District 225 students set bar high in ACT scores

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Updated: May 9, 2012 9:56AM

District 225 high school students earned their highest composite ACT test scores to date, according to the 2011 Illinois State Report Cards released this week.

Glenbrook North’s average score for English, reading and science was 26.3, a full point higher than last year’s 25.2.

The biggest yearly improvement was in English when scores went from 25.4 to 26.8.

Also, the number of students taking ACT testing increased from 467 to 501.

At Glenbrook South, the average composite score was 24.5 last year, versus 24.7 for this school year. Again, the notable increase was in English, going from 24.2 to 25.

“We are pleased to see our scores improving. They demonstrate that the Glenbrooks continue to provide a quality education for our students,” said District Superintendant Michael Riggle.

The annual State Report Card also stated District 225’s total enrollment was 4,762 students for 2011, and the graduation rate was 98 percent.

On average, 96 to 97 percent attend college.

Under the No Child Left Behind Act, for the first time since 2008 Glenbrook North students achieved all testing measures to make adequate yearly progress.

However, South students did not AYP that requires subgroups, such as racial/ethnic groups and those with limited English, disabilities and who are economically disadvantaged, to meet or exceed standards in reading and math.

No Child Left Behind sets annual targets for student achievement that increase each year.

This year’s mark was 85 percent for all students to have met or exceeded test standards to reach adequate yearly progress for 2011.

North Principal Paul Pryma only three high schools in Illinois made AYP, noting Glenbrook South was one of them.

“We’ve made it clear that both schools continue to improve in ways that are reaching the kids. At this point, the No Child Left Behind seems illogical and, at times, a distraction,” he said.

Further, he explained the ACT test in Illinios was based on a curve, making the 85 percent standard hard to meet.

“Doing so is mathematically impossible when you expect special education students with learning disibilities to hit those targets, as well,” he said.

School board members will receive a more detailed report of student achievement later this year, when school instructors can provide strategies to improve student performance with an emphasis on subgroups under No Child Left Behind.