Submitted by John Arbeeny.
May 22, 2024 UPDATE: Comments have been closed.
Each week as a public service Lakewood CARES will be providing an academic situation response to schools highlighted in the Clover Park School District (CPSD) “#SuperSchoolShoutOut“ articles in The Suburban Times. This is data you will not find elsewhere in CPSD public relations pieces, Board meeting agendas or “Inside Schools”. All this talk about pride without addressing academic performance is “false pride” designed by the District’s “spin doctors” to keep the public in the dark. This week’s CPSD “beaming with pride” article covers Clover Park High School (CPHS) which was featured in a Suburban Times article on 13 May 2024:
The first thing I noticed was the complete lack of any CPHS academic data which is explained below. The Suburban Times article is a typical District “puff piece” to put a “smiley face” on academic failure. CPSD’s most recent “puff pieces” avoid academics entirely in favor of anecdotal stories about individual staff and student success. Certainly there should be praise and pride in these individuals’ accomplishments as examples to emulate. However individual anecdotal stories are not necessarily indicative of academic success at these schools. Indeed in the case of CPHS and other schools these “puff pieces” are a facade behind which academic failure attempts to hide.
I was also surprised at Principal McCord’s statement, “We’ve focused on two words: happy and proud.” Should that be the emotional “focus” of a high school? “Upset and disappointed” might be more appropriate for students who discover after graduation that CPHS has failed to prepare them academically. I can think of many other “focus” combinations that could serve as better quantifiable goals: achievement, academics, perseverance, excellence, dedication, study, standards, “the best you can be” are just a few. Priorities (“focus”) in any system are set at the top and filter down to the lowest levels. If it’s all about “happy and proud” I have to wonder where and when academics kick in.
The following data comes directly from the Office of Superintendent for Public Instruction (OSPI).
https://washingtonstatereportcard.ospi.k12.wa.us/ReportCard/ViewSchoolOrDistrict/102218
In the spring of 2023 only 41.0% of CPHS students met State standards for English Language Arts (ELA), 9.9% for math and 16.6% for science. That’s an average of about 22.5% of CPHS students who met State standards in these three critical basic education subject areas; 77.5% of CPHS students failed to meet those standards. Attendance, described as “in school 90% or more days”, is down to 44.5%. Fewer than half of all students attend on a regular basis. You can’t learn if you don’t show up! Yet the graduation rate is 88.6%! How is that even possible? Easy: OSPI has in effect mandated graduation rates by establishing graduation rate goals. A 90% graduation rate is the goal for 2027, and you can bet schools will find a way to reach that goal whether or not their students are actually ready academically for life after graduation.
All kinds of excuses can be made for academic failure: race, ethnicity, family situation, economics, students, parents, etc. Language is one excuse often offered. OSPI data on English Learner Assessment is revealing. In the 2022/23 school year there were 154 CPHS students expected to take the English language proficiency assessment. That amounts to about 13% of the CPHS student body. Only 32 students of the 154 (20.78%) made progress. What happened to the other 122 students (79.22%)? Even more disturbing was that only 2 students of the 154 (1.63%) met proficiency standards! What happened to the other 152 (98.37%) students? These statistics reveal a sharp downward trend in English proficiency among non-English speaking students since 2016/17 when 61.3% of 171 participating students made progress, and 8.2% met standards.
The following data comes from Schooldigger which displays academic trends based upon OSPI data going back to 2015 in a format that is not provided by the annual OSPI “snapshot” year to year.
https://www.schooldigger.com/go/WA/schools/014100027/school.aspx?t=tbRankings#google_vignette
So where does CPSD stack up against all high schools in the State? It is ranked 412th out of a total of 442 high schools (6.8% percentile); 93.2% of State high schools outperform CPHS academically. Something to be “happy and proud” about? I don’t think so.
There is nothing in these academic statistics to be “happy and proud” about. CPSD’s failure academically, despite the best efforts of teachers, lies directly in the lap of Superintendent, Board and staff for an educational system that is designed to fail, and fail it does. Until that system is changed, academic performance will not improve at CPHS despite happy faces beaming with pride.
May 22, 2024 UPDATE: Comments have been closed.
I love how CPSD shows pride in their staff and students. If you’ve got an issue with student English language performance, volunteer as an ESL tutor. Don’t speak any other languages? Why? Because it can be difficult to learn…?
