Is test prep hurting failing schools?

Intensive ACT test prep during class time does more harm than good, a study released this week says.

The study, conducted by the University of Chicago's Consortium on Chicago School Research, found that ACT scores were lowest in schools that devoted the most class time to the test.

Instead, the study found, classroom time should be focused on strengthening longer-term learning in subjects tested by the ACT.

For the study, researchers analyzed test results and surveyed and interviewed Chicago public high school teachers and high school juniors in 2005 and 2007.

Because of the emphasis on preparing for the test, more than 80 percent of students questioned believed scores were primarily determined by test-taking skills.

"Students are training for the ACT in a last-minute sprint focused on test practice, when the ACT requires years of hard work developing college-level skills," said Elaine Allensworth, the study's main author.

Despite an intense focus on improving their own test scores, Elgin Area School District U-46 officials say they aren't surprised by the study's results.

"Test prep programs do have an impact on kids, but they aren't going to revamp 10.5 years of education," Mitch Berenson, an Elgin High guidance counselor who spearheads U-46 high school test prep efforts.

Only 45.2 percent of U-46 juniors met or exceeded state standards on the test last year, compared to 52.6 percent of all Illinois juniors.

What's worse, Bartlett, Elgin, Larkin and Streamwood high schools have all failed to meet standards in reading and math for five years.

Despite this, executive director of secondary education Tom Donausky said, in U-46 there has "never been any attempt to take class time away for superficial test preparation."

In 2005, Elgin High began what officials call Prairie State Achievement Exam "skill-building tutorials." Juniors who scored lower than a 20 on their practice ACT tests are required to attend test prep sessions during their study halls or free time, Berenson said.

The course works on math and reading skills as it relates to the ACT, teaching material at increasingly difficult testing levels.

The program, Berenson said, was picked up in 2006 by Larkin High School and this year by Streamwood High School.

The district's other two high schools, Berenson said, have advisory sessions available during study halls.

At Elgin, Berenson said, students using the tutoring sessions have posted solid gains.

From 2006 to 2007, 40 percent of students taking the school's tutoring session raised ACT reading scores by 3 or more points. Another 25 percent raised scores by at least three points in math, Berenson said.

Still, Berenson said, school's aren't able to access all needy students with the current method.

"Students with a loaded schedule -- because we're not teaching this during class time, or even during lunch -- we can't access."

Under the federal No Child Left Behind law, a school is considered failing if less than 55 percent of students from any targeted group pass standardized tests in reading and math.

To avoid further state and federal intervention, the U-46 board last month approved restructuring plans for its five failing high schools.

As part of that plan, identified juniors will next year be required to participate in skill application sessions as a targeted intervention.

The possibility of such a tutoring session "for credit" as an elective is going before an instructional council right now, Donausky said.

If approved, "these classes are going to be designed to address the strengthening of cognitive skills -- skills that transcend scores on the (state) test."