School Test Scores
School Test Scores measures the share of students enrolled in a public or charter school in the St. Louis region where 50% or more of students score proficient or advanced on the Missouri Assessment Program for both English and math. In 2016, schools that met this criterion enrolled 203,403 students in the four-county region, approximately 49% of all students.
School Test Scores Indicator Scores
City of
St. Louis
St. Louis
County
St. Charles
County
St. Clair
County
Data Source: Department of Elementary and Secondary Education, 2016
What does this score mean?
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.
It is important to note that for this indicator, equity is not our only goal; we also want to improve outcomes for all.
WHAT DOES THIS ANALYSIS MEAN?
White students are nearly four times more likely than black students to attend a school where 50% or more of students meet state standards in English and math. Over 70% of white students are at these schools, while only 18% of black students are enrolled in such schools.
If access were equitable, the number of black students enrolled in schools where 50% or more of students meet state standards in English and math would have to increase by:
- 4,367 in the City of St. Louis, and
- 25,364 in St. Louis County.
Black students in St. Charles County are slightly more likely than white students to be enrolled in schools meeting state standards; however, black students constitute a small percentage of students in St. Charles County schools (about 8%).
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 the region do not have enough or equal access to schools with a track record of meeting state standards on standardized school tests.
Most of our schools 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 region’s ability to attract new residents and families is negatively impacted by the performance of our public schools, just as our ability to attract new companies and employers is negatively impacted by the perception of a poorly educated workforce.
WHICH CALLS TO ACTION FROM THE FERGUSON COMMISSION’s REPORT ARE LINKED WITH THIS INDICATOR?
Calls to action designed to address disparities in education quality include:
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?
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 in Missouri. DESE also provides Equity Lab Trainings for district leaders to better prepare them to serve all schoolchildren in the state, particularly for high-poverty, high-minority, and rural districts.
School Test Scores Data
Students enrolled in schools where 50% or more of students meet state standards for English and math
| All | White | Black | Disparity Ratio | Equity Score | |
|---|---|---|---|---|---|
Students Enrolled in Higher-Test-Score Schools | 2,297 | 1,055 | 1,003 | ||
Students | 33,352 | 4,843 | 24,655 | ||
Percent of Students Enrolled in Higher-Test-Score Schools | 6.89% | 21.78% | 4.07% | 5.351 to 1 | 19 |
Data Source: Department of Elementary and Secondary Education, 2016
Students enrolled in schools where 50% or more of students meet state standards for English and math
| All | Black | White | Disparity Ratio | Equity Score | |
|---|---|---|---|---|---|
Students Enrolled in Higher-Test-Score Schools | 60,272 | 10,034 | 50,238 | ||
Students | 118,833 | 49,139 | 69,694 | ||
Percent of Students Enrolled in Higher-Test-Score Schools | 50.70% | 20.40% | 72.00% | 3.529 to 1 | 30 |
Data Source: Department of Elementary and Secondary Education, 2016
Students enrolled in schools where 50% or more of students meet state standards for English and math
| All | Black | White | Disparity Ratio | Equity Score | |
|---|---|---|---|---|---|
Students Enrolled in Higher-Test-Score Schools | 37,262 | 3,211 | 34,051 | ||
Students | 51,218 | 4,239 | 46,979 | ||
Percent of Students Enrolled in Higher-Test-Score Schools | 72.70% | 75.70% | 72.50% | 0.958 to 1 | 100 |
Data Source: Department of Elementary and Secondary Education, 2016
No Data Available