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WPCNR SCHOOL DAYS. By John F. Bailey. EXCLUSIVE INTERVIEW WITH SUPERINTENDENT May 2, 2013:
The 2011-12 school year Report Card for White Plains was published today on the White Plains Schools website, the day after all report cards for public schools across the state were released by the New York State Education Department. The report can be reviewed at http://www.wpcsd.k12.ny.us
White students at all levels still score significantly higher last year than black and Latinos across all levels. The Black-African-American population has improved their performance drawing even with the Hispanic-Latino achievement levels.

Departing Superintendent of Schools Dr. Christopher Clouet in an exclusive interview with WPCNR this morning said
“All districts in the state of New York that have diverse populations continue to face challenges with students who are English Language Learners, as well as students with disabilities. That’s where we have our biggest challenges.
“Clearly there is room for improvement, and it’s also true there is a lot of learning going on for all of our students, including ELL (English Language Learners) and students with disabilities that is not reflected in the test scores.”
Preliminary review of the report shows that White Plains schools played strong catch-up academic ball last year dramatically improving middle school performance with 59% of Eighth Graders passing the English 8th Grade Assessments, and 74% 8th Graders passing the 8th Grade Math achievement (slightly up from last year in both test instances). 86% percent of 481 graduating 4-year high school seniors went on to secondary education, 284 (57%) to 4-year colleges and 122 (29%) to two-year colleges. 97% of graduating seniors passed the English Regents.
The Elementary Level continues to be a work in progress, with 52% of Fifth Graders passing the 5th Grade English Language Achievement Test, the same percentages as 2010-11. In the 5th Grade Math Achievement 64% of the Fifth Graders passed, slightly better than 2010-11.
In the 8th Grade English Languare test last year, the significant test that shows high school readiness, 48% of Black students passed, and 46% of Hispanics passed. Passing is a grade of 65 or better. Of white students taking the English Test 79% passed.
At the fifth Grade Achievement test in English, 74% of the White students scored 65 or better, 41% of blacks and 41% of Hispanics did.
The gap between white and black and Hispanic-latinos continues.
This is significant to the school district continued performance, because the demographic breakdown last year shows of the largest student population is Hispanic-Latino at 51%, the white student population, 29%; the black population, 16%.
The School District last year had 3,775 students at the elementary level, a decline, 1,510 in the middle school (Grades 6 through 8) and 2,116 in the high school, and a total of 6,957 students overall.
A total of 2,722 students were eligible for free lunch, 469 were eligible for partial free lunch and 982 Limited English Proficient.
The district employed 547 certified teachers, 223 teaching assistants, 8 Principals and 10 assistant principals and 85 non-teaching personnel.
CLOUET’S REACTION
WPCNR asked Dr. Christopher Clouet his reaction the 2012 Report in an exclusive interview this morning. He said the report indicates that the district is tuning “the learning practices, needs and styles of our students.”
“All districts in the state of New York that have diverse populations continue to face challenges with students who are English Language Learners, as well as students with disabilities. That’s where we have our biggest challenges.
“Clearly there is room for improvement, and it’s also true there is a lot of learning going on for all of our students, including ELL (English Language Learners) and students with disabilities that is not reflected in the test scores.”
WPCNR asked how so?
“You see it in the classrooms. Kids that are reading, kids that are writing interesting reports, that are reading at a good level, but that when they take the test — the test is somewhat of an artificial way to measure learning – and so, though the test has value—I don’t want to say the test has no value—but it’s also true there’s a lot of learning going on that is not reflected in the tests.”
WPCNR asked about the Middle School test results that generated more than 5% improvement in the 8th Grade ELA scores.
“There’s clearly evidence that things are going well in the district. But of course, the bottom line is the kids that graduate which is a very high level of graduation rate.
“We are in the middle of a huge transition, as we align our curricula and teaching strategies to the common core standards and the tests being recreated to align with the common core standards. This is a huge area of transition. I think we are well-poised and we’ve done some things over the last several years to be in a position to adapt to that. It’s still part of an evolutionary process.”
I asked his reaction to the results that show Black and African-American students appear to have drawn even in academic performance with the Hispanic students.
“Yeah, yeah. I tend to think that grouping – and I know the federal government does this — kids together as white, or African-American or Hispanic sometimes doesn’t capture the variability or individuality of the children we’re talking about.”
I asked if he agreed African – Americans were catching up with the Hispanic academic performance, because the group had been behind the Hispanic-Latino student population in the past.
“ Yes, again, I think we’re doing a better job in our instructional practices and that’s slowly, but surely paying off. One of the factors that is absolutely essential in measuring student outcomes is the issue of family income and resources. Did you read the article, “No Rich Kid Left Behind?” in last week’s New York Times?
It’s an interesting article because it confirms things. It looks at the growing disparity in income as a new challenge for our country. That brings me back to the issue that White Plains is a perfect laboratory for seeing how we can really adjust instruction so that kids from all backgroundsuncluding families without means can have an opportunity to become well-educated and successful.”
I asked him what has been the reaction to the new assessment tests this year have been from students:
“They’re more difficult. That’s been the reaction students have reported to us. It is unclear how the scoring will be done in terms of the cut scores – something the state holds close to the vest. “
I asked how the elementary schools are dealt with making adjustments to improve scores this year. Clouet pointed to a new math instructional technique and the new I Block sequence designed to have children read higher level books to improve comprehension and writing skills.