Top Schools Level Off Under New Tests : Education: Typically high-achieving Valley campuses fare near the state average but still outpace LAUSD counterparts.

San Fernando Valley schools that typically score high on standardized tests fared only about average on the new, highly touted California Learning Assessment System--a series of tests designed to measure students’ skills in reading, writing and math.

The scores, released today, show high-achieving Valley schools still outpacing many other campuses within the Los Angeles Unified School District. But the Valley schools did not make it to the top when measured against tough, new statewide performance standards.

Given last spring to students in grades four, eight and 10, the tests are a new way to measure students’ and schools’ abilities in the three subject areas. The tests were developed--and scored--by teachers after 1991 legislation mandated a new assessment system.

But even schools that have implemented a more rigorous curriculum and whose teachers already have altered their instruction methods are not scoring at the top levels. The performance standards range, for example, from students showing little or no ability in math to an in-depth understanding of math concepts.

At Carpenter Avenue Elementary in Studio City, which typically scores at the top of statewide tests, more than half of the fourth-graders scored in the lowest two levels in math. At Lawrence Middle School in Woodland Hills, more than half of the eighth-graders scored in the lowest three levels in reading, showing only general and superficial understanding of the texts. At El Camino Real High in Woodland Hills, almost one-third of the 10th-graders showed little or no understanding of math concepts.

While many principals and teachers say they are not surprised by the results, they say students did not receive top marks for a variety of reasons. They say the test is much different than any other and that many teachers haven’t adjusted their styles and methods for introducing new material.

As much a measure of students’ knowledge, the tests also are a measure of how well the state-suggested curriculum is implemented in individual schools. Teachers are being encouraged to let students work cooperatively and to read literature rather than textbooks. Team-teaching is urged as well as giving students writing assignments in all subject areas--not just in English classes.

“As I walk through classrooms, you don’t need a test score to tell you that teaching hasn’t changed that much,” said Assistant Superintendent Sally Coughlin, who oversees the Valley elementary schools. “The process is going to take longer than I wish it would. We haven’t provided the time for training. We haven’t provided the money for training. It was a shock to many teachers to see that test last year.”

The test in itself is a learning process. The students get credit as much for a right answer as for their work in figuring out the result. In the writing portion, students can discuss their ideas before writing essays, and in math, students can use calculators to compute answers.

Carole Rosen-Kaplan, an English teacher at Birmingham High School in Van Nuys, said she balked when she first saw the test. “I thought that these kids would never be able to do it--that the whole thing was unrealistic,” she said. “But it was a mind-boggling experience for me. I was just shocked at how well they went to work. You could have blown me away.”

Almost half of the Birmingham 10th-graders scored in the top three levels of the writing test.

As a result, Rosen-Kaplan said she has changed the way she conducts her classes and that she believes her students will begin to score higher in the coming years. But large class sizes often inhibit teachers from presenting material differently.

“We have 40 kids in ninth- and 10th-grade classes,” she said. “They should be writing all the time, but there’s not the individual attention. The optimum would be 20.”

At Pacoima Elementary, where 61% of the students showed almost no understanding of math, Principal Larry Gonzales said the scores are “pitiful.”

“I’m absolutely and tremendously disgusted,” Gonzales said. “I find it deplorable, and I’m not willing to sit back and look for excuses.”

Gonzales said he wants all the teachers--not just those who teach fourth grade--to become more familiar with the test and the state curriculum guidelines. “It’s time to put up or shut up,” he said. “At this school, the task is enormous. I’m almost exhausted by the thought of all the work that needs to be done.”

By contrast, Topanga Elementary Principal Steve Friedman said his campus already has changed its approach to learning. Teachers already are working together, math students already work with calculators and in groups and writing is stressed throughout the grade levels.

“We do a lot of teaching that lends itself to this kind of test,” Friedman said, adding that the school gave the test to students two years ago as part of a pilot project. “It made the teachers realize that this is a whole different ballgame in terms of testing.”

About half the Topanga fourth-graders showed thoughtful understanding of the reading material and coherent and organized writing skills. Even though the students did not score at the top of the statewide standards, they were among the top-scoring in the Valley.

At Castlebay Lane Elementary in Northridge, Principal Natalie Messinger said high-achieving students did well but did not score at the top levels. While more than half of the fourth-graders displayed coherent, organized writing skills, more than half also showed limited math ability and only partial understanding of math concepts.

“It always surprises me that our kids don’t do better, but then I look at the whole district and the other districts around the state,” Messinger said. “When I compare us, I don’t feel like we look bad at all.”

Nonetheless, Messinger said the school now is focusing on updating its teaching methods to adapt to the new tests.

