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School Test Scores
Measuring school test score equity and outcomes
White students are more than five times as likely as black students to be enrolled in a school where it is the norm for students to meet state standards in both Math and English
A score of 100 represents racial equity, meaning there are no racial disparities in outcomes between black and white populations. The lower the Equity Score, the greater the disparity.
For School Test Scores, a score of 100 — a score reflecting racial equity — would mean black and white students are equally likely to attend schools where it is the norm for students to meet state standards in for both English and Math. It is important to note that for this indicator, equity is not our only goal: we also want to improve outcomes for all.
More Information
What does this indicator measure?
School Test Scores measures the share of students enrolled in a public or charter school in the City of St. Louis where 50% or more of students score proficient or advanced on the Missouri Assessment Program for both English and Math. In 2016, it was the norm for students to meet state standards for both English and Math in six schools: Gateway Science Academy, Kennard Classical Junior Academy, Mallinckrodt Elementary, Mason Elementary, McKinley Classical Leadership Academy, and North Side Community School. These six schools enrolled 2,297 students, or 6.9% of all students.
School Test Score Analysis
Students enrolled in schools where 50% or more of students meet state standards for English and Math in St. Louis City
| All | White | Black | Disparity Ratio | Equity Score | |
|---|---|---|---|---|---|
| Students enrolled in higher-test-score schools | 2,297 | 1,055 | 1,003 | - | - |
| Student population | 33,352 | 4,843 | 24,655 | - | - |
| Percent of students enrolled in higher-test-score schools | 6.89% | 21.8% | 4.1% | 5.355 to 1 | 19 |
Data Source: Department of Elementary and Secondary Education, 2016.
What does this analysis mean?
White students are more than five times more likely than black students to attend a school where 50% or more of students meet state standards in English and Math. White students are most likely to attend a higher-test-score school (21.8%), followed by Asian students (12.7%). Black students are least likely to attend a higher-test-score school (4.1%), followed by Hispanic students (5.5%).
If access were equitable, 4,367 more black students would be enrolled in schools where 50% or more of students meet state standards in English and Math.
Test Scores by School Analysis
Schools where 50% or more of students meet state standards in St. Louis City.
| English | Math | English or Math | English and Math | |
|---|---|---|---|---|
| Schools where 50% or more of students meet state standards | 13 | 12 | 19 | 6 |
| Number of schools reporting | 82 | 88 | 100 | 100 |
| Percent of schools | 15.9% | 13.6% | 19% | 6% |
Data Source: Department of Elementary and Secondary Education, 2016.
There are thirteen additional schools where the majority of students meet state standards for either English or Math, but not both. The schools include: City Garden Montessori, Collegiate School of Medicine and Biology, Community Access Job Training, Dewey School of International Studies, Farragut Elementary, Gateway Elementary, Gateway Science Academy- South, Gateway Science Academy High, Gateway Science Academy Middle, Grand Center Arts Academy, Metro High, The Chinese School, and The French School.
Data Note: School districts evaluated in 2016 include Better Learning Community Academy, Carondelet Leadership Academy, City Garden Montessori, Confluence Academies, Eagle College Prep Endeavor, Gateway Science Academy, Grand Center Arts Academy, Hawthorn Leadership School for Girls, Jamaa Learning Center, KIPP St. Louis Public Schools, La Salle Charter School, Lafayette Preparatory Academy, Lift for Life Academy, Northside Community Schools, Preclarus Mastery Academy, Premier Charter School, St. Louis Language Immersion School, St. Louis City Schools, St. Louis College Prep.
Why do School Test Scores matter?
It is a fundamental principle of equity that all students deserve access to a quality education. While school test scores are not a perfect representation of quality education, they are an indicator of performance relative to accepted academic norms. Today, based on this indicator, many black students in St. Louis do not have enough or equal access to schools with a track record of preparing students to meet state standards on standardized school tests.
Schools where students do not meet standards are struggling to prepare children to succeed in life. The low number of schools in which a majority of students score proficient on standardized tests does a disservice to students, families, and the community. When teachers begin a school year with students who have not mastered skills they should have learned in earlier grades, they don’t get to teach at their grade level, impacting their morale and effectiveness.
There is a significant economic cost to having a weak educational system for our entire region. We have created a pipeline that produces less resilient and economically competitive residents. Our city’s ability to attract new residents and families is negatively impacted by the performance of our public schools. Our city’s ability to attract new companies and employers is negatively impacted by having a poorly educated workforce.
Which Calls to Action from the Ferguson Commission report are linked with this indicator?
While there are no direct calls to action from the Ferguson Commission related to raising test scores, the Commission calls for:
Questions for further investigation
- Why is there a racial disparity in School Test Scores?
- What can St. Louis do to reduce racial disparities in School Test Scores?
- What initiatives are currently underway to reduce racial disparities in School Test Scores?
How can I learn more about this issue?
The Illinois Facilities Fund (IFF) analyzed the performance, location, and enrollment of both public schools and charter schools in St. Louis in 2007-08. The study – Place, Performance, and Promise – determined that St. Louis students have limited access to a quality school in their neighborhood. The report was produced by the National Association of Charter School Authorizers (NACSA) and IFF, in conjunction with the St. Louis Mayor’s Office. In 2015, IFF released updated maps of highest-need areas for the 2014-15 school year.
Since 2015, the Missouri Department of Elementary and Secondary Education has developed Educator Equity Plans, which report on the racial disparities in math and English proficiency.
