Carroll & Ankeny Schools Among Those Recognized for Reducing Gaps in Student Achievement

Congratulations to Carroll High School and Northeast Elementary School in Ankeny, two of six schools from across the state honored by the State Board of Education for significant progress in closing gaps in student achievement.

The Breaking Barriers to Teaching and Learning Award was created by the State Board of Education. Each year, the award recognizes successful efforts to eliminate achievement gaps among students who face challenges. This year’s award-winners were recognized for having the highest proficiency rates statewide in math and reading among a specific subgroup of students, such as students who do not speak English as their native language and students from low-income backgrounds. Data from three years were examined to confirm a positive trend for each school. 

The schools that met these criteria are: 

• Cedar Falls High School, Cedar Falls: African American students (84.7 percent proficiency rate in reading and mathematics; statewide average for this subgroup is 46.3 percent). 
• South Tama County Elementary, Tama: Native American students (75.8 percent proficiency rate in reading and mathematics; statewide average for this subgroup is 59.3 percent). 
• Carroll High School, Carroll: Low socioeconomic status (86.4 percent proficiency rate in reading and math; statewide average for this subgroup is 61.3 percent). 
• Northeast Elementary, Ankeny: Students on Individualized Education Programs (75.8 percent proficiency rate in reading and mathematics; statewide average for this subgroup is 32.3 percent). 
• Kennedy High School, Cedar Rapids: Latino students (92.3 percent proficiency rate in reading and mathematics; statewide average for this subgroup is 58.8 percent). 
• Lenox Elementary School, Lenox: English language learners (86.4 percent proficiency rate in reading and math; statewide average for this subgroup is 42.6 percent). 

Interviews with school principals revealed a common thread between the honored schools: the use of evidence-based practices, a staff-wide commitment, high expectations and substantial teacher collaboration.