Ben, thank you for this observation! If Aŕbeeny was serious, then he and his Lakewood Cares members would be in the schools volunteering and using their so called collective “mega brain” of educational expertise. Sadly, their website is full of self promotion and it does not line up with anything that they actually do to help students, families or staff. And, why is Arbeeny
the only voice of the entire group of mystery members? weird…but, politics does strange things to some people. Pushing their political agenda, finding political candidates and attacking our school district seems to be their main focus; actually helping students by working with them?..not their focus.
It might be just as well Lakewood Cares does not engage with our young people as Arbeeny calls them failures without even knowing what they have achieved or will achieve as they move forward in life. Children don’t need to be reduced to a one shot test score and then labeled by members of Arbeeny’s Lakewood Cares.
“Lakewood Cares” is certainly a misnomer if all of its members have the same attitude as John Arbeeny. It’s so easy to criticize, but not so easy to be part of the solution. If he spent as much time actually observing what goes on in a classroom as he spends on his research, he might see things differently…and maybe even offer up an apology for his shameful criticism.
Stating OSPI statistics is not “shameful criticism”: it’s the truth. Learn to deal with it!
You can’t begin to find a solution to a problem until you first identify the problem: it’s the first step in problem solving. Look it up!
This isn’t about LakewoodCARES. It’s about CPSD in general and CPHS specifically: stick to the topic at hand if you can grasp it!
When was the last time you heard anything about these statistics from the District? Perhaps there is nothing to be “happy and proud” about and they know it!
There are many forms of “volunteerism”. What CARES does in analyzing academic performance at the systems level is every bit as valid as being a tutor. We are trying to change the system so that every student has a chance at the best possible education: not just one child at a time!
It is not the children who are the failures nor race, ethnicity, economics, gender, language capability, free lunch, military connected students or any other excuse for failure. Rather it is the present education system to include Board, Superintendent, staff, administration at the top that have failed teachers, students, parents and community. Get that straight and stop blaming everyone and everything else but those actually responsible for the current academic state of affairs. It’s what adults do!
So: what do you think about the OSPI statistics in the article; what’s the reason behind them; and what’s the solution? All you’ve provided is “shameful criticism” and nothing of substance. Typical of District sycophants. That is a prime indication of your knowledge of the academic situation at CPSD in general and CPHS specifically.
Readers of The Suburban Times (all cheer) have witnessed this antagonism supposing common objective about excellence or lacking performance of CPSD for years. It’s divisive to Lakewood, where one rightly presumes common recognition that public education is a central defining pillar of community. Positions taken by both camps tend toward reliance on varied bias, variously informed, each failing attempt at unity of purpose that might achieve benefit to students. Strident expressions of support strive to suppress selective presentation of unarguable critical data. ‘If “Cares” cared more students would excel’ ‘If CPSD had new direction, performance would improve.’ Passions of commitment fail realistic attention, while selective critics of comparative data lack engagement. Local education becomes a victim of national political argument to the benefit of no one.
As our schools are “closed” for summer, it might be a good time to bring Lakewood together in search of the unity that enabled creation of our city. Whether we teach or parent, tax or pay or all of these, ALL OF US share common interest in the public schools organized to educate our children and serve our community. Lakewood enjoys a population of broadly thoughtful sophistication sufficient to creatively engage bedrock concerns about our public schools.
Reprise of Lakewood United might be a forum for related initiative, but it could come from “either side,” to seek common ground upon which genuine reform or improvement could be imagined. Showing up for that purpose could move argument toward conversation, conversation toward commitment, compact and creative policy or attainment goals appropriate and achievable to benefit of the students we purport to champion.
Unfortunately we have a situation where the district like the Titanic is sinking and despite some crew members yelling “We’re sinking! Put on your life jackets” others as saying “Don’t be so negative! Can’t you hear how nice the band is playing?”
Volunteerism has a role to play but how many volunteers does it take to tutor 12000+ students? What are we paying property taxes for that “professionals” making up to $340,000+ annually can’t solve the academic problems but they expect “non-professionals” to do it for free? You’ll be amazed at the number of CPSD salaries over $100,000! They need to start earning their keep!
https://fiscal.wa.gov/K12/K12Salaries?fbclid=IwZXh0bgNhZW0CMTAAAR0peUByzbm1d5qftQBq-jXLuy8wqDlAo7SkWArC9b_Cu_CxITCfkhIxDdM_aem_AdmEmFbnmesFgcX7DHR5TpsaQK8ZPI7p6HyinwJeJkgZEz-iSbRfrQYoIt9MeUfF8MGVi3oHHLOcD_8IFgYYWeAf
If you’re unwilling to admit there is an academic problem to the extent that OSPI says there is then it is problematic if you can ever find a solution to the problem.
