Yesterday, the Colorado Department of Education released statewide, district and school level growth results of the 2016 math and English language arts Colorado Measures of Academic Success (CMAS) tests. Colorado 3rd through 9th graders took both tests last spring. Littleton Public Schools students show strong growth in both math and English language arts compared to last year.

A student’s growth percentile (ranging from 1 to 99) indicates how that student’s performance changed over time, relative to students with similar score histories on the state assessments.

The state median growth percentile for any grade overall in both mathematics and English language arts is about 50. LPS students demonstrated higher growth than did the state from last year to this year:

• Median growth for LPS elementary and middle school students in mathematics is at the 64th percentile.   
• Median growth for LPS high school students in mathematics is at the 61st percentile.
• Median growth for LPS middle school students in English language arts is at the 57th percentile.
• Median growth for LPS elementary and high school students in English language arts is at the 56th percentile.

These results are exciting and confirm the high levels of learning occurring in LPS classrooms.  

“These math growth results are encouraging,” said LPS Deputy Superintendent Connie Bouwman. “They confirm that our teachers are implementing the Colorado Academic Standards, and that this work is positively supported by district instructional resources.”

Similarly, the English language arts growth results indicate that LPS students are learning the expectations that are outlined in the new Colorado Academic Standards. These standards are aligned with expectations for college and career readiness.

“These scores are impressive by any measure. It takes the commitment of students, teachers, parents, and the larger community to help students demonstrate this level of growth in just one year’s time,” said LPS Superintendent Brian Ewert. “This confirms what we already know about our students—individually, in subgroups and overall. We know when students struggle and we know when they excel. Furthermore, within the framework of Professional Learning Communities, teachers have the opportunity to share their best thinking, improve their teaching, and to address the individual needs of every student. This collaboration makes it possible for teachers to truly help students improve where they need it most.”