For the full text of the release, including score tables, please view this document.
Under the Every Student Succeeds Act (ESSA) and Senate Bill 158 (2020), Kentucky schools are held accountable for student assessment results in all core subjects (reading, mathematics, science, social studies and writing), improving the English language proficiency of English learners, the quality of school climate and safety, and postsecondary readiness and graduation rate at high schools.
With the release of 2021-2022 school year assessment data, families, educators, lawmakers and education stakeholders across the Commonwealth have a new and more transparent way to understand how their local schools are performing. However, assessment results are just one of several strategies the Russell County School District is utilizing to evaluate school recovery and create a more robust and equitable education system.
With an overall score of 67.7, Russell County High School (RCHS) received a color rating of GREEN (high). The combined reading and math indicator of 59.8 is YELLOW (medium) and the science, social studies and writing indicator is 52.9 YELLOW (medium). The proficient/distinguished percentages were higher than the state averages in math, social studies, and combined writing including editing and mechanics and on demand writing while the proficient/distinguished percentages were slightly lower than the state in reading. The science scores for RCHS were suppressed, as the science assessment is undergoing revision.
All Kentucky public school juniors participate in the ACT, which tests students in English, mathematics, reading and science. The ACT is scored on a scale of 1 to 36. Russell County students scored above the state level in all categories (18.7 composite vs. 18.3 state average).
There was a slight increase in the overall graduation rate across the state of Kentucky from 90% to 90.95%. The graduation rate for Russell County remained constant at 94.3% YELLOW (medium). Furthermore, the Postsecondary Readiness Indicator landed in the GREEN (high) range with a 93.7. This indicator gives students flexibility on how they demonstrate either academic or career readiness.
Russell County Middle School (RCMS) received a YELLOW (medium) color rating overall with a score of 58.4. The combined reading and math indicator of 62.7 is YELLOW (medium) and the science, social studies and writing indicator of 53.3 is YELLOW (medium). The proficient/distinguished performance levels were higher than the state in reading, mathematics, science and social studies. The novice/apprentice performance levels were higher than the state in combined writing including editing and mechanics and on demand writing. Additionally, Russell County Middle School received a federal classification of Targeted Support and Improvement (TSI) for students with disabilities.
Jamestown Elementary School (JES) received an overall score of 62.1 for a YELLOW (medium) color rating. The combined reading and math indicator of 66.8 is YELLOW (medium) and the science, social studies and writing indicator of 54.5 is YELLOW (medium). The overall score of 76.1 GREEN (high) for Russell Springs Elementary School (RSES) consisted of a combined reading and math indicator of 77 GREEN (high) and a science, social studies and writing indicator of 76 BLUE (Very High). Salem Elementary School (SES) received an overall score of 64 with a YELLOW (medium) color rating. The combined reading and math indicator of 65.4 is YELLOW (medium) and the science, social studies and writing indicator of 60.7 is YELLOW (medium).
Performance levels among the elementary schools were diverse compared to the state. The proficient/distinguished performance levels in reading and mathematics for all elementary schools were above the state. Science scores for both RSES and SES, in particular, reflected higher proficient/distinguished levels than the state while JES was below. Both JES and RSES, specifically, scored above the state proficient/distinguished performance level in social studies while SES was below. In combined writing including editing and mechanics and on demand writing, RSES, particularly, was above the state proficient/distinguished level while JES and SES was below. More explicitly, RSES and SES scored above the state proficient/distinguished level in editing and mechanics while JES was below and RSES scored above the state proficient/distinguished level in on demand writing while JES and SES scored below.
Kentucky’s Common Kindergarten Entry Screener, the BRIGANCE Early Childhood Kindergarten Screen III, provides a quick and accurate assessment of a child’s development in five areas: Academic/Cognitive, Language Development, Physical Development, Self-Help and Social-Emotional Development. 41% were kindergarten ready compared to the state’s 44%. 66% performed average/above average in language development while the state average was 69% and 76% performed average/above average in the social emotional area with the state average being 75%.
English Language Learners take an ACCESS test to examine English Proficiency in comprehension, listening, literacy, oral, reading, speaking and writing. During the 2021-2022 school year, twelve Russell County students reached attainment.
All participating students in tested grades completed the Quality of School Climate and Safety Survey. One form was given to grades 3 through 5 and another form given to grades 6 through high school. The indicator scores and color ratings for schools follow: Russell County High School – 59.6 YELLOW (medium); Russell County Middle School – 65.5 YELLOW (medium); Jamestown Elementary School – 77 GREEN (high); Russell Springs Elementary School – 76.7 YELLOW (medium); and Salem Elementary School – 80 GREEN (high).
Elementary, middle and high school survey items reflected positive results, as well as areas for growth, from students.
In summary, a single test score does not provide a complete or precise measure of student achievement, however, the Russell County School District is utilizing the information gained from the assessment as an important “temperature check” to better track and address student recovery. The results, combined with local formative measures and experiences in the classroom, will be used to help direct COVID-related recovery efforts supported by state and federal relief funds. Multiple data sources regarding students, allow the district more opportunities to understand their needs and how to be equipped to help them succeed.