Faculty and staff at Danville High School had high expectations for 2006 CATS testing after the jump in scores from 2004-2005, but these expectations were not fully met. The accountability results for Danville Independent Schools decreased from 78.6 in 2004-2005 to 76.8 in 2005-06.

The largest concern facing DHS is the 19% decrease in social studies results. Science and math continue to show the need for work, as students score lowest in these testing areas. Danville’s score index is classified as “progressing” for the 2004-2006 biennium.

While some scores may be low, there is reason to be hopeful. Reading saw an increase in 2005-2006 scores and the faculty and administration at DHS are confident that further improvements will be made. Biology teacher Dr. Michael Lauer believes that by improving testing vocabulary, scores will increase. “Most graders spend 30-45 seconds simply scanning each Open Response question, so a better knowledge of testing vocabulary would likely improve scores,” Lauer said.

While test scores may seek improvement, the administration is more interested in progressing student learning. Assistant Principal Ed Mckinney said, “On a day to day basis in the classroom, teachers need to be involved with core content. Students need to come to school to learn. We don’t need to just perform well on the test and forget about learning. We want our tests to be a reflection of good student learning.”

Teachers met September 29th following student’s early release to discuss 2005-2006 test scores and to create a plan of action to increase 2006-2007 scores.