Search Results for: English 10
School Test Scores Rise as More Low Scoring Students Drop Out
A few years ago, I signed on as a volunteer tutor at my local elementary. I was matched with a student — I’ll call him Eddie — who was failing miserably at both the math and English portions of the TAAS (Texas Assessment of Academic Skills), a statewide minimal skills test that was the precursor to today’s TAKS (Texas Assessment of Knowledge and Skills).
I took him on in math, it being the worst of all his subjects, and began a series of one-on-one weekly meetings. It soon became apparent that while Eddie’s multiplication and division skills were very shaky, his ability to subtract once we got into double digits was no better. Asked to compute 25 minus 17, Eddie’s eyes darted around the room looking for an escape hatch. There were too many numbers to count on his fingers.
Word problems only ramped up the agony.
Some HOPE Scholarship recipients need remedial help in college
Despite earning B averages in high school, at least one in 10 HOPE Scholarship recipients receives some type of remedial help during the first year of college.
Put simply, some college freshmen who seemed to excel in high school still need help in basic math and English.
Twelve percent of college freshmen who have the HOPE Scholarship, awarded to Georgia students who graduate from high school with at least a B average, received learning support in fall 2006, according to the University System of Georgia.
The reasons why run the gamut, with blame placed at the state level all the way down to the student.
“It’s hard for me to say the causes of that,” said Dana Tofig, a spokesman for the Georgia Department of Education.
But part of the reason for the state’s continuing overhaul of the public schools’ kindergarten through 12th grade curriculum is to get students out of remediation and make them more prepared for college work, he said.
“The curriculum“>curriculum before was way too broad and way too vague,” Tofig said.
Unready in MA
Many Mass. graduates unprepared in college
Thousands need remedial classes, are dropout risks
By Peter Schworm
Boston Globe Staff / April 16, 2008
Thousands of Massachusetts public high school graduates arrive at college unprepared for even the most basic math and English classes, forcing them to take remedial courses that discourage many from staying in school, according to a statewide study released yesterday.
The problem is particularly acute in urban districts and vocational schools, according to the first-of-its kind study. At three high schools in Boston and two in Worcester, at least 70 percent of students were forced to take at least one remedial class because they scored poorly on a college placement test.
The study raises concern that the state’s public schools are not doing enough to prepare all of their students for college, despite years of overhauls and large infusions of money.
The findings are also worrisome because students who take remedial courses, which do not count toward a degree, are far more likely to drop out of college, often without the skills needed to land a good job. That has broad implications for the state’s workforce, economy, and social mobility.
The report, conducted jointly by the state Departments of Elementary and Secondary Education and Higher Education, found that the problem crossed socioeconomic lines. One third of high school graduates in suburban Hanover took remedial classes, as did 27 percent of graduates in Lynnfield and Needham.
Texas Student Writing
She basically just writes about her feelings on anything of her choice and often is encouraged to just make things up as long as it is flowery and emotional. This is apparently what they look for on TAKS.”
—
“It is no wonder that college professors think our Texas high-school graduates are not ready for college. The brutal fact is that they are not ready.”
“An Expose of the TAKS Tests” (excerpts)
[TAKS: Texas Assessment of Knowledge/Skills
ELA: English/Language Arts]
by Donna Garner
Education Policy Commentator EducationNews.org
10 April 2008
….Please note that each scorer spends approximately three minutes to read, decipher, and score each student’s handwritten essay. (Having been an English teacher for over 33 years, I have often spent over three minutes just trying to decipher a student’s poor handwriting.) Imagine spending three minutes to score an entire two-page essay that counts for 22 % of the total score and determines whether a student is allowed to take dual-credit courses. A student cannot take dual-credit classes unless he/she makes a “3” or a “4” on the ELA TAKS essay…
…The scorers spend only about three minutes scanning the essays and do not grade students down for incorrect grammar, punctuation, spelling, and capitalization unless the errors interfere significantly with the communication of ideas. Students are allowed to use an English language dictionary and a thesaurus throughout the composition portion of the test, and they can spend as much time on the essay as they so choose…
Lacking Credits, Some Students Learn a Shortcut
Dennis Bunyan showed up for his first-semester senior English class at Wadleigh Secondary School in Harlem so rarely that, as he put it, “I basically didn’t attend.”
But despite his sustained absence, Mr. Bunyan got the credit he needed to graduate last June by completing just three essay assignments, which he said took about 10 hours.
“I’m grateful for it, but it also just seems kind of, you know, outrageous,” Mr. Bunyan said. “There’s no way three essays can possibly cover a semester of work.”
Mr. Bunyan was able to graduate through what is known as credit recovery — letting those who lack credits make them up by means other than retaking a class or attending traditional summer school. Although his principal said the makeup assignments were as rigorous as regular course work, Mr. Bunyan’s English teacher, Charan Morris, was so troubled that she boycotted the graduation ceremony, writing in an e-mail message to students that she believed some were “being pushed through the system regardless of whether they have done the work to earn their diploma.”
Unready Soon Quit College
It’s the second week of school, and Phil Farmer’s pre-algebra class at Diablo Valley College already has empty seats.
His roll call brings silence after several names. Call it a result of the January rain, or even of the agonizing early semester parking space hunt, but definitely call it a problem.
Statistically, it’s safe to say that only 30 percent to 40 percent of Farmer’s students will advance to basic algebra.
Community colleges nationwide labor under the weight of ill-prepared students. Some colleges estimate that nearly every student is unprepared in math, reading or writing — or all three.
Consider the sheer magnitude of California’s problem:
- Nearly 670,000 California college students were enrolled in basic English and math courses last year, with additional students in remedial reading courses and English-as-a-second-language classes. It’s estimated that far more students need remedial work but don’t enroll, and half the remedial and second-language students leave school after their first year.
- One in 10 students at the lowest remedial levels — community colleges sometimes have up to five courses below the lowest college-level course — reaches a college-level course in that subject. The numbers are worse for black and Latino students.
- Nearly three-quarters of the students who take placement tests are directed to remedial math courses, compared with 9 percent being placed in college-level courses.
At L.A. school, Singapore math has added value
In 2005, just 45% of the fifth-graders at Ramona Elementary School in Hollywood scored at grade level on a standardized state test. In 2006, that figure rose to 76%. What was the difference?
If you answered 31 percentage points, you are correct. You could also express it as a 69% increase.
But there is another, more intriguing answer: The difference between the two years may have been Singapore math.
At the start of the 2005-06 school year, Ramona began using textbooks developed for use in Singapore, a Southeast Asian city-state whose pupils consistently rank No. 1 in international math comparisons. Ramona’s math scores soared.
“It’s wonderful,” said Principal Susan Arcaris. “Seven out of 10 of the students in our school are proficient or better in math, and that’s pretty startling when you consider that this is an inner-city, Title 1 school.”
Ramona easily qualifies for federal Title 1 funds, which are intended to alleviate the effects of poverty. Nine of every 10 students at the school are eligible for free or reduced-price lunches. For the most part, these are the children of immigrants, the majority from Central America, some from Armenia. Nearly six in 10 students speak English as a second language.Joanne has more.
