It seems like school districts across the country want to celebrate success, when what they should be doing is doubling down on working to improve reading, writing, and problem-solving skills in their students – especially those students who are black, brown, or poor.
Yesterday we focused on the Houston Independent School District where approximately two-thirds of their students scored below expectations on state standardized tests.
Today, we focus on the Des Moines Public Schools, the largest school district in Iowa.
Last month, the Des Moines Register reported that,
“Several grades and schools in the Des Moines Public Schools continue to see improvements in English language arts (ELA) and math on the yearly Iowa Statewide Assessment of Student Progress.”
“In total, the district saw 33 of its schools improve proficiency in English language arts, while 21 saw scores drop. In math, 34 schools saw improvements in proficiency and 20 lost ground.”
“However, DMPS proficiency scores continue to lag the rest of the state, according to recently released state testing numbers.”
“In recent years, Des Moines school officials have focused on improving reading and math scores. Statewide, lawmakers passed a law earlier this year aimed at improving literacy around the state, and the Iowa Board of Education adopted new academic standards for mathematics and English language arts.”
“’We are always striving to better serve our students and families in order to provide a high quality education for all,’ said Des Moines Superintendent Ian Roberts in an emailed statement. ‘Some of the improvements this year – from providing network access when students are on a bus to expanding access to quality programs such as Montessori – reflects our commitment to both empathy and equity in meeting the needs of every student.”
…
“[The] Iowa State Assessment of Student Progress is a yearly test that focuses on math, science, and English language arts. Students in third through eighth grades, and ninth-, 10th– and 11th graders take the tests each year.”
And here come the zingers.
“Districtwide, students’ English language arts proficiency was just over 50%. This is up incrementally from the 2022-2023 school year proficiency score of 49%.”
…
“Des Moines Public Schools students’ math proficiency improved 1 point between the two school years. Students scored 45% in 2022-23 and 46% in 2023-24.”
Half of the students in the Des Moines Public Schools failed their English language arts exam.
Half of the students in the Des Moines Public Schools failed their mathematics exam.
And the state of Iowa, once the beacon every other state followed when it came to public education success, reported this week that nearly 25% of the state’s public schools are in need of targeted support and improvement based on the performance of and achievement gaps experienced by a group of their students (students who are eligible for free and reduced-price meals, English learners, students with disabilities or students by racial/ethnic group). In other words, Iowa schools are failing poor kids, kids who don’t speak English well, kids with disabilities, and kids who are African-American or Latino – the kids who need to be served by our public schools.
Since when do we stand by and let public school leaders proclaim success, either in Texas or Iowa, when 2/3 of Houston kids and ½ of Des Moines kids are failing in building their reading, writing, and problem-solving skills?
The superintendents in those districts, along with their board leadership, should be ashamed of themselves for not calling it like it is and taking accountability for the young people they are supposedly serving.
We can do better.
We must do better.
And that is going to take a different system of learning.
Friday News Roundup tomorrow. Til then. SVB
A Better Path to Learning 
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