Data shows math scores increasing in Hancock
HANCOCK — In his report to the Michigan Department of Education, Principal Ezekiel Ohan included a detailed account of the methodology used in gathering, recording and analyzing data necessary in determining and graphing test score scores, as well as establishing comparisons to statewide averages.
The report includes mathematical graphing that compares state standards of proficiency with Hancock Middle School student achievements using posted scores by eighth-grade students.
Eighth-grade students were profiled using math performance data to register the level of impact Hancock’s best practices had generated, the report states. These included lesson planning, curriculum grids, content action plans, comprehensive data reviews, department level meetings, staff meetings and in-service professional development.
The Math Department was selected to represent student performances due to previous substandard state and national scores reflecting the evident need for intervention.
Hancock data was taken from first semester final exam results, while state data was taken from the 2018 Statewide Michigan Student Test of Educational Progress (M-STEP) results for eighth grade, the report explains.
Partial student assessment reports were contributed by Math Department teachers Brian Irizarry and Nancy DeForge, while the Math Department Comprehensive report for student assessment for First Semester, 2018-19, was submitted to the MDEC by Ohan.
The data showed at the conclusion of the second quarter of the fall semester of 2018, 72 percent of eighth-grade math students had increased their grade from the first quarter, demonstrating growth.
When graphed, the statewide average of all eighth-grade students who are at least partially proficient in math is 59 percent. By comparison, 64.6 percent of Hancock eighth-grade students are at least partially proficient. When all eighth-grade students taking math courses are included, Hancock’s percentage jumps to 69.1.
Hancock Middle School is performing close to 10 percent above state average.
“Our need continues to be addressed with transparency, as demonstrated by this focus report detailing the mathematical aptitude of HPS learners to date,” Ohan’s report stated.
HPS student achievement was also represented both statewide and nationwide through the use of the PSAT as the instrument to measure performance.