Cordova Middle School Experiences Quick Rise in Reading Proficiency as Students Understand Relevancy of Test Data

PHOENIX - March 24, 2009 - Sometimes students just need the truth behind the numbers. That and a tasty bag of Hot Cheetos!

At the end of the fall 2008 quarter, signs with the number 322 sprung up all across the Cordova Middle School campus. Students, teachers and parents all asked, “What does it mean?”

After a week, Principal Greg Gunn ended the speculation – 322 was the number of students reading at or above their grade level. This meant one-third of the total student population was proficient in reading.

Under Principal Gunn’s guidance, Cordova Middle School embarked on a clear and ambitious goal – increasing the number of students reading at or above a proficient level on the AIMS test to 71 percent of all students, and 59 percent of ELL students.

His unorthodox methods have yielded great results. At the end of the second quarter, half of the student population was reading at or above grade level, an increase of 153 students in just one quarter.

One tool being utilized is a certain cheesy snack food! When students meet or exceed the math or reading standard on a test, they receive a ticket that can be exchanged for a small bag of Hot Cheetos. At the end of the second quarter of the 2008-2009 school year, the school gave away 587 bags of the zesty snack.

Cordova Middle School is one of 59 Maricopa County schools participating in the Beat the Odds School Partners Program, a school-based initiative of the Center for the Future of Arizona.

Beat the Odds helps K-12 principals with predominantly low-income student populations implement research findings that have led to better than expected individual student achievement. The Beat the Odds keys to success include establishing a clear bottom line for student achievement and assessing students early and often to gauge progress.

An immediate priority for Principal Gunn was raising awareness among teachers, instructional assistants and other staff regarding each student’s academic performance. Teachers are tasked with sharing and reviewing their classroom data during monthly grade level meetings focused on action steps to reach the school’s target.

Principal Gunn also provides progress reports to the students during assemblies. Students are then asked to offer ideas regarding how they can help the school reach its goal. Answers range from “take better notes in class” to “come to school every day.”

After the assembly, students write a letter to their parents stating their current academic performance (i.e., whether they are meeting the math and reading standards, approaching the standards, falling far below them or exceeding them). They note their most recent test scores plus their goal for the next quarter. Students return the letters to the school with their parents’ signatures.

Students also discuss action steps with their teachers, such as attending tutoring, to help them to reach their goal.

While parental and teacher buy-in is vital, Principal Gunn said much of the students’ motivation comes from within.

“Kids want to be part of this number and see it increase,” the principal said. “Some of the students who didn’t make their goal came up to me and said, ‘I didn’t get Hot Cheetos this time but I’m going to get it next time.’ It doesn’t embarrass them because the students really rally around each other… They realize we’re in this together …”