How did your school do on the CRCT?

The Georgia Department of Education released school-by-school CRCT results today. Search our database to see how your school performed.

Students in grades 1-8 take the tests to determine if they’ve learned what the state says they should know.

The state uses these results when determining whether elementary and middle schools met the testing goals mandated by No Child Left Behind.

I’m home sick and having trouble focusing on these scores. What do you guys make of the results? Any surprises?

34 comments Add your comment


July 7th, 2009
4:49 pm

Any help on how to control for the cohort effect? I’m speaking of, for example, a school doing worse in 5th grade scores than they did in 2008, with the same group of kids who did worse in 4th grade than the school’s 4th graders did in 2007 (with the 4th grade improving this year). How can you sort out the extent to which the decline is the class and not the teachers?

Somewhat similarly, how do you account for ELA scores in a school with a LOT of non-English speaking immigrants?


July 7th, 2009
5:26 pm

Hmmmmm looks like the mostly white schools did the best. Anyone surprised?


July 7th, 2009
5:34 pm

Anyone surprised that Aaron goes through all the blogs spouting racist bs? I’m not…because he’s a bigot.


July 7th, 2009
5:45 pm

Well, the minorities keep on pulling the scores down. No matter how much money you pour into it.


July 7th, 2009
5:57 pm

any place that lists the overall ranking – comparison by state & county?

Go Eagles!

July 7th, 2009
6:50 pm

Ware Magnet still 100%


July 7th, 2009
6:56 pm

I’m proud of how fulton county improved.


July 7th, 2009
7:15 pm

I clicked on “database” and it just took me to the article about the release of scores and there was no database. Any ideas? How did those of you who found them access the database?


July 7th, 2009
7:19 pm

I hope this is not a duplicate, but my other post has not shown up. When I clicked on the “database” link in the article, there was no database. How did those of you who have seen the scores access them? Thanks for any help you can give me.


July 7th, 2009
7:38 pm

Any help accessing the database? the link doesn’t seem to be working.


July 7th, 2009
7:51 pm

Aaron what we’re not surprised at is that there are still multitudes of people like “you” in the world. People that do nothing but generate negativity. I imagine it must be difficult carrying around all of that worthless baggage!

The irrelevant AJC

July 7th, 2009
10:49 pm

If the AJC was even one tenth of the watchdog it claims it is, it would ask some of these schools who want to brag about their test scores to post their ITBS scores alongside them, so that a true picture of academic progress would emerge.

Of course some of these schools might not be to happy to talk about how 90% and above of their students pass the CRCT, yet on the ITBS they rank well below the national average.

And please don’t start with the blather about norm referenced vs. criterion reference tests, to legitimize the scores. Last I check, reading is reading, and two plus two equals four, no matter the test.



July 8th, 2009
12:01 am

Another state test gone to pot. What a joke! This state is forcing down all the teacher’s throats that “Data drives instruction!” I do more statistical analysis than I do teaching. So ok, where are my 7th grade social studies CRCT scores? How can I drive instruction without data? How do I know which section (geography, economics, government or history) should I focus the most on and will probably need remediation? I have nothing to work with, again this year. And I won’t have anything to work with next year. My kids want to know how they did, and their parents want to know, and as taxpayers we should have the right to know how our kids did. This state is a joke.

Testing, testing 1, 2, 3

July 8th, 2009
12:02 am

To “Irrelevant” – the “blather” about norm referenced vs. criterion reference tests is important to folks who think the two types are interchangeable and the ITBS can be used to meet NCLB AYP criteria. There is nothing wrong with a criterion-referenced test per se. Unfortunately, Georgia’s CRCT has loads of bad press due to reputed poor questions and admitted low cut scores. You’re right, someone who “exceeds standards” on the CRCT should be scoring above the 80 – 85th %tile on the ITBS – maybe even higher. “Meeting standards” on the CRCT should at least meet grade level equivalent score on the ITBS. That’s the argument people should be focusing on and how to improve the CRCT – seeing as how a standards-based assessment is what NCLB requires.


