Fort Worth Receives Baseline Results as Part of the Nation’s Report Card
Fort Worth, Texas - The results of the 2017 National Assessment of Educational Progress (NAEP), better known as the Nation’s Report Card, were released today. For the first time, Fort Worth ISD results are available along with results for the nation, state, and 26 other large urban districts in reading and mathematics for grades 4 and 8.
While students in Fort Worth ISD have always participated in NAEP, under the leadership of Superintendent Kent P. Scribner, the District volunteered to join the 2017 Trial Urban District Assessment (TUDA), a special part of NAEP. As a TUDA, the District will receive objective, comparable data every other year to measure the progress of student achievement over time with other large urban districts in Texas: Austin, Dallas, and Houston, as well as urban districts across the nation.
From the 2017 baseline results, we note that:
- Grade 4 Mathematics: The average scale score of 4th grade students in Fort Worth and the percentage who scored at or above the Basic level were not significantly different from the average score for public school students in large cities. The percentage scoring at theProficient level or above was smaller than public school students in large cities.
- Grade 4 Reading: The average scale score of 4th grade students in Fort Worth and the percentage who scored at or above the Basic level and the Proficient level were lower than public school students in large cities.
- Grade 8 Mathematics: The average scale score of 8th grade students in Fort Worth and the percentage who scored at or above the Basic level and the Proficient level were all lower than public school students in large cities.
- Grade 8 Reading: The average scale score of 8th grade students in Fort Worth and the percentage who scored at or above the Basic level and the Proficient level were lower than public school students in large cities.
“These new results from the Nation’s Report Card give Fort Worth ISD’s new leadership the evidence it needs to launch and accelerate its academic reforms and improvements for the years to come,” said Michael Casserly, Executive Director, Council of Great City Schools. “Congratulations to Fort Worth ISD for the courage and vision required to participate in such a rigorous program.”
The 2017 baseline results from NAEP are similar to the results from the State of Texas Assessment of Academic Readiness (STAAR) which have been lower for Fort Worth than many of the District’s urban peers.
In response to the STAAR results, the District has undergone significant changes in the last year under the leadership of Dr. Scribner establishing a bold goal of 100% of 3rd graders reading on or above grade level by 2025. Dr. Scribner asked for broad support for his 100 x 25 goal leading to an innovative collaboration between the district, the city, and the local business and philanthropic community.
“These baseline NAEP results confirm that we are focused on the right thing: improving reading for all students with 100% of our third graders reading on or above grade level by 2025,” said Dr. Scribner. “Reading is a challenge for our students. Reaching our 100x25 goal will positively impact both our STAAR and NAEP scores, but most importantly, it will significantly increase learning and opportunities for our students.”
The 2017 baseline NAEP results did reveal more positive performances for Math when comparing to other jurisdictions for Hispanic and English Language Learners (ELL). The graphs and tables below provide a jurisdiction comparison of Hispanic and ELL performance in Math. *Jurisdictions with an asterisk indicate a statistical difference when compared to Fort Worth ISD. ‡ Indicates reporting standards not met.
“Our mathematics results are comparable to large cities with real bright spots in 4th grade math for our Hispanic students and English Language Learners,” according to Chief Academic Officer Charles Carroll. “As we work on rewriting our curriculum and strengthening professional learning opportunities for our teachers, we will be asking critical questions about how our students performed on both reading and mathematics especially on various types of questions. This detailed information will give us valuable feedback on any gaps in our curriculum and instruction.”