Thinking about the Next Few Decades: “Let Us Light A Candle While We Walk, Lest We Fear What Lies Ahead”
Many people look to the future with fear. We see this fear throughout the web. Right-wing sites describe the imminent end of America: overrun by foreigners, victim of cultural and financial collapse. Left-wing sites describe “die-off” scenarios due to Peak Oil, climate change, and ecological collapse – as the American dream dies from takeover by theocrats and fascists.
Most of this is nonsense, but not the prospect of massive changes in our world. But need we fear the future?
The past should give us confidence when we look ahead. Consider Dodge City in 1877. Bat Masterson is sheriff, maintaining some semblance of law in the Wild West. Life in Dodge is materially only slightly better from that in an English village of a century before. But social and technological evolution has accelerated to a dizzying pace, and Bat cannot imagine what lies ahead.Well worth reading as Madison prepares for a new Superintendent and two new school board members.
Reading Curriculum Battle in Texas
Gary Scharrer & Jennifer Radcliffe:
The alternative curriculum puts more emphasis on handwriting, grammar, spelling and punctuation. It also includes a suggested reading list, a contentious point among many educators, Bradley said. Texas is revising all of its curricula, the documents that spell out what children are taught.
Up against a tight April deadline for approving the new language arts curriculum, the state asked for help last fall from StandardsWork, a Washington, D.C.-based nonprofit group.
Some board members were dissatisfied with a draft that the group submitted in January.
“I think everybody just groaned,” Bradley said.
He added that this alternative curriculum was nearly adopted in 1997, when conservatives were unhappy with the TEA’s version. There was little they could do then, Bradley said, because then-Gov. George W. Bush and his political director, Karl Rove, “pushed it through because we had to reform education in Texas.”
The principal author of the 1997 document is retired English teacher Donna Garner.
“We don’t need input from a person who retired many years ago and thinks this document that she submitted 10 years ago is still good enough today,” Berlanga said. “They are dictating what to read. They are not even saying, ‘These are some examples.’ They are saying, ‘This is what you are going to read to them.'”
Teachers reveal bag of tricks to keep students focused on learning
Sixteen-year-old Joel Santos recalls a shouting match between a fellow student and a teacher that started with “Shut up!” and escalated. Other students swear at their teachers. And Kim L. Veth, 16, remembers one fourth-grade classmate who got so bored that he started dancing on a table.
When it comes to being heckled, stand-up comedians have nothing on teachers. Comedians know they were hired to entertain, but teachers have to be part motivator, part counselor and part disciplinarian, all as a means to educate.
So how do they deal with the sass? For Chad Malone, an English teacher at Claremont Academy in Worcester, a public school that partners with Clark University, the keys are keeping rules to a minimum and not blowing his top.
“Crazy behavior problems come from being bored in the classroom,” he said. “The kids have to be engaged in what they’re doing, and that, I think, comes from being planned out and ready to go with the day.”
Joel, who is one of his students, agrees. “Students get bored … because teachers just stand up there and talk in a boring way,” he said.
Good grades pay off — literally
Teachers have long said that success is its own reward. But these days, some students are finding that good grades can bring them cash and luxury gifts.
In at least a dozen states this school year, students who bring home top marks can expect more than just gratitude. Examples:
•Baltimore schools chief Andres Alonso last week promised to spend more than $935,000 to give high school students as much as $110 each to improve their scores on state graduation exams.
•In New York City, about 9,000 fourth- and seventh-graders in 60 schools are eligible to win as much as $500 for improving their scores on the city’s English and math tests, given throughout the school year.
•In suburban Atlanta, a pair of schools last week kicked off a program that will pay 8th- and 11th-grade students $8 an hour for a 15-week “Learn & Earn” after-school study program (the federal minimum wage is currently $5.85).
Boston School Superintendent Reorganizes District Administration
Five months after taking over as Boston public schools superintendent, Carol R. Johnson last night proposed a shakeup in her administration to close the achievement gap among students and ensure “graduation for all.”
Under her plan, a new office will focus on closing the achievement gap between black and Hispanic students and their white and Asian peers, as well as the performance gaps between rich and poor, between male and female, and between English and non-English speaking students.
The superintendent also announced a reorganization of the district’s administration, including the appointment of a new chief academic officer and five academic superintendents to supervise and support school principals.James McIntyre, currently Boston’s Chief Operating Officer, was a finalist for the Madison Superintendent position.
The article includes quite a few local comments.
Nuestro Mundo’s Principal Leaving School
Nuestro Mundo Principal Gary Zehrbach, who has headed the Madison School District’s only English-Spanish charter school since its opening in 2004, is leaving his post at the end of this school year.
District officials hope to name his replacement in April.
“It has been a very difficult decision to make, and yet the time has come for me to return to Arizona to be closer to my family,” Zehrbach said Tuesday in a letter to parents.
Two-Year Colleges Go Courtin’ Overseas
Marketing an obscure Wyoming community college to Vietnamese high schoolers presents special challenges. Many have never heard of Wyoming, and, if they have, it’s usually thanks to the movie Brokeback Mountain. So when recruiter Harriet Bloom-Wilson from Northwest College in Powell, Wyo., visits the International High School in Ho Chi Minh City, she focuses on the college’s nurturing, small-town environment. That’s what sold “Grace” Thienan Nguyen, 19. The business major also notes she can transfer to a full-fledged university.
An American Ivy League education has long been prized by wealthy families in Asia, the Middle East, and elsewhere. Now more and more middle-class kids, whose English-language skills won’t pass muster at universities, are discovering two-year programs. Keen to attract these kids and stand out in a crowded field, schools are ramping up their global marketing efforts.
It’s no secret why Nguyen and her peers are descending on community colleges. Besides being easier to get into than universities, they also cost far less. “The notion of smart shopping for international education has really begun to spread,” says Peggy Blumenthal, executive vice-president of the Institute of International Education.
Madison School Superintendent Finalists Named Later Today
And then there will be three.
Members of the Madison School Board will narrow the field of candidates for the next superintendent of the school district from five to three late today. School Board President Arlene Silveira said she expected that the three final candidates would be named sometime late this afternoon or early evening, following three candidate interviews today and two on Friday.
The five candidates are: Bart Anderson, county superintendent of the Franklin County Educational Service Center in Columbus, Ohio; Steve Gallon, district administrative director of the Miami/Dade Public Schools; James McIntyre, chief operating officer of the Boston Public Schools; Daniel Nerad, superintendent of schools, Green Bay Public Schools and Marguerite Vanden Wyngaard, chief academic officer, Racine Public School District.
The Capital Times asked candidates why they would like to come to Madison and what accomplishments have given them pride in their careers. Anderson, McIntyre and Vanden Wyngaard were interviewed by phone, and Nerad responded by e-mail. Steve Gallon did not respond to several calls asking for his answers to the two questions.Related:
We need a new definition of accountability
America’s schools have fallen into a giant trap. This trap is epic in its dimensions, because the people capable of leading us out of it have been silenced, and the initiative that could help us is being systematically squashed.
Policymakers and the public have been seduced by a simple formulation. No Child Left Behind posits that we have troubled schools because they have not been accountable. If we make teachers and schools pay a price for the failure of their students, they will bring those students up to speed.
