How can we be doing so badly? The richest country in the world and our kids can’t get a decent math test score on the National Assessment of Educational Progress (NAEP).
hands-on math in textbook
That, at least, is the judgment based on data from the 2009 Nation’s Report Card released Wednesday, October 14, 2009, and noted in many national newspapers. The San Francisco Chronicle, “State’s math scores near bottom” by Jill Tucker, says, “California consistently has ranked among the lowest-scoring states”–third from the bottom after this year’s testing sample, only Alabama and Mississippi with lower scores.
On the other hand, except for once every two years when the Nation’s Report Card test scores hit the newspaper, only a few people in the education world know the test was given. When teaching, I never knew a school or teacher who had given the test. I’d never seen an example of the test.
It’s a bet that only math gurus at the State Department of Education know fourth grade math proficiency has grown from a scale score 208 in 1992 when the test was first given in California to 232 this year, compared to USA national average 239. The bad news is two years ago fourth graders had almost the same paltry score-230–out of a possible 500 scale score (a statistical tool to compare data from all 50 states).
The final insult is only 35% of California fourth graders learned enough of the federal math standards to achieve scale scores considered proficient or advanced.
How can that be when the level of proficiency or better on the California Standards Test (CST) used as a growth benchmark for the California Academic Performance Index (API) and the national Annual Yearly Progress (AYP) report has shown considerable improvement?
How? Why?
After much clicking through data on the National Center for Education Statistics’ unfriendly website, the following was disgorged about California NAEP math scores:
1) 7400 of 6 million California students were tested
2) 310 schools agreed to give the test in Fresno School District, San Diego Unified, and Los Angeles Unified
3) where the largest groups of English Language Learners (ELL) in the state reside.
No wonder the scores are weak (ELL average scale score 211). Every California school district already knows that the achievement gap in the state is most disparate for students who speak little English.
Seems like, as teachers say all the time, too many exams. Teachers in-the-know are busy looking at in-school assessments, using on-site data to make teaching decisions for improvement in state standards math instruction.
Nevertheless, newspaper articles and various reports about NAEP student failure point to four problems.
1) Every state has different math standards, some too easy, some too broadly defined, none matching the federal standards.
2) State assessments are too easy or don’t assess the most important math standards.
3) State proficiency benchmarks are too low.
4) Teacher preparation, credentialing, and professional development aren’t good enough, often blamed on teacher’s union policies.
What to do?
Most teachers will say, get on with it, create common standards, assessments, and benchmarks between states for math education. Another well-kept secret, 48 states have agreed to do so. An example is the New England Common Assessment Program.
Most important by far, states need to step up and fork over the money to “turn around” low performing schools which all those achievement gap ELL students attend. Various studies have documented a small number of excellent schools for “turn around” models.*
Once attendance is secured, high standards made clear, parents involved, teachers well-supported, the curriculum may begin to stress critical thinking skills, the way to pass any test with flying colors, no matter who gives the exam.
*The school community wants to talk about this dilemma? Take Care!, showing ways for the school community’s adults to resolve problems successfully, may help. See the website for this blog.
