CAPT Scores Remain Consistent

By Larissa Lytwyn

The Newtown district’s 2004 scores for the Connecticut Academic Performance Test (CAPT), taken statewide each April by high school sophomores, remained largely stable, with an increase in science performance.

Students’ science scores rose from 64.8 to 66.6. There was a “very minimal” decrease in math scores, said Assistant Principal Lorrie Rodrigue, from 70 to 68.1.

Though writing scores also fell slightly, from 74.3 to 73.7, they have increased dramatically since 2002, when students averaged a writing score of 61.9.

“That year [2002], I began a program for our student interns in which the interns would hold writing workshops with students in their science classes,” said Ms Rodrigue. “We chose science because a lot of the reading and writing comprehension on the CAPT deals with areas in science.”

Reading and writing is emphasized across the curriculum, she added, challenging students to develop skills in areas they have once only reserved for English.

“We are very happy with the development in writing,” said Ms Rodrigue.

She noted that for the past two years, 48 percent of students scores at or above level in all subject areas.

The No Child Left Behind legislation encourages all students to take the test.

In Newtown, the test is required of all sophomores.

Students who complete the test will have a special CAPT notation on their transcript.

Those who meet or exceed goals in all subject areas will receive a gold star-shaped pin to wear on their lapel during their graduation.

“Newtown is also still strongly in the middle of our economic reference group [ERG],” said Ms Rodrigue. “We’re doing in fine.”

The 2004 scores in reading were the only ones that experienced a notable decrease, from 72.4 to 67.3.

Ms Rodrigue explained how CAPT test takers represent a broad spectrum of abilities.

“You can have a student with a very low reading level taking the same test as peers in honors or advanced placement [AP] level courses,” she said.

This year, she continued, the administration’s goal is to better identify students with low reading levels.

“If we can identify them as freshmen, we can have nearly two years to help them improve their skills in time for the CAPT,” Ms Rodrigue said.

Ms Rodrigue said that the administration is exploring a number of ways to continue increasing student performance in all areas.

“We want to give students the support they need both in and outside of the classroom,” she said. “We are, for example, looking to begin a CAPT practice test for freshmen as well as establish what we’re calling ‘small communities.’ Groups of students can work together in teams or clusters under the guidance of a teacher.”

There is still no firm determination of how students will be precisely grouped, but the emphasis is on students helping their peers further develop in various skill areas. In addition, teachers will continue to periodically administer internal assessments on subjects across the curriculum.

“We’re also looking to add more reading comprehension exercises, in all subject areas,” said Ms Rodrigue.

While scores are only typically requested of state schools of higher education, CAPT can be a useful internal assessment for faculty.

“CAPT scores are only one means of [gathering] information on our quality of curriculum and instruction,” she said. “If we can use this data in our effort to continually improve, then we will be far better off.”