But schools are NOT the only factor determining student success. Urban neighborhoods are plagued by poverty and violence and recent reports in The Chronicle show that as many as 30 percent of the children in these neighborhoods suffer from post-traumatic stress disorder. Fully 40 percent of our students are English learners, but these students must take the same tests as native English speakers. Moreover, a recent study provides strong evidence that family-based factors such as the quality of day care, the home vocabulary and the amount of time spent reading and watching television at home account for two-thirds of the difference in academic success for students. Nonetheless, NCLB holds only the schools accountable.
Teachers are realizing that this is a raw deal. We can’t single-handedly solve these problems, and we can’t bring 100 percent of our students to proficiency in the next six years, no matter how “accountable” the law makes us, and no matter the punishments it metes out. But if we speak up to point out the injustice and unreasonableness of the demands on our schools, we are shouted down, accused of making excuses for ourselves and not having high expectations for our students. Thus, teachers have been silenced, our expertise squandered.
No Escape from Poverty
John Keilman and Kuni Takahashi:It has been 11 years since Olivia and Juan Francisco Casteñeda left the poverty of Zacatecas, Mexico, for the poverty of the Quad Cities.
Despite their struggles, they have no doubt that they made the right decision.
Back home, they said, they would be lucky to find jobs at all, while the cost of food would be even higher. Though the family often runs short of money in Rock Island–needing help to pay bills or feed the five kids and two grandkids–Juan Francisco Casteñeda said life in America is better by reason of simple arithmetic.
“In Mexico, the pay is much less than here,” he said in Spanish. “There, for eight hours of work they pay 100 pesos”–about $9.
Castaneda, 47, pulls down about $24,000 annually from his job in a scrap yard, cutting up John Deere tractors and other old machinery with a torch. It’s a decent salary for someone with little education and no English skills, and it has allowed the family to buy an aging, drafty three-bedroom house. But it’s not nearly enough to meet the family’s needs.
The kids get their clothing secondhand, and five girls share a single bedroom. Food often comes from a church pantry. In the winter, their monthly gas bill–about $480–is higher than their $420 mortgage payment. Even in a land of relative plenty, it’s a hard way to live.
“The Need for Memorization, Drill, and Excellence”
Donna Garner: As a classroom teacher who taught English for over 33 years, I have worked with literally thousands of students; and I am tired of the education elites and high-paid consultants who tell educators never to use the “drill and kill” method for fear of boring their students.
Online teaching tools catching on in traditional schools
When students from her 10th-grade honors class returned from summer break, Arrowhead High School teacher Kathy Nelson organized an online open-house activity to discuss three novels they had read during their time off.
After six hours, the English teacher at the Hartland school had a 178-page transcript of her students’ dialogue and a new appreciation of the power the remote technology of the Internet can lend to the sometimes intensely interpersonal field of teaching.
“You think of computers as being cold,” she said. “But they were really into some deep topics.”
Even as fully virtual schools face an uncertain future after a state appeals court this week found one such school violated state laws, most of today’s students are more likely to encounter an online learning experience like that practiced in Nelson’s honors English classroom.
Instead of replacing the face-to-face interaction of a brick-and-mortar school with a virtual-school experience, Nelson and other teachers throughout the Milwaukee area are using online discussion boards, textbooks, surveys and collaborative features to extend class time beyond the traditional school day.
Longer school day appears to boost MCAS scores
Last fall, 10 Massachusetts public schools embarked on an experiment: Lengthen the school day by at least 25 percent, give students extra doses of reading, writing, and math, and let teachers come up with creative ways to reinforce their lessons.
The extra time appears to be working.
As a whole, schools with longer days boosted students’ MCAS scores in math, English, and science across all grade levels, according to a report to be released today. And they outpaced the state in increasing the percentage of students scoring in the two highest MCAS categories.
The data, to be presented at a national conference in Boston on expanded learning time, is the first comprehensive look at the effectiveness of extra time. The promising state test results show that a longer school day, with more opportunities for hands-on learning, has had a positive impact on student achievement, educators said.
The Secret Gripes of Professor Klein: An AP-IB Drama
David Klein, a mathematics professor at California State University at Northridge, says he was pleased to review Advanced Placement and International Baccalaureate math courses for the Thomas B. Fordham Institute. He respects institute President Chester E. “Checker” Finn Jr., a longtime leader in the movement to improve U.S. schools. Among the views Klein shares with Finn is that overuse of calculators can interfere with students’ mastery of analytical skills.
But their collaboration on Fordham’s analysis of AP and IB did not turn out the way either of them hoped.
On June 4, Klein submitted his report on two courses, AP Calculus AB and IB Mathematics SL. Klein’s analysis of AP and IB math was more negative and his grades lower than what the experts on AP and IB English, history and biology courses submitted to Fordham. He would have given the AP math course a C-plus and the IB math course a C-minus. The other reviewers thought none of the courses they looked at deserved anything less than a B-minus.
Still, Klein says, he got no indication from the Fordham staff of any problems until the edited version of his material came back to him for review on Sept. 28, a week before the deadline for completing the report. Many of what he considered his strongest points, he discovered, had been deleted. He had Fordham remove his name as a co-author of the report, “Advanced Placement and International Baccalaureate: Do They Deserve Gold Star Status?” which was released Nov. 14.
After agreeing to the name removal, Finn told Klein in an e-mail: “I imagine we’ll also reduce your overemphasis on calculator use and probably change the grades (upward). Thanks, tho, for your help.” Klein’s grade of C-plus for AP was not changed, but his grade of C-minus for IB got a big jump to a B-minus, meaning the report was saying that IB math was better than AP math, the opposite of what Klein had said.Related:
- Math Forum
- UW Math Professor Emeritus Richard Askey’s posts (Askey is also a member of the National Academy of Sciences)
- Connected Math posts.
- Math topics on SIS
- Klein’s Evaluation of AP Calculus AB and IB Math SL
- Much more about David Klein
Montgomery School’s New Take On Ability Grouping Yields Results
Via a reader email – Daniel de Vise:
In a notebook on her desk at Rock View Elementary School, Principal Patsy Roberson keeps tabs on every student: red for those who have failed to attain proficiency on Maryland’s statewide exam, an asterisk for students learning English and squares for black or Hispanic children whose scores place them “in the gap.”
Roberson and the Rock View faculty are having remarkable success lifting children out of that gap, the achievement gap that separates poor and minority children from other students and represents one of public education’s most intractable problems.
They have done it with an unusual approach. The Kensington school’s 497 students are grouped into classrooms according to reading and math ability for more than half of the instructional day.
The technique, called performance-based grouping, is uncommon in the region. Some educators believe it too closely resembles tracking, the outmoded practice of assigning students to inflexible academic tracks by ability.
Educators say Rock View, however, is using the same basic concept to opposite effect, and the results have been positive. While some other Montgomery County schools serving low-income populations have posted higher test scores, few have shown such improvement or consistency across socioeconomic and racial lines.Joanne has more.
Imperfect though it is, New York’s attempt to improve its schools deserves applause
IN THE 1990s New York City’s success in cutting crime became a model for America and the world. Innovative policing methods, guided by the “broken windows” philosophy of cracking down on minor offences to encourage a culture of lawfulness, showed that a seemingly hopeless situation could be turned around. It made the name of the mayor, Rudy Giuliani, now a presidential aspirant.