Until blind district support finally admits that there is a serious academic problem there is little chance that there will be much to talk about. As a first step in that direction CARES will agree that volunteerism can be part of the solution. However, there has to be a much broader look at the District and even its relationship with the City of Lakewood to solve the problems systemically at management level collectively and at the student level individually.
LakewoodCARES.org
I firmly agree with all the abovementioned comments with the obvious exception to Mr. Arbeeny’s. I am retired Special Ed. teacher and Mr. Arbeeny’s constant negativity is not helpful, it only hurts. Mr. Warfield nailed it with his comments. Thank you Mr. Warfield for your positivity.
Exposure of the truth as OSPI has published it is not negative. The only thing “negative” is your reaction to that truth. You offense doesn’t change that. Isn’t “critical thinking” part of teacher education? If teachers can’t think critically how can you expect students to do so?
LakewoodCARES.org
John has clearly hit a nerve. The failure of public education in America is no secret. The ranking of American high school students against the world have fallen in the last four decades from the top five to twenty sixth.
There is no amount of sunshine that can cover up the quality of the product being produced in America by the public school system. It is clearly a situation where too many with ingrained interests. The only parties who are left out of the conversation are the poorly served students and the parents who pay for the non education of their children.
America can not hope to prosper in the world when twenty five other countries are producing higher quality high school graduates. Major changes are despertly needed as American public education devolves into a tragic joke on our citizens.
Low performing systems typically ask for more money, more “stuff” (equipment/tech/etc.) and more people so they can continue to perform poorly. High performing systems typically are willing to change the way they design the organization, planning and operate for less money, stuff and people.These are key indicators of current and future performance.
For some, changing what has become accepted routine regardless of how ineffective is very difficult because they have based their career or life around it: it’s tough to let go. To them change, even the hint of change, is threatening, even existentially so. However there is nothing so constant as change. The very FACT that CPSD generally and CPHS specifically have been failing academically for years is indicative of the need for change.
LakewoodCARES.org
Ooohh! I get it now. Mr. Arbeeny and his ilk are running a “defund the schools” program. You can’t argue with him because you don’t share his values. You value healthy childhood development. You think all children deserve food, safety, and compassion and they’re more than just a test score. He does not. He values lower property taxes and views a certain portion of the district as “other” (they don’t speak his language, etc), not worthy of his hard-earned tax dollars. I’m a product of public schooling, K-12 and West Point (look it up!). And now I’m proud to be a physician serving the local community. I’ve got a lot of teachers I should go thank for that. So, Mr. A., thanks for reminding me how awesome public school teachers are and that we all owe them a debt of gratitude and, at the bare minimum, a living wage.
It’s not about “defunding” schools but rather changing the way schools are designed, plan and operate to do more with the funding they receive. Has CPSD ever gone to Olympia without asking for more money? It’s an annual ritual with nothing to show for it but increased expenditure and reduced academic performance.
A living wage for teachers? Did you check out the website shown before?
https://fiscal.wa.gov/K12/K12Salaries?fbclid=IwZXh0bgNhZW0CMTAAAR0peUByzbm1d5qftQBq-jXLuy8wqDlAo7SkWArC9b_Cu_CxITCfkhIxDdM_aem_AdmEmFbnmesFgcX7DHR5TpsaQK8ZPI7p6HyinwJeJkgZEz-iSbRfrQYoIt9MeUfF8MGVi3oHHLOcD_8IFgYYWeAf
Washington teachers are the 3rd best paid in the nation at $88530 right behind California at $92960 and New York at $91290 yet Washington’s cost of living is significantly lower. Our teachers are very well paid so cut the myth about “a living wage”.
https://study.com/academy/popular/teacher-salary-by-state.html
BTW Dr. Ben:
“Straw man fallacy is the distortion of someone else’s argument to make it easier to attack or refute. Instead of addressing the actual argument of the opponent, one may present a somewhat similar but not equal argument.
By placing it in the opponent’s mouth and then attacking that version of the argument, one is essentially refuting an argument that is different from the one under discussion.”
Which public schools did you attend, when did you graduate and what was your GPA? If you want to bring up your education let’s make sure it’s an “apple to apple” comparison.
LakewoodCARES.org
https://www.scribbr.com/fallacies/straw-man-fallacy/
Thanks for the update, John.
Well that’s the whole point isn’t it? We’re not talking about apples. We’re talking about our kids, the future of this community. They can’t be reduced to statistics because that disrespects their intrinsic value. Let’s not get cheap with our children’s future.
More money for public schools!