July 8th, 2009
12:07 am

Looks like almost half of the students who are supposed to be coming to our high school next year failed the math CRCT…but I bet most of them will make it to high school regardless.

And in high school, they’ll fail math, and probably physical science too, and who’ll get the blame for that?


July 8th, 2009
12:11 am

Testing, testing 1, 2, 3….Admittedly I don’t know about the other grades, but a student who barely “meets standards” on the 8th grade CRCT is working at a 4th grade level on the ITBS.

NCLB calls for students to be “proficient”, but I don’t see how working 3-4 years below grade level can be considered “proficient” by any standards.


July 8th, 2009
8:46 am

Aaron is not spouting bs… it’s fact if you look at the scores. Not pretty.. but fact.


July 8th, 2009
9:19 am

Aaron and Smiley, look at SES rather than race. You’ll see the poor white schools (mine) did not do very well either. I live in a virtually all-white county. The only “different” people we have are Latino and a few mixed race kids. And yet our kids routinely score 20% or more failures.

The CRCT is pretty well meaningless. It does not have construct validity, you cannot replicate scores from one day to the next, the cut score is too low, the math portion tests reading skills; I could go on and on. It is a poor evaluation of almost anything, except how to cook scores so they look like this is working. Fageddiboutdit.


July 8th, 2009
9:23 am

If the state actually thought the CRCT was a valid test, they would not allow 90% of the kids who fail it to go on to the next grade. At our school it is 100%.


July 8th, 2009
9:25 am

Blog posting breakdown again: You can tell the state knows the test lacks validity because 90% of the kids in the gateway grades who fail it go on to the next grade anyway.


July 8th, 2009
9:26 am

Wish the AJC would invest money in a better, more reliable blog software.

Dr. John Trotter

July 8th, 2009
9:35 am

As usual, Catlady is right. There is virtually ALWAYS a positive one-to-one relationship with test scores and the child’s Socio-economic Status (SES). The collective test scores for each school (unless cheating is an intervening variable) simply indicate how many students are on free and reduced lunches. The test scores are so predictive of free and reduced lunch scores. There is a strong correlation. That’s it. It’s just that simple. The CRCT is indeed a joke. The ACT and SAT are norm-referenced tests. All serious tests are norm-referenced. The criterion-referenced tests (like the CRCT) are for public consumption — to try to fool the people into thinking real “progress” is being made. (c) MACE, 2009


July 8th, 2009
10:58 am

If I recall correctly, back before NCLB the DOE was very overt in not expecting students in the small, poor, rural districts (especially those with lots of minorities) to do as well as those in the larger, wealthier districts.

It seems to me that back in those days, when CRCT and other test results were reported, districts were compared with other districts in the same region, and also with other districts of similar size and socioeconomic level, and there were different “expectations” for different types of districts.

The entire premise of NCLB is that having different expectations for different types of students is a form of bias or prejudice that leads to unequal results – if you set high expectations for all students, all students will meet those expectations.

So is having different expectations a form of bias, or is it just realistic? Or is the truth somewhere in-between?

Testing, testing 1, 2, 3

July 8th, 2009
12:08 pm

To ScienceTeacher671 – “NCLB calls for students to be “proficient”, but I don’t see how working 3-4 years below grade level can be considered “proficient” by any standards.”

Agreed – that’s why we need to be focusing on fixing the CRCT so that “meet standards” means working on grade level for a norm-referenced test.


July 8th, 2009
1:22 pm

Aaron and Smiley I am not really surprised, but for the life of me, I want someone to get down to the “why”. Is it the teachers? Is it the socio-economic background? The parents? Surely, It can’t be that the students inherently lack the ability to learn on par with the white students. I do not believe the comment is racist. The facts are there, the question is what will be done to address it?