Hopeless is how many people feel about America’s government-funded public schools, particularly in the dodgier parts of big cities, where graduation rates are shockingly low and many fail to achieve basic levels of literacy and numeracy. As with urban crime, failing urban schools are preoccupying countries the world over. And just as New York pointed the way on fighting crime, under another mayor, Michael Bloomberg, it is now emerging as a model for school reform.
On November 5th Mr Bloomberg announced a new “report card” for the city’s schools, designed to make them accountable for their performance. The highest-graded schools will get an increased budget and perhaps a bonus for the principal (head teacher). Schools that fail will not be tolerated: unless their performance improves, their principals will be fired, and if that does not do the trick, they will be closed. This is the culmination of a series of reforms that began when Mr Bloomberg campaigned for, and won, direct control of the school system after becoming mayor in 2002. Even before the “report cards”, there have been impressive signs of improvement, including higher test scores and better graduation rates.Progress Reports grade each school with an A, B, C, D, or F. These reports help parents, teachers, principals, and others understand how well schools are doing—and compare them to other, similar schools. Most schools received pilot Progress Reports for the 2005-06 school year in spring 2007. Progress Reports for Early Childhood and Special Education schools will be piloted during the 2007-08 academic year.
To find the Progress Report for your school, go to Find a School and enter the school’s name or number. This will bring you to the school’s Web page. Click on “Statistics,” which is a link on the left side of the page, where various accountability information can be found for each school. You can also ask your parent coordinator for a copy of your school’s Progress Report or e-mail PR_Support@schools.nyc.gov with questions. Click here to view the Progress Report results for all schools Citywide.
Schools that get As and Bs on their Progress Reports will be eligible for rewards. The Department of Education will work with schools that get low grades to help them improve. Schools that get low grades will also face consequences, such as leadership changes or closure. This is an important part of our work to hold children’s schools accountable for living up to the high standards we all expect them to achieve.Bringing accountability and competition to New York City’s struggling schools.
THE 220 children are called scholars, not students, at the Excellence charter school in Brooklyn‘s impoverished Bedford-Stuyvesant district. To promote the highest expectations, the scholars—who are all boys, mostly black and more than half of whom get free or subsidised school lunches—are encouraged to think beyond school, to university. Outside each classroom is a plaque, with the name of a teacher’s alma mater, and then the year (2024 in the case of the kindergarten), in which the boys will graduate from college.
Like the other charter schools that are fast multiplying across America, Excellence is an independently run public school that has been allowed greater flexibility in its operations in return for greater accountability, though it cannot select its pupils, instead choosing them by lottery. If it fails, the principal (head teacher) will be held accountable, and the school could be closed. Three years old, Excellence is living up to its name: 92% of its third-grade scholars (eight-year-olds, the oldest boys it has, so far) scored “advanced” or “proficient” in New York state English language exams this year, compared to an average (for fourth-graders) across the state of 68% and only 62% in the Big Apple. They did even better in mathematics.
Academic Achievement
By Michael Strand Critics with a bent for sarcasm, for years, have derided the No Child Left Behind law by giving it what they think is a more descriptive title. No Child Allowed Ahead, they call it. And it’s not hard to see why. Newspapers and news magazines across the country have documented state after […]
Japanese Lesson: How Do You Say Taken for a Ride?
Yukari Iwatani Kane & Yuka Hayashi:
Fresh out of college, Sam Gordon bought a one-way ticket to Tokyo for a chance to explore Japan’s exotic culture while teaching English at the nation’s largest language school. All it took to get the job was one simple interview.
The adventure, which began five years ago, has abruptly come to an end. His employer, Nova Corp., hasn’t paid him since September. The company closed its operations last week and filed for court protection, following a government crackdown on its business strategy. With $20 left in his bank account, the 28-year-old Mr. Gordon says he is living on his credit card.
“At least I have a big fridge and still have some food in it,” says Mr. Gordon. He doesn’t want to go home to Milford, Del., just yet, he says, because he’d have to borrow money for the plane ticket.
Nicholas
“C’mon, Nick, it’s nothing bad. I just want to tell your parent what a great job you are doing thus far,” I confided.
“Well, you are going to have to tell me,” Nick asserted. “There is no one here but me. I am my own parent.”
Nicholas Bounds is one of the top students in my Senior English class. He attends school every day, and often arrives to our first period class early. He works dutifully in class and faithfully completes his homework every night. He writes with honesty, intelligence and intensity. He scored a 23 in Math on the ACT. Nicholas is a shining star in the otherwise stormy night of black male education in the West Side of Chicago.
Nicholas Bounds also lives in a homeless shelter for teenagers. Every day, he leaves the shelter at 7 a.m. for school and arrives back at 11 p.m. after his part-time job at U.P.S. He was telling me the truth; he has been his own parent since he was 15 and in the eighth grade.
Giving India’s Slum Children A New Sense of Class
Neelamdevi Thakur lives in a working-class slum and earns a living washing dishes in middle-class homes twice a day. In the past year, two of her five children, who attend an affluent private school, have returned home speaking words that she had never heard from her other children, who study in government schools.
They have begun speaking English.
They point to the vegetables in their meal and say “turnip,” “cauliflower” and “radish” in English, a language that for many Indians denotes social status and opportunity. They sing nursery rhymes in English and refuse to take the tortilla-like Indian bread called roti to school for lunch, instead demanding sandwiches and noodles. The children, ages 5 and 7, now want to cut a cake on their birthday, like the other children in their classes.
“I don’t understand what they say, but my chest swells with pride every time they speak English. Their life will be far superior to mine,” Thakur said, wiping her moist eyes with the edge of her blue floral sari. She compares the two with her 12-year-old son, who attends a government-run school in the neighborhood. “He comes home with bruises, scars and broken teeth. His teachers are either absent or sit in class knitting sweaters,” she said.
Bridging the gaps by banding together
Jairon Arias missed more than 40 days of school in the third grade, and when he did show up, he arrived one or two hours late. His classmate Cristian Posada was a recent immigrant from El Salvador and spoke limited English. Joel Ramos, the son of Salvadoran immigrants, also struggled with reading and writing because of his limited vocabulary.
All three were chosen at the beginning of the last school year as they entered the fourth grade to participate in a school system experiment to boost state test scores among Latino and African-American boys, the lowest achieving groups in the Boston public schools. Principals at 44 elementary, middle, and high schools chose 10 academically struggling boys to keep close tabs on through the school year.
The students in the so-called “10 Boys” clubs received extra tutoring, attended group lunches, and went on outings with their principals, with the goal of creating camaraderie and a support network that would help them score at the highest levels on the MCAS tests.
The program appears to have helped to bridge a persistent achievement gap between white and Asian students and their black and Latino peers, according to tests results released yesterday by the state Department of Education.Clusty Search: 10 Boys Boston.
New Push for Language Skills
Encarnacion Pyle: If Ohio wants to jump-start its sputtering economy, it should start teaching Arabic, Chinese and Spanish to children as young as preschoolers and encourage more foreign trade, according to a new blueprint created by business, education and government leaders. Federal officials have put $333,333 behind the effort in the hope that Ohio will […]
Failing Schools Strain to Meet U.S. Standard
Diana Jean Schemo: As the director of high schools in the gang-infested neighborhoods of the East Side of Los Angeles, Guadalupe Paramo struggles every day with educational dysfunction. For the past half-dozen years, not even one in five students at her district’s teeming high schools has been able to do grade-level math or English. At […]
Whatever Happened to the Class of 2005?