At Sylmar Elementary, Principal Irene Smerigan said students need to be more confident about their skills and abilities to score better on the tests. More than half the students at the school--56%--displayed little or no understanding of math.

“Kids don’t know how to think for themselves,” Smerigan said. “We’ve been in this mode of right and wrong answers . . . instead of having them logically think through problems and solve them.

“We’re asking students what they think, and they are looking at you like, ‘What is the right answer?’ ” she said.

United Teachers-Los Angeles President Helen Bernstein said the tests are a more authentic way of evaluating students and that she believes it will be a good measure of schools. But she said the state and the school district need to adequately train teachers before scores improve.

“You can’t hold people accountable . . . if in fact they didn’t know they were supposed to do things differently,” Bernstein said. “I just don’t know if teachers were adequately trained.”

District officials, school principals and teachers say parents also will have to change their thinking about standardized tests. These assessments can show parents how well--or poorly--their children and their schools are doing. Schools next year will receive individual student scores, which will be shared with parents.

“Parents are used to having one score to hold on to,” said Linda Lownes, the Los Angeles school district’s testing specialist. “It’s like having a safety blanket pulled away.”

In an effort to help parents understand the new tests, the 31st District Parent Teacher Student Assn. has videos and manuals available for schools to hold parent meetings. “I think this particular test--since it’s performance-based--gives parents a good idea and a more realistic idea of how well their children are doing,” said Harriet Sculley, the president of the Valley PTA. “It’s going to require parents to stretch a little bit. Change usually unnerves everyone.”

Sandra Rader, whose son attends Porter Middle School in Granada Hills, said she believes the tests are a worthwhile tool.

“It gives you a general idea that your child’s in a good school,” she said. “Any little feedback I can get from a test or a teacher, I can use to help guide my child.”

State education officials, who oversee the development and administration of the tests, say they did not expect schools to score at the top this year but that the results did show very low scores throughout California. The Los Angeles school district scored near the bottom of the districts across the state.

“We have chosen to set a very high standard for ourselves, and now we have to have the courage and strength and rise to meet that challenge,” said William D. Dawson, the acting state superintendent of public instruction.

“The real question is if we have the will to follow through with it.”

Valley Test Scores

The California Learning Assessment System is a state-mandated series of tests given last last spring to students in grade 4,8 and 10. Students’ reading, writing and math skills were measured against statewide performance standards. The standards, which are numerical from 1 to 6, range from little or no ability (1) in the subject area to skillful and creative (6).

The following are L.A. Unified School District schools that scored among the highest and the lowest in the San Fernando Valley when the three subject areas are combined:

GRADE 4

Highest: 1. Castlebay Lane Elementary 2. Welby Way Elementary 3. Balboa Gifted/High Ability Magnet 4. Topanga Elementary 5. Carpenter Avenue Elementary

Lowest: 1. Van Nuys Elementary 2. Pacoima Elementary 3. Sylmar Elementary 4. Fair Avenue Elementary 5. Langdon Avenue Elementary

GRADE 8

Highest: 1. Porter Middle School 2. Portola Middle School 3. Sepulveda Middle School 4. Sherman Oaks Center for Enriched Studies 5. Millikan Middle School

Lowest: 1. San Fernando Middle School 2. Sun Valley Middle School 3. Columbus Middle School 4. Maclay Middle School 5. Byrd Middle School

GRADE 10

Highest: 1. Sherman Oaks Center for Enriched Studies 2. Granada Hills High 3. North Hollywood High 4. El Camino Real High 5. Taft High

Lowest: 1. Sylmar High 2. Francis Polytechnic High 3. Canoga Park High 4. San Fernando High 5. Kennedy High

High Scores by Subject

The following are Valley schools that scored among the highest in the three disciplines. The numbers for each school show the percentage of students who achieved each score. Six (6) indicates the highest level of performance. One (1) is the lowest score.

READING

6 5 4 3 2 1 Grade 4: Clavert Street Elementary 0 7 59 18 13 2 Grade 8: Porter Middle School 8 33 34 15 10 1 Grade 10: Sherman Oaks Center for Enriched Studies 0 10 39 33 17 1

WRITING

6 5 4 3 2 1 Grade 4: Welby Way Elementary 4 26 61 9 0 0 Grade 8: Porter Middle School 2 25 42 20 9 2 Grade 10: Taft High 2 12 35 33 15 3

MATH

6 5 4 3 2 1 Grade 4: Topanga Elementary 0 9 23 38 21 10 Grade 8: Sepulveda Middle School 0 1 13 19 419 22 Grade 10: North Hollywood High 0 4 12 13 38 32

Scorce: State Department of Education and Richard O’Reilly, directory of computer analysis at The Times