Kids that opt out aren't counted at all. Only kids that take the test
figure into the data. I teach 9th grade math and not one of my students who
opted out counted towards our school average.
Utah SAGE - the most meaningless, over-analyzed, assessment available. Where but
in Utah can you grade a school and a teacher on a test that the students
can't be graded on? Teachers can't even reward students for their
performance on the exam because that would single out and embarrass little
Johnnie who was opted out of the test by his mom. Then you have the high school
students that don't get opted out but instead they "complete" the
exam designed to last two periods in less than 5 minutes. And their score counts
as a reflection of the school and the teacher.SAGE has the potential to be
a useful assessment but the legislature cowers to the far right and refuses to
make the assessment mandatory or meaningful.Wake up Utah Legislature!By the way, congrats to all of the Early College High Schools. Nice scores.
Looks like you might have students that actually care to do well...
Jordan School District only had 2 middle schools even rank among all of these
schools. Is that because parents opt out of SAGE, and then the test scores are
averaged from those students who would be 0%. I know Jordan is a great school
district. That's the only reason I can think of.Canyons, Davis,
and Alpine, on the other hand, did really well.
Sierra Bonita is an elementary school. I am glad to see one or two less
affluent schools make this list. Usually, it is the most affluent schools that
do the best and that holds true for most of this list.
When a student opts out of SAGE testing a ZERO score is averaged into the
school's overall score. The SAGE scores become less and less meaningful as
more and more students are opting out. http://www.deseretnews.com/article/865653999/Opting-out-of-SAGE-test-is-on-the-rise.html?pg=all
I hope education leaders both at the state and at the district levels correctly
analyze this data, it's very telling to me that there is no pattern to any
of these scores. One would think that to have a high school in the top 25 the
feeder schools would also have performed well but that doesn't seem to be
the case. So what is leading the top schools to succeed and how do districts
push that success down the chain. Or how do districts see success at the
elementary level and push that success on up the chain. Over the past SAGE
years, and even further back, it doesn't seem like districts have been
doing this type of trend analysis.