V. Dion Haynes and Aruna Jain: Danielle Chappell had no reason to doubt she was a solid student. She earned decent grades, even scoring some A’s in English and math, while balancing schoolwork with basketball, track and a spot on the dance team. Then she graduated from Cardozo High School and arrived at the University […]
Spreading Homework Out So Even Parents Have Some
Tina Kelley: The parents of Damion Frye’s ninth-grade students are spending their evenings this fall doing something they thought they had left behind long ago: homework. So far, Mr. Frye, an English teacher at Montclair High School, has asked the parents to read and comment on a Franz Kafka story, Section 1 of Walt Whitman’s […]
Board Talks Will Focus on a New Blueprint
Susan Troller The Capital Times September 25, 2007 Football coach Barry Switzer’s famous quote, “Some people are born on third base and go through life thinking they hit a triple,” could easily apply to schools and school districts that take credit for students who enter school with every advantage and continue as high achievers all […]
Spanish bilingual schools no longer just for remedial education
Tyche Hendricks: In a sunny classroom at the Escuela Bilingüe Internacional on the Oakland-Berkeley border, a group of kindergartners clustered around a table, busily pasting scraps of colored paper onto collages, as their teacher offered guidance and glue. A boy named Ian bounced up to the teacher, Rocío Salazar, and exclaimed, “Look! I made my […]
French & British Education Climate Update
The Economist: Bac to School: LADEN with hefty backpacks, French children filed back to school this week amid fresh agonising about the education system. Given its reputation for rigour and secular egalitarianism, and its well-regarded baccalauréat exam, this is surprising. What do the French think is wrong? Quite a lot, to judge from a 30-page […]
Auditors Rejecting AP Course Syllabuses
Jay Matthews: Students of David Keener, an ex-priest who teaches at T.C. Williams High School in Alexandria, almost always pass the Advanced Placement biology exam. So when the teacher submitted a description of his course for the College Board’s first quality-control audit of the AP program, nobody thought there would be a problem. A clean […]
In Hong Kong, Flashy Tutors Gain Icon Status
Jonathan Cheng: When Richard Eng isn’t teaching English grammar to high-school students, he might be cruising around Hong Kong in his Lamborghini Murciélago. Or in Paris, on one of his seasonal shopping sprees. Or relaxing in his private, custom-installed karaoke room festooned with giant Louis Vuitton logos. Mr. Eng, 43 years old, is one of […]
Cartoonist among role models for high school boys.
Oh, that every one of our high schools had a “AAA” (“African American Achievement”) Team. —LAF Susan Troller The Capital Times 8/1/2007 The only guy who can truly hold you back is the guy in the mirror,” cartoonist Robb Armstrong told a group of mostly male, mostly African-American students at La Follette High School on […]
CUNY Plans to Raise Its Admissions Standards: “the math cutoff would be raised first because that was where the students were “so woefully unprepared””
The City University of New York is beginning a drive to raise admissions requirements at its senior colleges, its first broad revision since its trustees voted to bar students needing remedial instruction from its bachelor’s degree programs nine years ago.
In 2008, freshmen will have to show math SAT scores 20 to 30 points higher than they do now to enter the university’s top-tier colleges — Baruch, Brooklyn, City, Hunter and Queens — and its six other senior colleges.
Students now can also qualify for the bachelor’s degree programs with satisfactory scores on the math Regents examination or on placement tests; required cutoffs for those tests will also be raised.
Open admissions policies at the community colleges will be unaffected.
“We are very serious in taking a group of our institutions and placing them in the top segment of universities and colleges,” said Matthew Goldstein, the university chancellor, who described the plan in an interview. “That is the kind of profile we want for our students.”
Dr. Goldstein said that the English requirements for the senior colleges would be raised as well, but that the math cutoff would be raised first because that was where the students were “so woefully unprepared.”Speaking of Math, I’m told that the MMSD’s Math Task Force did not obtain the required NSF Grant. [PDF Overview, audio / video introduction] and Retiring Superintendent Art Rainwater’s response to the School Board’s first 2006-2007 Performance Goal:
1. Initiate and complete a comprehensive, independent and neutral review and assessment of the District’s K-12 math curriculum. The review and assessment shall be undertaken by a task force whose members are appointed by the Superintendent and approved by the BOE. Members of the task force shall have math and math education expertise and represent a variety of perspectives regarding math education.
LA School Board Approves Governance Reform Package
Howard Blume: The city’s new school board majority Tuesday pushed through its first wave of reform measures — and fast. As a result, the Los Angeles Unified School District has new initiatives aimed at measuring student performance, paying employees on time, decreasing the dropout rate, helping English learners, building smaller schools, recruiting new employees, training […]
Why does Congress hate the one part of No Child Left Behind that works?
Charlotte Allen: In a classroom at Ginter Park Elementary School, a century-old brick schoolhouse on a dreary, zoned-commercial truck route that bisects a largely African-American neighborhood in Richmond, a third-grade teacher, Laverne Johnson, is doing something that flies in the face of more than three decades of the most advanced pedagogical principles taught at America’s […]
2007 International Mathematical Olympiad – Hanoi
VietNamNet: The organizing board said around 600 contestants from 100 countries and territories will take part in the IMO. The organisation of the IMO aims to encourage students to study mathematics and create favourable conditions for countries to exchange information on the curriculum in schools. 48th International Mathematical Olympiad website. International Math Olympiad Website. US […]
Tutor Vista
www.tutorvista.com: Our mission is to provide world-class tutoring and high-quality content to students around the world. TutorVista.com is the premier online destination for affordable education – anytime, anywhere and in any subject. Students can access our service from the convenience of their home or school. They use our comprehensive and thorough lessons and question bank […]
Madison Superintendent Art Rainwater’s Presentation on the Proposed High School Redesign and Small Learning Community Grant
June 11, 2007 35 Minute Video | MP3 Audio Background Links: High School Redesign SIS Search [rss] Learning from Milwaukee, MPS leads the way on Innovation MMSD High School Redesign Committee Selected High School Redesign Notes Public comments and links. Important new information about credit for non-mmsd courses West HS English 9 and 10: Show […]
Rating Education Gains
Jay Matthews: Achievement Gaps, Advanced Placement Exams, Demographic Shifts and Charter Schools: What Do They Add Up To for Students? We seem to be doing a bit better educating our most disadvantaged students. But many educators think that is not enough. The numbers displayed in the graphic smorgasbord known as “The Condition of Education 2007,” […]
On Good Writing
John Leo: At my local recycling center, the first bin is labeled “commingled containers.” Whoever dreamed up this term could have taken the easy way out and just written “cans and bottles.” But no, the author opted for a term out of the bureaucrat’s style book. He chose the raised pinky elegance of a phrase […]
Core Classes Not Enough, Report Warns
Jay Matthews: It’s no secret to most high school students that taking the required courses, getting good grades and receiving a diploma don’t take much work. The average U.S. high school senior donning a cap and gown this spring will have spent an hour a day on homework and at least three hours a day […]
Washington Delays Math, Science Graduation Requirements
Donna Gordon Blankinship: Gov. Chris Gregoire on Tuesday delayed until 2013 a requirement that students pass the math and science portions of a high stakes exam in order to graduate from high school. She also liberally applied her veto pen to four large sections of the bill overhauling the Washington Assessment of Student Learning exam. […]
Wisconsin State Student Test Scores Released
Andy Hall: Wisconsin students’ performances improved in math and held steady in reading, language arts, science and social studies, according to annual test data released today. Dane County students generally matched or exceeded state averages and paralleled the state’s rising math scores, although test results in Madison slipped slightly on some measures of reading, language […]
Hilary Clinton’s Universal Preschool Proposal
Sara: Campaigning in Florida today, Senator/Presidential Candidate Hillary Clinton put forward an ambitious policy proposal to move the U.S. towards universal preschool education. This is the first major education proposal rolled out by the Clinton campaign, and it’s a good one. The plan would provide states with matching grants (starting at $5 billion federal investment […]
Teachers Take a Crash Course As County Strives for More AP
Nelson Hernandez: John E. Deasy, the superintendent of Prince George’s County schools, issued a decree soon after taking charge a year ago: Each of the county’s 22 high schools will offer at least eight Advanced Placement courses next year. He got funding for the expansion, which would increase the number of students in the county […]
No Child Left Behind Renewal Discussion
Sam Dillon: Now, as the president and the same Democrats push to renew the landmark law, which has reshaped the face of American education with its mandates for annual testing, discontent with it in many states is threatening to undermine the effort in both parties. Arizona and Virginia are battling the federal government over rules […]
An open letter to the Superintendent of Madison Metropolitan Schools
Dear Mr. Rainwater: I just found out from the principal at my school that you cut the allocations for SAGE teachers and Strings teachers, but the budget hasn’t even been approved. Will you please stop playing politics with our children education? It?s time to think about your legacy. As you step up to the chopping […]
Budget Impacts at Franklin-Randall–Don’t Get Mad, Get Active!!
