Officials Review Scores, to Beef Up Teaching : Education: Results show students above average in Santa Clarita Valley, closer to norm in Antelope Valley.

Results of the California Learning Assessment System tests, given for the first time in May, showed that Santa Clarita Valley students generally scored above state and county averages, while Antelope Valley scores hovered closer to the averages.

School administrators in the north county, where many residents moved to get a better education for their children, spent Tuesday reviewing test scores to determine where teachers need to beef up instruction.

The tests were administered by the state to students in the fourth, eighth and 10th grades, measuring reading, writing and math skills. The results were a sampling.

Unlike in previous statewide tests, students were not compared to one another or to a statewide average. Instead, they were measured against performance standards that educators say were set extremely high.

As a result, very few north county students received the highest scores--Level 6. However, many scored in the lowest ranking, Level 1, particularly on the math test.

Some administrators blamed the tests for the lower scores.

“I think it was certainly different this year,” said Laurence Strauss, principal at William S. Hart High School in Newhall. “It clearly challenges the students to think critically.

“I felt we would certainly show above the state average, which we did. . . . As we refine our curriculum, you’ll see some changes in test results in the future.”

In the Antelope Valley Union High School District, students generally matched the state and county averages in reading and writing scores, but fell below them in math.

“This test should be used as a way for the schools to point out areas that really need to be worked on,” said Ronald W. Ball, a pupil testing specialist with the district. “I think this test proves that throughout the state, there’s a need to evaluate what we’re doing in math instruction--and make plans to improve it.”

Several elementary schools in the Keppel Union School District in Littlerock had particularly low math scores.

Supt. Jean Fuller said her teachers need to prepare students to answer math questions with more than one answer. As an example, she cited a CLAS question that asked students to come up with several combinations of coins that would equal 75 cents.

Fuller said the tests “were an indicator of where we are and where we need to go.”

But, she added, “the state hasn’t had the full resources to change the curriculum and provide the staff development and training to support the test.”

After reviewing low math scores at his schools, Lancaster School District Assistant Supt. Ed Goodwin said teachers will have to change their teaching methods.

“We definitely have some work to do in the teaching of logical thinking applications and problem analysis in the area of mathematics,” he said.

Math scores in the Newhall School District were not quite as high as expected, even though one of its fourth-grade classes recently won a county math contest.

Supt. J. Michael McGrath said the district’s math program should not be evaluated solely on the test results.

“You have to look at the scores in concert with other scholastic aptitude tests,” he said. “I would hate to have our math program measured entirely on that. I think it’s another piece of the puzzle.”

In the Castaic Union School District, solid scores on the CLAS tests may help resolve lingering questions about the quality of the district’s curriculum raised in the last school board election.

A slate of three candidates, led by then-incumbent Gloria Mercado, criticized the administration for poor student scores on other aptitude tests. But those candidates were defeated by another slate that expressed support for district administrators.

“There were people six months ago who would have had you believe the sky was falling,” Supt. Scott Brown said. “At least by this measurement, that wouldn’t seem to be the case.”

Despite being pleased with their marks, Castaic officials say results from CLAS and other tests are less reliable for smaller districts because a few scores can greatly influence overall performance.

“The picture that was painted (by state officials) called for districts to get individualized scores. They’re apparently not geared up for that yet,” Brown said. “Until they can publish individual student results, we have trouble putting definition to this.”

Douglas Alger is a correspondent and Phil Sneiderman is a Times staff writer.