The DRA (Beaver, 1999) delineates reading ability across 44 levels. Students are expected to read books according to their grade and ability level. The state of Connecticut has mandated the use of the DRA in all grades through grade 5. In New Haven, a student's DRA score determines placement in summer school and/or grade level retention.
The DRA was developed by Joetta Beaver as an assessment tool in determining a student's ability to read unfamiliar text. An instructional level of proficiency as well as an independent level of proficiency is determined via a percentage of errors. Each DRA level is represented by a book containing characteristics appropriate for that reading level.
The DRA is administered only once in Kindergarten (May) and is used as a baseline for grade one teachers. This administration requirement for the Kindergarten is insufficient for diagnosis. The DRA is administered twice per academic year in grades 1-5, also too infrequent for true diagnosis.
The DRA is a time-consuming but tale-telling assessment that should be utilized more frequently by the classroom teacher. Increasing learning and increasing motivation is key for success with the DRAs format. As the student finds success in one book he/she continues with a second, third, forth, and so on until he/she fails to successfully read and comprehend the story. When this failure occurs, the student is not as aware as he/she might be with failure on the LetterID assessment. The impetus to read another book successfully is a student-set goal.
Mathematics Assessments
Currently there are no mandated mathematics assessments used in New Haven Public Schools. The Saxon Math Series (Larson, 2001) offers periodic concept assessments at each grade level, K-4, however some New Haven Public Schools do not use the Saxon Math Series.
Students who are above grade level in mathematics can be retained due to poor DRA (or reading) scores. This mandatory retention for reading does not address the varying math skills among students. The thrust of New Haven Public Schools is literacy, not numeracy. Yet, the total student is comprised of both abilities.
Maintaining the need for purposeful assessment, NHPS and districts like it must teach and assess the whole child; not compromising the goals of assessment. Assessments are required but not necessarily utilized to benefit the teacher or the learner. It is up to the teacher to weed through the data and apply the necessary strategies to assist in learner achievement in all subject areas, remembering the goals of increasing learning and increasing motivation for the student.