain that away?

    I guess sequestered as they are in the Taj Mahal, they are just out of touch with reality. It’s a crying shame, Vallejo students are paying for their incompetence, and for their contempt of the public.

    Reply

    • Vallejo Voter

      July 16, 2014 @ 5:38 pm Vallejo Voter

      Time to organize against any bond measure.

      Reply

      • July 17, 2014 @ 6:50 pm John_K

        The one they will be asking for requires a 2/3 majority vote, I think.

        Reply

  4. July 17, 2014 @ 6:48 pm John_K

    As I understand it, the billboards will present a fright campaign, with buzzwords relating to SAFETY. Cough up the higher property taxes or THE KIDS WILL NOT BE SAFE.

    I think it is fascinating to see the Vallejo School District, and the School Board, asking us to approve A QUARTER OF A BILLION DOLLARS in a new school bond measure. How can they do this, when we still owe a boatload of property tax money for the last bond measure, Measure A ? I might understand had they confessed that they mis-spent some of the Measure A funds, and now they’re a bit cash strapped and need an extra 90 million or so, but WOW. The School Board is going pornographic on us, folks. They are going to be asking us to approve $239 MILLION in a new school bond measure, coming soon, to a ballot box near you.

    And, is it true that Doctor Ramona Bishop has created a “Superintendent’s Cabinet” ?

    http://tinyurl.com/kmlvvev

    Has the Superintendent and the Board provided adequate responses to the problems identified by the Grand Jury?

    http://www.solanocourts.com/GrandJury/

    Will they address the widening gap in academic performance in Vallejo schools presented in this current essay by Dr. Schussel?

    http://tinyurl.com/oljujfa

    Should the current School Board Members be re-elected? Or should they be replaced with new people who might have better ideas?

    Reply

  5. July 18, 2014 @ 12:04 pm craig-

    I am a retired high school teacher.
    I have never before seen a Grand Jury investigate a local high school, especially 2 years in a row. I attended the school board meeting where last years report was discussed, or should I say ‘not taken seriously’.
    We the public have only one voice, our vote for school board members. Shame on us if we allow the current board to be reelected.
    I have often heard it said that Highway #80 through the bay area is a common corridor for crime and urban problems, especially drugs and criminality. Each school district along the highway finds its own way of dealing with a troubled population. I have yet to hear any results from Vallejo High about their students who attacked a city machine operator and almost killed him. Just another story passing in the night.
    Fascinating what the local newspaper does not report.

    Reply

    • July 19, 2014 @ 11:32 am Bong Hit

      Craig, here in Vallejo a culture developed over the course of 40 years or so that allowed very marginal people to ascend to positions of power. Poor performing people gained prominence in local politics and in addition, a culture of excuse making and reverse racism has taken firm root here. After the trauma of the 1960’s, black people were embraced here in Vallejo. We suffered our share of true racism but the Mare Island Naval shipyard was a place that helped forge friendships between people from many different backgrounds. Fast forward to today and what we have is public school district dominated by minority kids and a minority administration. Middle and upper class parents have long since pulled their kids out of the public schools. This current administration is using social justice and restorative justice in an attempt to “save” children that are really not savable. The road from school truancy and drop outs to the prison system continues unabated.

      If you attempt to even suggest common sense measures, let alone identify the little monsters that inhabit the school system, you will be immediately branded as a racist. It has become a mantra, an impenetrable excuse system, a knee jerk reaction that is intended to protect black kids from the racism of the past. The trouble is, the world as it was 40 years ago has changed so fast and so completely that today the strategies for success are completely different yet the people in power don’t recognize it. They are stuck in the past using strategies that are completely useless and in fact, quite harmful to all the kids held hostage to a barbaric system inside the schools where the laws of the jungle dominate.

      It’s a horrific site to watch as year after year we loose hundreds of kids that could have been provided a safe and nurturing education but instead are left to content with violence and bullying at the hands of a relatively few monsters. All this damage is done to our children by adults fighting a fight that has long since vanished.

      Reply

  6. July 20, 2014 @ 2:12 pm wharf rat

    Interpretation of this type of data can be a slippery slope , My theroy is that the huge population of Vallejo Students that attend out of district and private schools might actually be represented in the graff .
    Academic and demographic disstalation due to the exodus of Students to other education sources , could be the trend represented in the graff . To truly understand education trends in Vallejo the private School data would need to be included in any study as it comprises a huge component of the Student population …

    Reply


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