FCPS Students, Schools Make Significant Gains In 2003
SOL Tests
Students in Fairfax County Public Schools (FCPS) are passing end-of-course Standards of Learning (SOL) exams in record high numbers as well as closing the achievement gaps between White students and Black, Hispanic, and Asian students, according to results released today by FCPS Superintendent Daniel A. Domenech.
Since the SOLs were first administered in 1998, FCPS students have made tremendous improvements in their test results, particularly in subjects in which additional attention has been focused to raise test scores, and at the 22 Project Excel elementary schools, where additional time for learning and enhanced academic programs are helping students succeed.
The gap in test scores between White students and minority students continues to shrink, even though minority populations continue to increase in proportion to the student body. Passing rates have historically been lower for Asian, Black, and Hispanic students than for White students, but this gap has been significantly reduced since 1998 in almost all subjects. Black, Hispanic, and Asian students’ passing rates have risen at a faster rate than those of White students in almost all areas, leading to a reduction in the achievement gap by as much as 20 percentage points for Black students, almost 19 percentage points for Hispanic students, and almost 10 percentage points for Asian students on individual tests.
“This is a phenomenal achievement by our students and staff,” said Domenech. “To show considerable gains on the SOL tests overall and, at the same time, reduce the minority test score gap is quite an accomplishment. Although we are extremely proud of the gains made at all grade levels—3, 5, 8, and high school—we are particularly pleased with the results at the high school level since graduation now depends on those results.”
Divisionwide, FCPS high school students have increased their end-of-course passing rates from 1998 to 2003 by more than 12 percentage points in writing, nearly 15 percentage points in reading, more than 24 percentage points in Algebra 1, more than 17 percentage points in geometry, nearly 33 percentage points in Algebra 2, more than 40 percentage points in U.S. History, more than 22 percentage points in World History 1, more than 19 percentage points in World History 2, nearly 3 percentage points in earth science, nearly 12 percentage points in biology, and nearly 26 percentage points in chemistry.
Passing rate increases for Black students have gone up by more than 20 points in 18 of 25 subjects and by more than 10 points in 22 of 25 subjects since 1998 (Table 11). Hispanic student passing rates have gone up by more than 20 points in 13 of 25 subjects and by more than 10 points in 22 of 25 subjects since 1998. End-of-course English tests have shown an increase of over 30 points in English: Reading and an increase of over 22 points in English: Writing (Table 12).
Passing rate increases for Asian students have risen by more than 20 points in 9 of 25 subject areas and by more than 10 points in 18 of 25 subject areas since 1998. End-of-course English tests have shown an increase of almost 17 points in English: Reading and an increase of almost 13 points in English: Writing. Increases in passing rates have been less dramatic overall for Asian students because of their higher original pass rates in 1998 (Table 13).
White students continue to show the highest overall pass rates on almost all tests. Passing rates on all tests by White students have increased since 1998, with the largest increases on history tests and in Algebra 1 (over 22 percentage points), Algebra 2 (almost 33 percentage points), and Chemistry (over 25 percentage points).
Between 1998 and 2003, third grade student passing percentages have increased by more than 15 percentage points in English, by nearly 13 percentage points in math, by more than 22 percentage points in history, and by nearly 12 percentage points in science.
Students in fifth grade have increased their test score passing percentage from 1998 to 2003 by more than 11 percentage points in writing, more than 10 percentage points in reading, more than 17 percentage points in math, more than 40 percentage points in history, and more than 12 percentage points in science.
Eighth grade students have improved their passing percentage between 1998 and 2003 by almost 5 percentage points in writing, by more than 7 percentage points in math, by over 31 percentage points in history, and by nearly 8 percentage points in science. The reading pass rate has declined by more than 2 percentage points.###
Note: For more information contact Ray Diroll in the FCPS Office of Student Testing at 703-208-7780.Table 1-- Number of Schools at or Above 80 or 90 Percent Passing for Grade 3
Table 2 – Number of Schools at or Above 80 or 90 Percent Passing for Grade 5
Table 3 – Number of Schools at or Above 80 or 90 Percent Passing for Grade 8
Table 4 – Number of Schools at or Above 80 or 90 Percent Passing for High School
Table 5 – Number of High Schools at or Above 80 or Greater Percent Passing on English and Math End-of-Course SOL Tests
Table 6 – Number of High Schools at or Above 80 or Greater Percent Passing on History and Science End-of-Course SOL Tests
Table 7 – SOL Percent Passing Rates by Subject for Grade 3, 1998 through 2003
Table 8 – SOL Percent Passing Rates by Subject for Grade 5, 1998 through 2003
Table 9 – SOL Percent Passing Rates by Subject for Grade 8, Spring 1998 Through Spring 2003
Table 10 – SOL Percent Passing Rates by Subject for High Schools, Spring 1998 Through Spring 2003
Table 11 – FCPS Black and White Comparison, Spring 1998 and 2003
Table 12 – FCPS Hispanic and White Comparison, Spring 1998 and 2003
Table 13 – FCPS Asian and White Comparison, Spring 1998 and 2003
Last update: November 10, 2003
Curator: Therese Payne, therese.payne@fcps.edu