The Iowa Tests of Basic Skills (ITBS) is a national norm-referenced assessment that has been administered annually to nearly all LPS students in grades 3, 5, and 7.  The ITBS measures achievement and critical thinking skills in Reading, Language, Mathematics, Social Studies, Science, and Sources of Information.

The ITBS is fully co-normed with the Cognitive Abilities Test (CogAT), which measures developed (not innate) general and specific reasoning abilities that are critical for success in school at all levels.  These abilities are assessed in three CogAT batteries: Verbal, Quantitative, and Nonverbal.

The 40-page LPS November, 2004 ITBS/CogAT results [PDF 229KB] were similar to the three previous November (2003, 2002, and 2001) results for Grade Equivalent (GE) and Standard Age Score (SAS) at the three grades (3, 5, and 7) that had districtwide testing.  The district has continued its overall downward trend in student academic achievement as measured by these standardized tests:

• All of the averages for the 2004 November tests were less than those in 2003 for all subject areas (Reading, Language, Mathematics, Core Total, Social Studies, Science, Sources of Information, and Composite) and all three grades.
• The percentages of students with obtained Grade Equivalent scores less than grade level (per ITBS national norms) for grades 3, 5, and7 were 24%, 28%, and 28%, respectively, for Composite (all subtests).
• The percentages of students with obtained Grade Equivalent scores less than grade level (per ITBS national norms) for grades 3, 5, and7 were 23%, 28%, and 27%, respectively, for Core Total (Reading, Language, and Mathematics subtests).
• The lowest-performing schools had these percentages of students with obtained Grade Equivalent scores less than grade level for Core Total:
  • Grade 3 (15 schools): 57, 56, 39, 38, and 34.
  • Grade 5 (15 schools): 72, 58, 47, 43, and 41.
  • Grade 7 (four schools): 34 and 32.

Since October, 2002 the LPS Board of Education and central administration officials have received extensive information from ICAN citizen activists and their pleas to increase the quality of the 2002-2005 School Improvement Plans and their subsequent effects upon the quality and amount of student learning.  The 19-page January 14, 2004 letter [PDF 220KB] from Sam Drury to the LPS Board of Education is an attempt to provide ITBS/CogAT information and to emphasize concern for the unfortunate below-grade-level students who need more help.  The two-page January 17, 2003 letter [PDF 35KB] to the Board of Education with an enclosed 40-page January 14, 2003 report [PDF 205KB] are other examples of ITBS/CogAT data input from concerned citizens.  Excerpts from those documents are on the LPS ITBS Data page. 

That LPS ITBS Data page also contains an eight-page summary [PDF 350KB] of "LPS ITBS District Averages" as part of a "Large Scale Student Assessment Report" by Ken Brown, Director of Assessment and Evaluation, at the February 18, 2004  District Accountability Committee meeting.

LPS officials have become less vocal about some LPS ITBS issues (e.g., "too much test time", comparisons with other schools, use of "potential" label for national average academic achievement, etc.).  However, LPS administration has been opposed to continuing the ITBS/CogAT testing as an accountability measurement.  ICAN offers comments about some of those issues listed on that LPS ITBS Issues page.

ICAN also has made observations on the LPS ITBS vs. CSAP page.

Last modified: 04/07/2006

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