District WKCE Scores Rise

Significant gains were made by students in the Green Bay Area Public School District on the state Wisconsin Knowledge and Concepts Examination (WKCE), including across socio-economic, and racial/ethnic groups. In particular, reading scores increased between four to eight percentage points in fourth grade through eighth grade. This growth may be attributed to increased efforts by the district to providing solid instruction in the classroom while providing interventions to students in need of support.

Change in WKCE % Proficient and Advanced Fall 2009 to Fall 2010

Grade Reading Math Language Science Social Studies
3rd Grade -1% -1% NA NA NA
4th Grade +5% +2% +2% +2% +3%
5th Grade +8% +3% NA NA NA
6th Grade +4% +4% NA NA NA
7th Grade +4% -4% NA NA NA
8th Grade +4% -2% -8% -4% -2%
10th Grade = = +3% +5% +4%

“Our staff has been, and continues to work hard on helping all students become successful learners,” said Greg Maass, superintendent of the Green Bay Area Public School District. “In every school we have students who deal daily with the challenges of poverty, language, or disabilities that sometimes make learning difficult. Teachers reach out to these students while maintaining a high standard of learning for all children in their classroom. These tests are just a snapshot in time, on a given day. Throughout the year, our district uses multiple assessments to ensure students are progressing.”

Fourth grade scores went up in all subject areas, including a five percent increase in reading and a two percent increase in math. Gains were also made in areas where the district has faced challenges: American Indian (nine percent increase in reading), Asian (12 percent increase in reading, 15 percent increase in math), African-American (three percent increase in reading), and Hispanic (two percent increase in reading), students with disabilities (six percent increase in reading, four percent in math), low socio-economic (eight percent increase in reading, three percent in math), and English Language Learners (three percent increase in reading, stable in math).

Eighth grade scores increased in reading by three percentage points. The largest growth came from American Indian students, who saw a 31 percent increase in reading scores, as well as African-American (eight percent), Hispanic (nine percent), students with disabilities (five percent), and English Language Learners (12 percent). Math decreased by two percentage points, but other groups experienced increases, including Asian students (15 percent), students with disabilities (four percent) and low socio-economic (three percent).

Tenth grade scores remained stable in reading and math. However, in reading African-American (27 percent), Hispanic students (10 percent), and English Language Learners (seven percent) saw significant gains. In math, there was a seven percent increase in African-American students reaching proficient and advanced.

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