AIMS testing for 3rd-graders reaches critical point next year

School districts have spent the last three years preparing for "Move on When Reading," a new state law that requires students to be retained at their grade level if they fail to achieve at least an "approaches" score on the state's assessment test.

The only exceptions are students who are intellectually disabled and English Language Learners, or ELL students, who have less than two years of instruction.

Most educators view third grade as an indicator of whether a student will struggle with reading in his or her coming school years.

The law, which passed in 2010, has sparked concern among some educators who say retaining students will hurt them later in school and lead to higher dropout rates.

"This law has no research basis," said Patricia Anders, distinguished professor of Teaching, Learning and Sociocultural Studies at the University of Arizona College of Education. "The research concludes that retention as a broad-based policy is not effective."

The Arizona Department of Education says fewer than 3,000 third-graders' scores fall "far below" on the AIMS test each year. About one-third of those students are not ELL or special-education students, meaning they would be retained.

At least another 500 ELL students who have more than two years of English language instruction could also face retention.

"The way I look at the law is, I don't think it will change the good practices we already were doing," said Maria Nunes, a student- achievement teacher at Acacia Elementary School, 12955 E. Colossal Cave Road, in the Vail School District.

Getting ready

Districts have developed assessment tests, interventions and other measures to monitor student progress.

The Tucson Unified School District has increased communication with parents since the law was passed, notifying them if their child scores below the standard on assessment tests, said Assistant Superintendent Maggie Shafer, who oversees TUSD's preschools, elementary and K-8 schools.

Teachers are also supposed to keep detailed information on students to track their progress and create a support plan with interventions for struggling students, including additional tutoring during the school day. There are also extra parent and teacher conferences scheduled.

So far, district officials say the increased scrutiny and communication with parents have worked.

TUSD statistics show that 7.6 percent of third-graders' scores fell "far below" on the AIMS test in 2010. In 2012, the number dropped to 5.9 percent, or 241 students. Just 80 of them would have been retained because they aren't in special education or ELL programs.

The Vail School District, with about 12,000 students, had three students in 2012 who would've been retained, said Debbie Hedgepeth, assistant superintendent of curriculum and professional development.

The district has taken a similar approach, identifying students in the earlier grades and monitoring them through third-grade.

"We're trying to be very careful to let very few students end up in a spot where they can't move on to the next grade," she said.

Vail's student-support measures also include additional tutoring, as well as working with students during the district's intercession breaks in the school year.

Third-grade teachers are supposed to monitor skills such as word identification, fluency with letter sounds and pronunciation, she said.

The increased focus on reading will not only help students, but it will also increase teacher accountability, said Nunes, the Acacia Elementary teacher.

"It's an extra benchmark and accountability on us," she said. "It's another way to make sure we're doing all the right things ... for kids."

Does retention work?

Despite the best efforts of local districts, there are still concerns about the long-term implications of retaining third-graders who fail the AIMS test.

Some administrators are also worried about ELL requirements for students with more than two years of English instruction.

Most educators say retention should occur on a case-by-case basis, with teachers, counselors, principals and parents making the final decision.

"There is a lot of research that indicates retaining students increases the risk factor for not graduating," Hedgepeth said. "We're concerned about the long-term risk for graduating these students."

Shafer, of TUSD, agreed.

"For a small number of students who have not developed reading skills in ordinary time, early-on retention should be indicated. But it should be something between parents, teachers and principals," she said.

Shafer is also concerned about ELL students who have more than two years of English instruction, saying more of those students could be retained.

Those students might need more than two years to learn English well enough to pass the AIMS test, she said.

"My guess is we'll have more students who won't pass," she said.

Anders, the UA professor, says AIMS should be used as a screening test to gauge student progress, not the final assessment of whether a student should pass or fail.

Numerous studies cite a link between higher dropout rates and retention, she said.

She agrees that districts should look at the individual student when considering if that student should be retained. "It takes the teacher and reading specialist, and professional judgment should be entered in it," she said. "So, it's insulting for the Legislature to mandate something like this."

Contact reporter Jamar Younger at jyounger@azstarnet.com or 573-4242. On Twitter: @JamarYounger