Select a School
Enroll Today!
"We love Arthur Academy! It has some amazing teachers, an incredible teaching philosophy and a great atmosphere for learning. My boys have improved in grades and learning in the first year and it's been amazing. AND, they both love the school, love their teachers and love feeling good about their achievements."
- Parent of a Gresham Arthur Academy student
Find

Amazing Results

2009-10 Student Achievement
Summaries of all Six Schools

Arthur Academies Rank High in Six Districts

Arthur Academy charter schools are top performers in each of the six districts in which they operate.  The Arthur Academies in the David Douglas, Reynolds, Woodburn, Portland, Gresham-Barlow and St. Helens districts ranked high in state testing, meeting AYP standards and Report Card rating.  Based on beginning of the year testing, Arthur Academies serve a population of students from a full range of academic levels.

Mission

Our mission is first to accelerate educational achievement and academic competence in all our students.  In working toward accomplishing this broad mission, our schools provide a uniquely effective and innovative model of instruction that can influence teaching practices in many other schools. Our schools are driven by their academic focus and instructional model. This model incorporates a way of teaching that defines our charter school option.

The instructional model is called Mastery Learning.  It uses a series of programs called Direct Instruction (DI) for teaching early literacy and the fundamentals of math in grades k-6. This model is the most thoroughly documented educational reform model in elementary and middle school grades. It emphasizes well developed and carefully planned lessons, designed around small learning increments and prescribed teaching tasks. Learning is arranged very incrementally so that students can be successful in mastering everything that is taught as they progress through the programs.

The following pages summarize national standardized achievement test results for the last two years, last year’s state test results and a report on achievement goals for students based on beginning of the year  performance levels.

Six Arthur Academy Charter Schools’ Academic Achievement
2009-10,  876 full year Students, Grades K-5 or 6
Portion of Students Scoring Within Each of Five Achievement Levels in Fall and Spring
Compared to the Stanford Achievement Test National Norms

These graphs summarize the reading and math achievement of the 876 new and returning students that attended Arthur Academy Charter Schools for the full year of 2009-10.  There were 55 more students that attended the school for the full year.  About 250 students were new to our schools. 

The Stanford Achievement Test was given at the beginning and the end of the year.  The graphs show how scores on this test of all students are distributed over five performance levels.  The blue bar indicates the how they would be distributed on the basis of national norms. The red bar shows how the scores of Arthur Academy students were distributed over these levels based on fall testing.  The green bar shows how the scores of Arthur Academy students were distributed at the end of the year testing.

During this school year there were six Arthur Academies: David Douglas AA (operated for 8 years), Reynolds AA (operated for 6 years), Woodburn AA (operated for 6 years) , Portland AA (operated for 5 years), and Gresham AA and St. Helens (both operating for 3 years).  In spite of the differences in number of years students attended an Arthur Academy school, the scores achieved during the 2009-10 school year for all six schools were combined to make up these charts.

 

2008-09 David Douglas Reynolds Woodburn Portland Gresham St. Helens
Enrollment 144 180 116 120 140 178
Years 8 6 6 5 3 3

In comparing the five achievement levels for each school and the combined six-school graphs, patterns for each school and the combined schools are very similar.  The most dominant pattern is that, as a result of improvements made during the year, the number of students in the lower ranges decreased from fall to spring (from 40% to 14%) and increased in the higher ranges (from 40% to 70%)  from fall to spring.  In other words, fewer students ended up in the lower levels by the end of the year and more students ended up in the higher levels as a result of their improvements during the year.

Six Arthur Academy Charter Schools’ Academic Achievement
2008-09,  818 full year Students, Grades K-5
Portion of Students Scoring Within Each of Five Achievement Levels in Fall and Spring
Compared to the Stanford Achievement Test National Norms

Six Arthur Academy Charter Schools
2009-10
State Test Results

The combined results for all six schools in relation to an estimated district average and the state average is shown on the graphs below.  These graphs show the percent of all students in each grade of grades 3, 4 and 5 who have met or exceeded the state benchmark.  They do not show how much growth was made during the year or the average of the actual scores.  We know, from our pre and post testing, that half of all new incoming students start the year at below average levels.  Our students are not made up of the top students in the districts.

