This fall the Georgia Department of Education (GaDOE) released the 2022 College and Career Ready Performance Index (CCRPI) reports and its 2022-2023 lists of schools who are identified for comprehensive and targeted support and improvement, which is based on students’ mastery of academic skills that are tested by the Georgia Milestones Assessment System (GMAS) and high school graduation rates.
Georgia Milestones Assessment System (GMAS) Scores
In July, the Georgia Department of Education released results from the Georgia Milestones Assessment System’s (GMAS) End-of-Grade (EOG) and End-of-Course (EOC) tests which were administered to third through twelfth-grade students in the spring of 2022. Georgia law requires a comprehensive summative assessment program for these grade levels.
There were five tested EOG subjects and four EOC subjects. GMAS assesses student learning along four levels of achievement: Beginning Learners, Developing Learners, Proficient Learners, and Distinguished Learners. Proficient Learners and Distinguished Learners demonstrate proficiency or advanced mastery in the knowledge and skills necessary at a grade level/course of learning, as specified in Georgia’s content standards. Proficient and Distinguished Learners are considered prepared for the next grade level or course and are on track for college and career readiness.
The Georgia Milestones’ EOC and EOG tests include multiple choice, short answer and open-ended questions to better gauge students’ content mastery. Students in grades three, four, six and seven were tested in Reading, English language arts and mathematics. Students in grades five and eight were tested in these same subjects plus science. Eighth-grade students are also tested in social studies.
In grades 9 to12, students who were enrolled in American Literature, U.S. History, Algebra I, and Biology took the Georgia Milestones End of Course assessment. Middle school students enrolled in Algebra I or Physical Science for high school credit also took the EOC/EOG for the respective course.
Bulloch County Schools’ GMAS Performance Highlights
- At the state and local level, scores remain lower as students and teachers adjust from the learning loss that occurred as a result of the pandemic.
- Bulloch County Schools performed similar to the state in 12 of the 20 subjects and grade levels tested on its overall proficiency (proficient and distinguished learners).
- The district’s students matched or outperformed their peers within the First District Regional Education Service Area in 13 of the 20 tested subjects.
- Overall, Bulloch County students performed slightly higher on English Language Arts than the other tested subjects. This is an indicator that the district’s emphasis on improving literacy skills has potentially impacted student achievement. As the district continues to expand its interventions and emphasis on literacy, it is expected that the number of students scoring at the proficient or distinguished level will increase.
- Excessive student absences throughout the school year potentially impacted performance across the district.
Bulloch County’s Focus on Recovery
Bulloch County Schools continues to adjust to the impact the pandemic has had on the community and schools. Test data confirms that disruptions to learning have occurred district-wide. Educators have focused this semester on helping students get back on track and to fill the gaps in learning that have occurred. District initiatives for the 2022-2023 school year have placed an emphasis on Multi-Tiered Systems of Support (MTSS), Professional Learning Communities (PLCs), Literacy, and attendance.
- Bulloch County Schools will continue to utilize Georgia’s Multi-Tiered Systems of Support to provide interventions, remediation, and enrichment to meet the individual needs of students academically, behaviorally, and related to attendance.
- Teachers continue to participate in their professional learning communities (PLC). These provide a layer of support to help educators continuously improve which in turn benefits students.
- The district will continue to improve literacy instruction by providing Guided Reading and phonics training for elementary teachers and promoting early literacy initiatives such as the Book Bus, reading nooks, and partnering with community organizations to support literacy for children from birth to age five. The READ 180 program utilized to support struggling readers at Langston Chapel Middle School was expanded to include students at William James Middle School and ninth grade students at Statesboro High School.
- The district will continue to support schools with instruction and behavior by providing instructional coaches and climate coaches. Instructional coaches work directly with teachers using the Engage2Learn eGrowe model to improve instructional practices in the classroom. Climate coaches work with teachers and schools to develop behavior intervention plans and coaching for best practices for classroom management and behavior interventions.
Learn more about GMAS here.