This page provides facts about the tests we administer, and other ways Ben Bronz Academy continually measures and evaluates the academic progress of each student.
High Expectations The first thing parents need to know about the Academy is that expectations are high. Many of our students are used to sitting back in class and not participating. You can’t do that here. Every child actively participates in learning. They work hard for eight hours straight.”
– Education Director Christina Lamphere
Measures of Progress
Each year, Ben Bronz Academy administers a battery of standardized, norm-referenced, academic achievement measures to our students, in addition to our many curriculum-based measures and Precision Teaching measures. We collect this data so that school districts, parents, and the students themselves have objective ways to evaluate growth our effectiveness as educators.
The battery of measures is given, using alternate-forms of each measure, upon entry to the Academy, and then in the spring each year after. This allows us to compare “apples to apples” and objectively measure changes in our students’ academic skills. The battery consists of the following measures:
- The Woodcock-Johnson III-NU test of Reading Fluency
- The Wide Range Achievement Test for Decoding
- The Gates-MacGinitie test for Vocabulary and Comprehension
- The Test of Written Language-4 (both the Spontaneous Writing Sample and the Contrived Subtests
- The Woodcock-Johnson III NU tests of Calculation, Applied Problems, and Math Fluency
Using a statistical program (SPSS), change in scores are calculated for each student on each test and examined to determine growth.
Prior to enrollment at Ben Bronz Academy, very few if any students were achieving year-to-year growth in their weak academic areas. With the array of intensive, individualized interventions we employ in language, decoding, comprehension, mathematics, and writing, we have been successful in helping these students learn despite their learning disabilities.