(This letter is being distributed to parents of Franklin-Randall students, but should concern everyone in the MMSD and Regent Neighborhood) SCHOOL FUNDING CRISIS: Don’t get mad, get active!! March 16, 2007 The School Board recently announced sweeping budget cuts for the coming school year that will have a severe impact on Franklin-Randall, as well as […]
Initiative Will Pay Students to Pass AP Tests
John Hechinger & Susan Warren: Jessica Stark, a 17-year-old from Abilene, Texas, earned $600 for some hard work last year. It wasn’t flipping burgers or waiting tables. She made the money for passing six of the toughest examinations in high school at $100 apiece. Ms. Stark is part of a movement that is going national: […]
2005 NAEP Grade 12 Reading and Math Scores Released
The Nation’s Report Card via Ed Week: The proportion of high school students completing a solid core curriculum has nearly doubled since 1990, and students are doing better in their classes than their predecessors did. But that good news is tempered by other findings in two federal reports released here today. The performance of the […]
Why Johnny can’t read very well and what to do about it
Teacher Thomas Biel: Juan/Sean/John doesn’t read too well because we don’t teach him how very well. Results from the 2005-’06 Wisconsin Knowledge and Concepts Examinations show that 55% of Milwaukee Public Schools 10th-graders do not read at a proficient level. The majority of our kids have reading problems. Leaders in the school district, in the […]
I Support the Madison Studio School
Taxpayers, parents and students, particularly those who will enter our schools over the next few decades will benefit from more local choices if the Madison Studio School can lift off, soon. The Madison School District Administration’s recent history has been marked by a reduction in choice for parents and students and generally a monolithic approach […]
Classroom Distinctions
Tom Moore: IN the past year or so I have seen Matthew Perry drink 30 cartons of milk, Ted Danson explain the difference between a rook and a pawn, and Hilary Swank remind us that white teachers still can’t dance or jive talk. In other words, I have been confronted by distorted images of my […]
Education & Intelligence Series
Charles Murray posted three articles this week on Education and Intelligence, a series that generated some conversation around the net: Intelligence in the Classroom: Our ability to improve the academic accomplishment of students in the lower half of the distribution of intelligence is severely limited. It is a matter of ceilings. Suppose a girl in […]
Name Madison’s New Far West Side Elementary School
Madison Metropolitan School District: The Madison Metropolitan School District is seeking suggestions for the name of the new school in the Linden Park area. Anyone can submit a name for consideration by completing a form that’s available from the district, and submitting it by 4 p.m. on February 23rd, 2007. “We encourage community members and […]
A judge says Preston Hollow Elementary segregated white kids to please parents. The reality is deeper and maybe more troubling.
On a sunny September morning in 2005 Preston Hollow Elementary School hosted Bike to School Day. Dozens of grinning children with fair skin played and talked outside in the courtyard, relaxing happily after rides through their North Dallas neighborhood of garish mansions and stately brick homes. Parents shared tea and fruit, capturing the smiles of […]
Local School Budget Tea Leaves
The Madison School Board Communication Committee’s upcoming meeting includes an interesting 2007-2009 legislative agenda for state education finance changes that would increase District annual spending (current budget is $333,000,000) at a higher than normal rate (typically in the 3.8% range): 4. 2007-09 Legislative Agenda a. Work to create a school finance system that defines that […]
Wisconsin School Boards Evaluate Governance Focus
Amy Hetzner: Under the model, used by a number of school boards in the state, the board develops a set of expectations and then holds its administrators accountable to achieve those goals and report on progress. The result is a more focused board that has more objective criteria for evaluating the performance of the school […]
School Day Goes Into Overtime
Nelson Hernandez: Starting with the Class of 2009, all Maryland students will be required to pass exams in algebra and data analysis, English, government and biology in order to graduate. All of the students in Guinn’s classroom failed the test in algebra last school year. Her class, part of a new program in Prince George’s […]
A few questions for MPIE members …
I have a few questions for Barb and the other members of MPIE. I hope one or more of them will take the time to answer. As I look over the course catalogs for the four high schools, I see that each school has both a Special Education Department and an English as a Second […]
Video of 29-Nov-2006 MUAE Meeting with Supt. Rainwater
The Madison United for Academic Excellence (MUAE) meeting of 29-November-2006 offered a question and answer session with Madison Superintendent Art Rainwater. After opening remarks by Jeff Henriques, the Superintendent summarized his goals, rationale and approach to the high school redesign project, and discussed his prior experience as a teacher and principal. The video of the […]
Superintendent Rainwater: “We need to dramatically change our high schools.”
On Monday, November 27, the Madison School Board will begin to address rumors about major changes coming to our high schools. There are some realities behind the rumors. For example, West High School substantially reduced the English courses for tenth graders this year. The principal at East High School met with parents last week. He […]
Keep an eye on math, board tells Rainwater
The Madison School Board has given Superintendent Art Rainwater a set of specific orders to accomplish in the coming year, including several directives to take an in-depth look at the district’s entire math curriculum. In the past several years, area math educators have expressed concern about the effectiveness of the Madison district’s reliance on a […]
Discontent Brews Over School Changes
Jason Shephard: Last year, amid the uproar that followed West High School’s replacement of more than a dozen elective offerings with a core curriculum for 10th-grade English, Madison Superintendent Art Rainwater told the school board that such changes would be a “major direction” in the district’s future. Some people see signs that this shift is […]
Developing the China Connection Through Education Programs
Oregon Representative Dennis Richardson advocates substantially increasing the number of students studying mandarin [PDF]: The U.S Department of Education in announcing its role in the National Security Language Initiative reported some statistics: More than 200 million children in China are studying English, a compulsory subject for all Chinese primary school students. By comparison, only about […]
As Math Scores Lag, a New Push for the Basics
Erin O’Connor: And parents shouldn’t only be concerned about math instruction. They should be looking hard at the reading and writing parts of their kids’ educations, too. Are they learning grammar? Can they spell? Punctuate? Understand what they are reading? Most of the Ivy League English majors whose writing I grade have trouble in these […]
High School Redesign & Academic Rigor: East High United Meeting 11/9 @ 7:00p.m.
