MIND THE GAP Although there are many positive aspects of the program, these are accompanied by a host of problems. Batenhorst is concerned, as is Wilkinson, about the achievement gap. “The achievement gap is still the biggest thing out there that needs our attention,” Batenhorst said. “But we are working hard with the principals to make sure we address that.” The District is continually making improvements to close this gap. Administrators look at data from teacher’s tests, MAP tests, EOC’s, the PLAN, and the ACT to see where students struggle and what possible interventions can be made. Some test scores recently recorded accurately portray the sort of academic achievement gap seen between VST students and the rest of the school. According to the VST Report for the School District of Clayton BOE, in 2012 the average ACT composite score for VST students was 19.9, while for the school overall it was 25.8. Other telling statistics include MAP scores (see line graphs). Although MAP scores didn’t separate VST students, and instead separated by race, by the nature of the program and the demographics of the district population it is accurate to say that the majority of African American students tested at Clayton were VST students. Despite the obvious gap in scores, it is also wise to take into account that compared to the MAP scores in 2011 of VST students in other districts, Clayton often ranked first or second. Batenhorst also believes that viewed from another angle, that of preparing the VST students for the future, the program has been a success. “It’s interesting to look at what students who are in the program are doing after graduation. We have quite an impressive list of colleges they are going to 67 percent are going to four year schools,”
Batenhorst said. (See pie chart for details). Batenhorst also stressed the importance of the individual learner. “You don’t want to look at what is the gap,” Batenhorst said. “You want to look at what is the level of proficiency that we as a district expect of all of our students and are we meeting that need.” While Batenhorst and Gutchewsky believe our attention should not be directed solely at the gap, Wilkinson said that the gap is simply bigger than the District. “It’s a gap that is national,” Wilkinson said. “We have our students who are graduates and achieving and going on to four year colleges and universities. People talk about that gap but we just want to make sure that we provide a high quality education for each child.” CHS Interim Principal Dan Gutchewsky agreed with Wilkinson and also stressed the importance of the individual learner. “We don’t want to just focus on a gap between a group of students,” Gutchewsky said. “We’re looking at the individual needs of the student, not on the needs of the group.” There have been efforts by the District to help struggling students within the VST program. The District has had programs in the past targeted towards helping struggling VST students in general, and this year also emphasized building relationships with parents. However, Wilkinson said, one of the problems in targeting a group is the difference in the individual needs of all the students. “One of the things we did this year was we invited all of the parents of students who are new to the VST to meet to talk about what education is in Clayton and expectations,” Wilkinson said. “It was a way to welcome the parents to the District ... But the problem you have with this experience is that every parent has a different background, so every student that comes through the VST also has a different background and experience, so again that is why if you think about how you serve the needs of all students that anyone who is coming into the District is bringing their own experiences with them.”
Final Thoughts In the end, it is important to remember that when looking at the VST program, one must see it in a holistic manner by thoughtfully assessing all of its components, strengths and weaknesses, and not focus on simply one specific aspect. The next BOE meeting on Oct. 10 will determine the fate of the program for the next five years. When considering the program’s influence on the entire student body, it is important to remember the fact that a student’s education is comprised of an amalgam of experiences dictated by their environment, and ought not to be evaluated by simply raw statistical data.