July 8th, 2009
2:19 pm

Totally agree with Dr. Trotter.
Progress can only be accurately measured by a pre test and post test administered to the SAME students before instruction and AFTER instruction. All of the present tests are measuring something entirely different. These tests are yielding information , but only about two different entities. Last year’s 5th graders and being compared to this year’s 5th graders…..a totally different group. Therefore, you cannot get any information about how much a group or an individual student has progressed.
I just cannot for the life of me understand WHY these so-called experts don’t realize that. When I was teaching reading, we always did pre tests and post tests which actually gave us information not only about the students’ progress, but about where our instruction needed revising or improving.


July 8th, 2009
3:38 pm

It only makes “sense” to compare last year’s 5th graders to this year’s 5th graders if what you are actually trying to measure is the teachers’ or administration’s performance. And testing two different groups of students with two different [poorly designed--the comment above that the math test actually tests reading as much as math was spot on] tests to measure improvement in teaching by what may well be two different teachers, well . . .
Granted pretest/posttest is two snapshots that don’t capture sustained learning or account for simply an “off” day on the day of testing, they still do a lot more to track the progress of students as opposed to tracking school administrations, which is the only thing CRCT seems to do (and no doubt the motivation for administrations to “adjust” responses on the tests).


July 8th, 2009
8:03 pm

Brace yourselves high school teachers in DeKalb — below are the fail rates for our 8th graders, along with the percentages we have been sending on to high school the last two years:

vondale MS – 127 failed, 95% passed on to HS.
Cedar Grove MS – 247 failed, 93% passed on to HS.
Chamblee MS – 19 failed, 73% passed on to HS.
Columbia MS – 210 failed, 90% passed on to HS.
Freedom MS – 155 failed, 93% passed on to HS.
Henderson MS – 75 failed, 89% passed on to HS.
Lithonia MS – 233 failed, 97% passed on to HS.
McNair MS – 283 failed, 95% passed on to HS.
Miller Grove MS – 186 failed, 77% passed on to HS.
Peachtree MS – 83 failed, 94% passed on to HS.
Redan MS – 157 failed, 95% passed on to HS.
Salem MS – 198 failed, 91% passed on to HS.
Shamrock – 123 failed, 99% passed on to HS.
Stephenson MS – 146 failed, 82% passed on to HS.
Tucker MS – 136 failed, 93% passed on to HS.


July 8th, 2009
10:12 pm

Further, over 52% of 8th graders failed the 2009 CRCT (did not meet ‘expectations’) in science and social studies. (38% failed math, 11% failed ELA and 10% failed reading.) Most likely about 90% of them will be showing up in DeKalb high schools in August.

R. C. Rousseau

July 9th, 2009
12:36 am

Teachers, instead of complaining, why don’t more of you band together and start your own private schools? Remember Marva Collins? The government school system is corrupt and beyond repair. Private and home schools are free to use the ITBS to document their students’ progress. They can use curriculum that works. Private schools can evict troublemakers. If the only reason you continue to teach in a failing government school is for the money, THEN YOU ARE A BIG PART OF THE PROBLEM! Quit whining and post somewhere else.


July 9th, 2009
3:36 am

Are you the owner of a private school? I am a teacher and like most teachers we don’t do it for the money. I certainly don’t have a whining problem. I do believe however that if the resources presented themselves I would have my own private school. I am currently working on this because I feel some students are being left out of the bigger picture because of a small few who want to cause problems so others can’t learn. But remember the word resources and teachers like myself who have to buy our own materials for class. Sure putting it on your taxes later is useful but you still spend the money across the school year. In this economy you have to think about a lot of things and especially resources.


July 10th, 2009
1:34 am

my school did fine. high SES and mostly non-minority with high parental involvement. no surprises.


July 12th, 2009
5:21 pm

I beg your pardon!! I teach at a 95% black school and we kicked you know what in 8th grade math!! I’m a white teacher and I am PROUD of my minority students. OUR students are outperforming MANY white majority districts.


July 23rd, 2009
8:10 pm

Schools with many Asians (minority) did well. I don’t know why everyone is saying that schools with “minorities” did much worse than whites. Actually, Asians did better than most whites.