With all of the talk about the district’s high schools going through a redesign process (similar to what the middle schools did last summer), I think it’s important that as many interested people as possible attend the East High United meeting at 7 p.m. on Nov. 9 at East High School [map/directions]. I recently asked […]
Educational Attainment by State: Wisconsin 9th in High School Graduates and 33rd in College Grads
US Census Bureau. The data is aggregated a variety of ways, including by state. Minnesota ranks first in the percentage of population 25 and older who have a high school diploma (Wisconsin is 9th) while Connecticut ranks first in the percentage with Bachelor’s degrees at 36.8% (Wisconsin is 33rd at 25%). .xls file. Census Bureau […]
Clauses and Commas Make a Comeback: SAT Helps Return Grammar to Class
Daniel de Vise: Mike Greiner teaches grammar to high school sophomores in half-hour lessons, inserted between Shakespeare and Italian sonnets. He is an old-school grammarian, one of a defiant few in the Washington region who believe in spending large blocks of class time teaching how sentences are built. For this he has earned the alliterative […]
U.S. homework outsourced as “e-tutoring” grows
Jason Szep BOSTON (Reuters) – Private tutors are a luxury many American families cannot afford, costing anywhere between $25 to $100 an hour. But California mother Denise Robison found one online for $2.50 an hour — in India. “It’s made the biggest difference. My daughter is literally at the top of every single one of […]
Proficient
Joanne Jacobs: AB 2975 would have labeled California students “proficient” if they were on track to pass the state’s graduation exam, which requires partial mastery of 7th and 8th grade math and 9th and 10th grade English by the end of 12th grade. California Gov. Arnold Schwarzenegger’s veto message was succinct. Redefining the level of […]
Extending the Class Day
Ledyard King: Demands for more tests and more academic rigor are spurring schools to consider something that makes most students shudder: more time in class. Massachusetts is paying for longer days at 10 schools this year. Minnesota is considering whether to add five weeks to the school calendar. A smattering of schools nationwide, including schools […]
6 city students get perfect ACT score
Andy Hall: They began by seeking balance, and wound up finding perfection. An unprecedented six Madison School District students attained a perfect score on recent ACT college entrance exams, district officials said Friday. Just 11 Wisconsin students received a score of 36, the top possible mark, out of 45,500 tested in April and June. During […]
Alberta’s Booming Schools
The Economist: Many educators acknowledge that over the past 30 years Alberta has quietly built the finest public education system in Canada. The curriculum has been revised, stressing core subjects (English, science, mathematics), school facilities and the training of teachers have been improved, clear achievement goals have been set and a rigorous province-wide testing programme […]
Madison School District Progress Report
Via a Johnny Winston, Jr. email: Welcome back to school! I hope you had a wonderful summer. On August 28th the Madison school board approved plans Plan CP2a and Plan CP3a relative to boundary changes that will be necessary if the November 7th referendum to construct an elementary school on the Linden Park site passes […]
Education in Medieval Britain
The Economist: FEW children, in the developed world, spend their summer holidays bringing in the harvest. Yet the timing of the summer break dates from the days when child labour was too valuable to lose in the vital final weeks of the growing season. The roots of modern education, in Britain and elsewhere, lie in […]
Madison Student SAT Results Released
Madison Metropolitan School District [SAT Wisconsin Report – 244K PDF]: Madison students taking the Scholastic Aptitude Test (SAT) scored significantly above their state and local peers, continuing a trend of more than a decade. Madison students’ composite score was 1251, well above Wisconsin students’ composite score of 1188 and the national composite of 1021. (See […]
Black students boost ACT scores
Madison students continue to top state average By TCT staff, news services Madison high school students bested the state ACT test score average once again for the 12th straight year, with scores of African-American students rising at a greater pace than all other students. ACT test score comparisons were released today. According to the Madison […]
ACT scores are best in 20 years, with a catch, MMSD Curriculum & Upcoming Elections
The issue of curriculum quality and rigor continues to generate attention. P-I:
The good news is that the high school class of 2006 posted the biggest nationwide average score increase on the ACT college entrance exam in 20 years and recorded the highest scores of any class since 1991.
The bad news is that only 21 percent of the students got a passing grade in all four subject areas, including algebra and social science.
“The ACT findings clearly point to the need for high schools to require a rigorous, four-year core curriculum and to offer Advanced Placement classes so that our graduates are prepared to compete and succeed in both college and the work force,” Education Secretary Margaret Spellings said in Washington, D.C.Alan Borsuk has more:
Wisconsin high school graduates are better prepared to succeed in college than students nationwide – but that means only that more than 70% of state students are at risk of having trouble in one or more freshman-level subjects while the national figure is almost 80%, according to ACT, the college testing company.
The message still isn’t getting across,” Ferguson said in a telephone news conference. If students want to go to college and do well, they have to take high school seriously and take challenging courses, he said.
ACT results showed that students who took at least four years of English and three years each of math, science and social studies in high school did substantially better on the tests (22.9 in Wisconsin, 22.0 nationwide) than those who took lighter loads in those core areas (21.0 and 19.7, respectively).
Elizabeth Burmaster, Wisconsin’s superintendent of public instruction, said she believes that if schools in Wisconsin stay focused on efforts such as early childhood education and small class sizes in the early grades, combined with strong academic programs in middle school and high school, achievement will go up and racial and ethnic gaps will close.Individual state data is available here.
Burmaster’s statement, along with the ACT information will increase the attention paid to curriculum issues, such as the ongoing questions over the Madison School District’s math program (See UW Math professor Dick Askey’s statement on the MMSD’s interpration and reporting of math scores). Will we stick with the “same service” approach? This very important issue will be on voters minds in November (referendum) and again in April, 2007 when 3 board seats are up for election. See also the West High School Math Faculty letter and a recent open letter to the Madison School District Board and Administration from 35 of the 37 UW Math Department faculty members. Vaishali Honawar has more.
The Madison School District issued a press release on the recent ACT scores (68% of Wisconsin high school graduates took the ACT – I don’t know what the MMSD’s percentage is):Madison students who took the 2006 ACT college entrance exam continued to outperform their state and national peers by a wide margin, and the scores of Madison’s African-American test takers increased significantly. Madison students’ composite score of 24.2 (scale of 1 to 36) was higher for the 12th straight year than the composite scores of Wisconsin students and those across the nation (see table below). District students outscored their state peers by 9% (24.2 vs. 22.2,) and their national peers by 15% (24.2 vs. 21.1).
Compared to the previous year, the average ACT composite score among the district’s African-American students increased 6% — 18.8 vs. 17.7 last year. The gap between district African-American and white student ACT scores decreased this year. The relative difference this year was 24% (18.8 vs. 24.8) compared to 30% last year.
