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From the Department of Public Instruction
Nearly 200,000 students in grades four,
eight, and 10 who took statewide assessments earlier this year sustained
Wisconsin’s high performance from last year, and some minority groups
showed progress toward closing the achievement gap, especially in reading
and mathematics.
“It
should come as no surprise that students who score advanced and proficient
on these tests typically come from families that value education,”
said State Superintendent John T. Benson in announcing the results. “We
should be encouraged by the fact that even as more students take the tests,
the percentage of Wisconsin students who achieve proficiency remains far
above the national average.”
Participation in the Wisconsin Knowledge and Concepts Examinations (WKCE) increased among most subgroups.
“For many years, students with disabilities were automatically excluded from taking statewide tests,” Benson noted. “We have worked diligently with school districts in recent years to ensure that every child has an opportunity to participate in and learn from this important measure of their knowledge and skills.”
The WKCE consists of short-answer and multiple-choice questions in reading, language arts, mathematics, science, and social studies. In addition, students write an essay.
The percentage of the state’s 17,000 African-American students who scored proficient or advanced increased 2 points in both reading and mathematics in grade four, one point in reading in grade eight, and two points in reading and one point in mathematics in grade 10. Still, the state superintendent expressed concern over the persistent achievement gap between white and minority students.
“While we must be encouraged by any improvement, these results don’t warrant a lengthy celebration,” said Benson. “Indeed, they provide further evidence of the need for a Marshal Plan, engaging every adult in Milwaukee in ensuring that every child is in school every day.”
The state superintendent cited two Milwaukee elementary schools for “improving student learning in ways that make us take notice. Achievement levels of minority and low-income students at the Clark Street and Kilbourn schools are among the highest in the state. They provide examples of what works, and their success must be exported to struggling schools with similar student populations.”
Among other key findings are:
“Programs that reduce class sizes in the earliest grades, that involve parents and communities in children’s learning, and that enhance teachers’ knowledge and skills will allow us to continue to make progress in student achievement,” explained Benson.
“A free and appropriate public education is a birthright,” he concluded. “In Wisconsin, we have set a goal to have every student achieve at the proficient and advanced levels. It is a lofty and challenging goal that extends far beyond one set of tests. It is in fact the foundation for future success and ultimately for the preservation of our republic.”
Posted June 14, 2000