In the state testing, the Arthur Academy charter school ranked highest in many subjects among other elementary schools in each of these districts.  In each of the David Douglas, Reynolds and St. Helens districts, the Arthur Academy school ranked highest in seven subjects that were tested.  The Woodburn Arthur Academy ranked highest in five of the of the subjects tested, and the Gresham Arthur Academy ranked highest in four subjects.  Among the 62 Portland elementary schools, the Portland Arthur Academy tied in two subjects for the highest ranking.  In all six Arthur Academies, 93% of the students in grades 3-5 met the reading standard and 84% met the math standard.

Possibly the most interesting comparison is made in the 5th grade science results.   Arthur Academies ranked the highest in five of the six districts in the subject of science.   The philosophy of the Arthur Academy schools is to emphasize early achievement in language skills, reading and math so that the potential for increased knowledge in content subjects like science, social studies, literature, music and art is possible. 

All of the six Arthur Academies, or 100%, successfully met the AYP standard set by the No Child Left Behind requirements.  None of the districts were able to achieve a 100% pass rate among their schools.

As a result of their strong test performance, four of the six Arthur Academies were rated Outstanding and two were rated Satisfactory.  Of the four rating Outstanding, three were the only school in their district receiving this rating.

Arthur Academy Classroom and School Achievement Goals
2009-10

The Arthur Academy staff have set high goals for themselves.  Goals have been set for students based on beginning of the year tests.  There are therefore 5 goals, one for each achievement level.

Achievement Levels and Goals 

Achievement Levels
1-20 Percentiles
21-40 Percentiles
41-60 Percentiles
61-80 Percentiles
81-99 Percentiles
Goals for those students that start the year in each level.
Gain 15
Gain 10
Gain 5
Remain within this level and not lose more than -5
Remain within this level and not lose more than -10

These goals apply for every student that starts out the year attending one of our schools. Each child will have one of these goals depending on his/her test scores in the fall.  Goals were set for the two lowest levels with the idea that every student that starts the year behind will be begin to catch up to grade level work.  For example, our goal is that every student in the lowest level will gain at least 15 points during the year.  This is not a goal of the average for the whole group of students in this level, but a goal for every student, 100%.  Averaging doesn’t work for two reasons.  One, averaging percentiles cannot be done accurately, and two, averaging numbers hides information about those who don’t make the goal.  These goals are measured by the percent of students within a level that met the goal for that level.  We are striving to meet each goal at 100%.

Students that start the year in the three lowest levels will need to make gains in the percentile ranking by the end of the year.  The goal for those students in the two highest levels is to maintain that level without making a significant loss, either 5 points or 10 points.

The chart shows the percent of students that met each goal within each level for each school and for all schools combined.  It also shows the percent of students that met all goals for all levels in each school and in all schools combined for both reading and math achievement.   Setting these kinds of goals and recording how well these goals were met each year helps each school to focus their efforts and planning more sharply in meeting the needs of the students.  Progress within the curriculum is tracked carefully during the year. This progress is summarized each quarter so that adjustments can be made during the year. Efforts and plans are made to accelerate low performing students’ progress as much as possible.  The yearly goals are then calculated on these charts to see how successful the schools were in meeting these goals.

Our grand goal is to reduce the number of students in the lowest levels more each year and increase the number of students in the highest levels during the year.  The bar graphs illustrate how well this goal is met each year.  As the individual goals are met, the grand goal will also be met.  Significant reductions and increases have been made within the last two years when these measures have been made with six schools.  Our goal is to improve on these measures to the point that there are as few students within the lower levels as possible by the end of each year.  It can take several years for some students to advance out of these levels.  So as new students enter the schools, there will most likely always be some students in the lower levels by the end of each year.