The following is a complete transcript of the above podcast.

Music: (Galleria Short)

Cally Berg: Hello my name is Cally Berg.

Seung-Yeon Choi: And my name is Seung-Yeon Choi for the Paly Voice.

CB: We discussed Paly’s standardized testing with Principal Dr. Jacqueline McEvoy and Assistant Principal Kim Diorio.

SY: We’ll start off with some background information. Last year the administration devised a new policy for the STAR test. Students planning to take advanced classes next year were required to take the STAR test this year, a decision finalized by Dr. McEvoy.

CB: The administration also rescheduled the STAR testing schedule to follow the AP testing week.

Interview with Principal McEvoy

JM: All the classes were above 90 percent, and so our API score went above 900. What we also got was more robust data from all the different subject areas. But what I think what we’re seeing is, a better representation of the achievement of our students. And there were very few kids that we actually went through, and if a student had not taken math (STAR), we removed them from their AP classes. I want to say, that was less than a handful.

Music: (Galleria Short)

CB: We’re hear for the Paly Voice, talking to Ms. Diorio.

KD: Our API score went from an 883 to 900, so that was an increase of 17 points, and we’re really pleased about that.

SY: Last year’s AP policy required all AP students to take and perform proficiently on the test, and the administration moved the STAR testing dates to the AP testing week. So, does the administration plan to further revise the policy for better results?

KD: No, I think we’ll use the same testing calendar. I think we’d like to have the AP tests happen the STAR test.

CB: In the article, “STAR tests undermine public education,” a Campanile reporter contended that because Paly receives minimal funding from the state, Paly students should not have to take the STAR test. How do you normally respond to contentions like these?

KD: We do receive minimal funding from the state. He’s correct about that. The STAR reports, the CSTS are so report for so many reasons, and it’s not just a funding issue. I think, you know, this year, it’s reported in the state that other schools will look to Paly to see how our numbers compare and people will make educational decisions based on those numbers. So, it serves the entire student body well when all students are taking and performing their best on this test. There’s also a huge curriculum piece to this, that the California test is designed to match the California state standards. So, we get a lot of valuable information about how effective is our curriculum, how are we doing in our courses, meeting all of those standards, and it’s a good data set to reflect on our own standards and to improve instruction in the classroom. So, I looked at some of Gunn’s numbers and our numbers in terms of taking the test and AP exams especially. They tend to have a higher participation rate.

SY: According to a Voice article, the district discussed the inequity between Gunn and Paly’s standardized testing participation. So how will the administration solve this gap?

KD: The process that our staff is currently going through in terms of our accreditation, which is called WASC, is really going to be instrumental in looking at and addressing this gap. One of our critical areas in need is a horizontal and vertical curriculum alignment. Again, that’s going to tie into how our students are performing on any kind of standardized test here. As our teachers begin to reflect on what’s going on in the classrooms and in terms of their curriculum and make improvements in that area, I think we’ll see our test scores hopefully going on the rise. They [Gunn High School] are also a bigger school. They have 200 more students. There are some differences between the two schools.

SY: So the same article also addresses the disparities in SAT scores between Gunn and Paly. School Board member Dana Tom attributed this number to a larger underrepresented minorities at Paly then at Gunn. Do you agree with this, and do the statistics also illustrate this?

KD: Statistically speaking, the percentages aren’t that different. I had to look at the school accountability report card for Gunn and the school accountability report card for Paly. I was able to look at the number. It’s only a difference of one or two percent overall. So it’s not this huge discrepancy. The thing that they noticed between both schools and what they have in common is that the lowest performing subgroup on the SAT scores is correlated with socioeconomic status.

SY: Lastly, how does the administration plan to solve this problem, this disparity?

KD: The million-dollar question now. We wish, we hope, and we expect that we can work for the next six years. Again, one thing I know is that it really starts in the classroom, the quality of instruction. Research will say instruction is the thing that we can do and work on that’s really going to help kids the most. And that’s what I think WASC is really helping us with right now.

Music: (Galleria Short)

CB: Thank you for listening. I’m Cally Berg.

SY: And I’m Seung-Yeon Choi for the Paly Voice.