It isn’t the “kids” who are being “…reduced to statistics…”; it’s the school district’s academic performance. That is not a reflection on the students but rather the school district. The only intrinsic value a school district has is its ability to educate our kids. When the district fails in that mission it causes irreparable damage to the student, their family and our community. That’s what the statistics show.
More accountability from public schools!
Please spend a little more time actually helping other humans and less time being an amateur statistician, lawyer, and op-ed writer. I don’t think those last three are a constructive use of your time.
“So where does CPSD stack up against all high schools in the State? It is ranked 412th out of a total of 442 high schools (6.8% percentile); 93.2% of State high schools outperform CPHS academically.”
I think that Arbeeny’s data needs to be addressed directly, rather than attacking him personally for his work of criticism, Criticism is never seen as either fair or balanced by those in a system that is failing. And whatever is said, the data are clear: the system is failing those it was designed to help.
Warfield’s comments are clearly relevant: there needs to a discussion aimed toward solution. Neither protection of the status quo nor exclusive emphasis upon apparent failure.
It should be possible to review current administrative policies, budgets, staffing, curricula with the input of actual teacher experience and their recommendations, without wandering around in a vague emotional wasteland of political tribalism.
Arbeeny has presented data. Someone needs to do their own homework and find a solution to actually shift those numbers to a better outcome. The students and parents deserve it. So do the teachers and the taxpayers. Obstinance in one’s opinion merely atrophies accommodation and solution. And sugar-coating failure or ignoring it will not help anything.
Dr. Ben:
You still haven’t addressed the issue at hand: CPHS academic performance.
The statistics aren’t mine: they are directly from OSPI. I’ve merely compiled them for public consumption. Unfortunately you will seldom see CPSD publicize these statistics for obvious reasons.
I am not an attorney nor do I pretend to be one. However I do follow bills in the legislature that have an impact on education and have written to legislators in favor and opposition to bills. Have you?
I do write articles that address some key issues in our community. Indeed if I had not written this and many other articles on such issues there would be little or no public discussion of these issues. Perhaps some might advise “let sleeping dogs lie” but that serves no purpose except to allow those responsible for our children’s education to “fly under the radar.”
You know nothing about me to suggest anything about the constructive use of my time. I would not be so presumptuous to suggest that you wasted your time in response to my article. It’s called “dialogue” of which there is too little in this community.
Perhaps you’d like to continue this dialogue over a cup of coffee.
Problem may be, we still cannot smell the coffee.
A rational conversation among knowledgeable people interested in addressing specific problems with practical solutions might help. Instead we’re engaging an ineffectual one-up exercise of flag-waving when we should/could be grinding the beans.
I respectfully suggest CARES, Mr. Arbeeny & company, seek CPSD approval of a venue, organize series of date/time convenient fora, to present (a) specific case(s) and advocacy open to respectful Lakewood public for how CPSD could achieve measurable improvement of some important OSPI sub-set data that he/they decry.
By this approach, convergence of local interests toward constructive outcome might achieve something useful, possibly even beneficial to the assumed institutional resilience, that is inherently resistant if not hostile to meddling in its challenging administrative task. Administering CPSD is a challenge, extraordinary if not unique. That is a point of convergence to which I believe we may all agree.
Coffee?
Thank you Bob.
As you may know I have often addressed controversial issues such as gambling and marijuana sales in Lakewood in briefings and debates most notably before Lakewood United and other venues. Too bad they have disbanded. Perhaps this is a perfect opportunity to resurrect them.
I would welcome an opportunity to brief/debate issues that CPSD faces academically from a systemic perspective and provide potential solutions to those issues. This would require participation by the City of Lakewood because it is a critical component in our educational system.
I think the first step is for representatives from CPSD, City of Lakewood and CARES to sit down at a preliminary meeting, over coffee perhaps, to discuss the CPSD current state of affairs academically, City of Lakewood’s part of the process, and a general outline of CARES proposals to deal systemically with those academic problems. I am in the process of writing an article on just this subject.
I think that CPSD and the City of Lakewood should also be part of presentation development. I don’t know everything that goes on inside CPSD or City of Lakewood so there may already be initiatives to deal with certain issues. Some issues may fall off the table while others raised to prominence. I’d plan a CARES position paper as the basis for our participation so that no one gets surprised and has a chance to respond before any public presentation.
Given that CPSD and City of Lakewood see value in the process we can get down to specifics about venue, dates, time and attendees.
This may appear risky to some but you have to take a certain amount of risk to get a reward. Education on the issues is the best way to reduce risk in any investment.
Coffee?
LakewoodCARES.org