PI Status Implemented to Raise CAHSEE and CST Scores
DEBORAH CHEN
Staff Writer
Motivation from others and self-determination are key ingredients to the success of high school students. All schools strive to help their students do the best they can, while simultaneously trying to ensure their students are receiving a good education so they can make continual progress.
Title I is a federally funded program that provides services to schools; its goal is to provide high-quality education for every student. All Title I funded schools and local education agencies that do not make Adequate Yearly Progress (AYP) are identified for Program Improvement (PI) under the Elementary and Secondary Education Act.
The Elementary and Secondary Education Act requires all states to ensure that their students meet the annual state standards in reading and mathematics. If these standards are not met, this puts the school in Program Improvement.
Two years ago, AHS was put under PI status for not meeting the objectives that were set for CST and CAHSEE scores. These standards must be met for two consecutive years in order to get out of PI status. If no advancements are made during the first year, then the school will advance even further into PI status. This means that parents of children in that school will be given the choice of transferring their children to schools that are not designated as “in need of improvement.”
AHS met the requirements for the first year and is waiting for the results from this year. If the AYP requirements are met for two consecutive years, then AHS will exit the school improvement program.
“It’s all on the students’ self-motivation skills. Not a lot is wrong with AHS’ teaching system, we just need to find a way to motivate our students,” senior Lawrence Ku said.
When the PI status was implemented for Alhambra High in 2009, 53 percent or less of students were proficient or above for English, Mathematics, Science and Social Science.
In 2011, the annual yearly progress targets increased for three requirements. First, the required percentage of students who are proficient or above for high schools in English Language Arts is 66.7 percent and 66.1 percent for mathematics. Second, the required percentage of students who are proficient or above for unified school districts, for high school districts and for County Offices of Education (COEs) for English Language Arts is 67 percent and 67.3 percent for mathematics. Finally, to meet the Academic Performance Index (API) requirement for AYP purposes, a school must demonstrate a growth of at least 1 point or a minimum API score of at least 710. API was created to measure the academic performance and progress of schools in California.
“I want you guys as a school to blow the CSTs out of the water this year and do our best,” Principal Brad Walsh said.