We've had in Natick a naturally occuring experiment that allowed the testing of whether or not builing a new school has an impact on student academic performance, in this case through standardized tests; the MCAS.

There are two junior high schools in Natick; Kennedy, which is older and somewhat run down, and Wilson, a new school completed in the 2003-2004 time frame. By comparing academic performance at the two schools we should be able to examine whether or not there seems to be an effect of the "school learning environment" on MCAS scores.

This graph shows the progression over time of 8th grade MCAS math scores at Wison (red line), Kennedy (green line) and statewide (blue). Several things can be observed in this plot. Most importantly, there is no fundamental difference between MCAS math scores between the two schools. Both follow more or less the same trajectory with some degree
of random error each year. The scores for Kennedy fluctuate somewhat more than the Wilson scores. However the slopes of the two lines are almost identical. Secondly, there is a marked rise in scores at both schools (and less so statewide) as teachers get
better at preparing students for the tests (or alternatively, the tests are made progressively easier so that more students do well). Thirdly, the Natick schools' performance  are very much better than the staewide norms, which would be expected since the state results aggregate
many districts (Boston, Springfield, Lawrence, etc.) that perform poorly. Again, there is NO basis to conclude a school specific advantage in either direction between Wilson and Kennedy.

Same trends for english. Wilson lags in the years 2001 and 2002, catching up by 2003 which might suggest some effect of the school, but Wislon school wasn't complete until this time frame or later, so a more reasonable explanation would be random fluction due to slightly different makeup of the classes taking the test.

The same trends are apparent in the 8 th grade MCAS science tests.

One could argue that a new school facility might not make a difference in the 8th grade, but would for high school students. The new Whitman-Hanson regional high school, planned as the model school that Natick's would be based on, was finished in 2005. As can be seen from the graphs, the MCAS scores track those of the state and Natick high very closely, with little suggestion of a school impact until perhaps math scores in 2009. Since the graph represents 10 grade MCAS, one might expect some "school effect" in 2007 or 2008 but none is to be seen.

Note that no similar rise in english MCAS scores is found. The Natick high english scores are very variable, suggesting that finding an effect with these measures is quite challenging. Again, no "school effect" seen for english arts in 2007 or 2008 either. The Whitman-Hanson graph tracks the state average almost exactly. Between 2008 and 2009 it remains flat (no school effect here!) while both the state average and Natick high tick up a bit. Sorry, Whitman-Hanson, whatever you spent the $49 Mil to achieve, it wasn't an increase in MCAS scores. It is a pretty school though, I particularly liked the indoor walking track and the nice cafeteria. Sure hope Natick does better! 

I'm trying to get access to other types of data such as SAT scores as well because the rapid rise in scores from 2002 to 2009 makes them suspect. Either the state has been making the MCAS easier (likely) or teachers have been very diligent about "teaching to the test" (less likely). It's disheartening to think that a statewide measure that held such promise for uniform assessment may have been corrupted like this.

OK, Here are some interesting SAT charts.

Dr. Peter Sanchioni (and others) have described the condition of the current high school as "deplorable", "horrendous", and other such slightly over-the-top adjectives. SAT scores for the last 15 years tell a different story. Not only have our students persisted in the face of such brutal conditions, they have actually done better (particularly in math). How do you explain this fact, Dr. S?

In math, there is a clear upward trend. More watering down of the test by the dept. of education? What good are standardized tests if they are not standardized? Or maybe our students ARE doing better.

Who's teaching our Children?

The following table was published by the Educational testing service. It summarizes GRE scores by intended majors for the years 2001 to 2004. I've highlighted the quantitative reasoning and verbal reasoning scores of various education majors. As you can see, they are not a particiularly distinguished lot. These are the people who are educating your children. Think you could do better? It's not suprising that home schooling and options other than the public schools are becoming very popular. 

Average GRE Scores by Intended Graduate Major, 7/1/01-6/30/04*

*See Educational Testing Service publication 2005 2006 Guide to the Use of Scores, pp. 18-20