To the editor:
With the budget process in progress in our district, it is important to frame our discussions around results. I am a big proponent of paying for good service and results, for providing incentives when valuing and striving for quality and for not incubating mediocrity. There is much progress in student achievement to be heralded at Pentucket. Though it should not remain the only focus of achievement, the MCAS test is a good starting point.
In 2009-2010, the state used the Massachusetts Comprehensive Assessment System (MCAS) to test students in English language arts and math for grades 3 though 8 and 10. In grades 5 and 8, science is tested. The grade 10 MCAS is a high school graduation requirement. The MCAS is a standards-based test, meaning it measures specific skills defined for each grade by the state of Massachusetts. The goal is for all students to score at or above proficient on the test.
The results have been impressive, especially when focused on the percentage at or above proficient. Performance above 80 percent was consistently seen in English language arts and math at grades 10, and in English language arts at grades 7 and 8. Performance above 70 percent was achieved in English language arts at grades 7 and 5, in math at grade 6, and in English language arts at grade 3. Performance above 60 percent was achieved in math and science at grade 8, in math and science at grade 5, in English language arts at grade 4 and in math at grade 3. In all categories, Pentucket students consistently outperformed state benchmarks. Areas of relative underperformance were seen in math for grades 7 and 4. Focused programs ranging from after-school programs to professional development for teachers to address this remain viable solutions.
Student achievement is promoted by our school councils, administration, School Committee, teachers and teachers union, as well as many parents and local officials. There is a genuine commitment among stakeholders to support our students, even in light of publicized internal conflicts between staff and administration. I am proud of the fact that focus on our students has remained hallowed ground and that our culture embraces strong, collaboratively based support of our schools.
The community at large should follow closely the discussion on the budget and understand what the needs of the school are. This year, we are facing a sizeable, structural deficit that has an unusually small commitment requirement to educational programming, with the balance going to meeting salaries and inflationary budget drivers.
In our community, student achievement should be celebrated because it is flourishing. For many, making a quantum leap to support our schools financially will be difficult, so perhaps a focus on results may be helpful to help evaluate the needs as a basis for consideration.
Joe D'Amore
Groveland
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