Scores also increased this year for the district’s Asian students (22.1 to 23.0) and Hispanic students (21.5 to 21.8).The Madison School District recently published this summary of student performance vs other similar sized and nearby districts (AP, ACT and WKCE) here. Madison’s individual high schools scored as follows: East 22.9, LaFollette 22.1, Memorial 25.1 and West 25.5. I don’t have the % of students who took the ACT.
I checked with Edgewood High School and they have the following information: “almost all students take the ACT” and their composite score is “24.4”. Lakeside in Lake Mills averaged 24.6. Middleton High School’s was 25 in 2005. Verona High School’s numbers:
222 students took the ACT in 2005-2006.
Our composite score was 23.6 compared to the state at 22.2
87% of test takers proved college ready in English Composition (vs. 77%)
66% of test takers proved college ready in College Algebra (vs. 52%)
77% of test takers proved college ready in Social Science (vs. 61%)
45% of test takers proved college ready in Biology (vs. 35%)
37% of test takers proved college ready in all four areas (vs. 28%)
(#) as compared to the state %Waunakee High School:
Score HS Mean (Core/Non-Core)
Composite 23.3 (24.3/21.5)
English 22.5 (23.9/19.5)
Mathematics 23.2 (24.2/21.8)
Reading 23.3 (24.1/21.5)
Science 23.7 (24.4/22.7)McFarland High School’s 2006 Composite average was 23.7. 110 students were tested.
UPDATE: A few emails regarding these results:
- On the Waunakee information:
In the Waunakee information I sent to Jim Z, our mean for the Class of 2006 comes first, followed by the core/non-core in parentheses. So, our mean composite score for our 157 seniors who sat for the ACT was 23.3, the mean composite for those completing the ACT suggested core was 24.3, the mean composite for those who did not complete the core was 21.5.
With ACT profile reports, the student information is self-reported. It’s reasonably accurate, but some students don’t fill in information about course patterns and demographics if it is not required.
Please let me know if there are any other questions.
- McFarland data:
It appears that Jim Z’s chart comparing scores uses Waunakee’s “Core score” as opposed to the average composite that the other schools (at
least McFaland) gave to Jim Z.. If Jim Z. wishes to report average “Core” for McFarland it is 24.5. Our non-core is 22.2 with our average composite 23.7.- More on the meaning of “Core”:
Probably everyone is familiar with the ACT definition of core, but it’s 4 years of English, and three years each of math, science, and social studies. ACT is refining their position on what course patterns best position a student for undergraduate success, however.
Additional comments, data and links here
Not to Worry: Neal Gleason Responds to Marc Eisen’s “Brave New World”
Neal Gleason in a letter to the Isthmus Editor: I have long admired Marc Eisen’s thoughtful prose. But his recent struggle to come to grips with a mutli-ethnic world vvers from xenophobia to hysteria (“Brave New World”, 6/23/06). His “unsettling” contact with “stylish” Chinese and “turbaned Sikhs” at a summer program for gifted children precipitated […]
Don’t Give Exit Exam a Pass
Former La Mayor Richard Riordan: IN HIS EYE-OPENING book, “The World Is Flat,” New York Times columnist Thomas L. Friedman warns that the United States is in a “quiet crisis” and that “we should be embarking on an all-hands-on-deck, no-holds-barred, no-budget-too-large crash program for science and engineering education immediately.” If we don’t, Friedman points out, […]
“Public vs. Private Schools: Pupils Perform Almost Equally”
Diana Jean Schemo: The Education Department reported on Friday that children in public schools generally performed as well as or better than comparable children in private schools in reading and mathematics. The exception was in eighth-grade reading, where the private school counterparts fared better. The report, which compared fourth- and eighth-grade reading and math scores […]
Chinese Medicine for American Schools
Nicholas Kristof follows up Marc Eisen’s recent words on a world of competition for our children: But the investments in China’s modernization that are most impressive of all are in human capital. The blunt fact is that many young Chinese in cities like Shanghai or Beijing get a better elementary and high school education than […]
Graduate Gets Hard Lesson in Concession
Jim Stingl: He looked out over the 100 kids in caps and gowns and wondered aloud what happened to everyone else. Their freshman class was nearly 500, school records show. Sure, some had transferred to other schools, but too many just gave up and quit. Matt cried as he talked about classmate David Franklin. “This […]
“Testing Special Students is Tricky”
Katharine Goodloe: When Wisconsin educators wanted to measure the progress of 10,000 of the state’s public school students last fall, they didn’t sit them down for the standardized tests that most schoolchildren spent hours poring over. They just asked teachers to pencil in a score. That’s because those students are among the most severely disabled […]
The Model Students
…there are lessons we can absorb, and maybe the easiest is that respect for education pays dividends.
The Model Students
Nicholas Kristof: Why are Asian-Americans so good at school? Or, to put it another way, why is Xuan-Trang Ho so perfect? Trang came to the United States in 1994 as an 11-year-old Vietnamese girl who spoke no English. Her parents, neither having more than a high school education, settled in Nebraska and found jobs as […]
MMSD Cross-High School Comparison — continued
I recently posted a comparative list of the English courses offered to 9th and 10th graders at Madison’s four high schools. The list showed clearly that West High School does not offer its high achieving and highly motivated 9th and 10th grade students the same appropriately challenging English classes that are offered at East, LaFollette […]
Parents Weigh in on Middle Schools
Aruna Jain: Last year, Joan Blair’s daughter enrolled at A. Mario Loiederman Middle School, the new creative and performing arts school in Silver Spring. She is learning high-school-level Spanish, ranks above grade level in math, and takes theater and arts courses that she loves. But her science and social studies classes, where students of different […]
Teaching the Unreachable
Joanne Jacobs: Stuart Buck recounts a conversation with a friend, a black man teaching high school English at a mostly black school in Georgia, about the challenge of teaching students who’ve made it to 10th grade without learning how to read. The friend says: “It’s just impossible for me to spend one or two semesters […]
The fate of the schools
Will the Madison district sink or swim? April 4th elections could prove pivotal At the end of an especially divisive Madison school board meeting, Annette Montegomery took to the microphone and laid bare her frustrations with the seven elected citizens who govern Madison schools. “I don’t understand why it takes so long to get anything […]
Candidates agree education is at crossroads
Madison School Board candidates Juan Jose Lopez and Lucy Mathiak look at what is happening in schools here in very different ways, but on at least one issue they are in complete agreement: Public education here and throughout the Badger State is at a critical crossroads. But the two candidates vying for School Board Seat […]
Standards, Accountability, and School Reform
This is very long, and the link may require a password so I’ve posted the entire article on the continued page. TJM http://www.tcrecord.org/PrintContent.asp?ContentID=11566 Standards, Accountability, and School Reform by Linda Darling-Hammond — 2004 The standards-based reform movement has led to increased emphasis on tests, coupled with rewards and sanctions, as the basis for “accountability” systems. […]
Leveling the Playing Field: Creating Funding Equity Through Student-Based Budgeting
When the Cincinnati Public Schools devised a reform strategy for improving student performance, it became clear that the district’s traditional budgeting system was inadequate. The authors trace the district’s process of moving to a system of student-based budgeting: funding children rather than staff members and weighting the funding according to schools’ and students’ needs. By […]
