- We can, should, and will improve our student learning that is demonstrated on state assessments (which I also said when I made the earlier statement).
- Test data is one thing -- but typically it is somewhat narrow in its scope (e.g., focuses on math and language arts to the exclusion of science, arts, etc.).
- We have students and programs that don't show on "tests" but nonetheless have extraordinary results by any measure. Some examples would include:
- Arlington HS Envirothon Team -- the North American Champions of this highly competitive assessment
- A number of our athletic teams that are recognized across the county and CIF as having "best in sport" grade point averages -- demonstrating that athletics and academics do go together.
- Many of our HS bands and performing arts programs that are renowned regionally (and beyond).
- Our students in high performing activities of Science Fair, History Day, and Mock Trial -- that are regionally and nationally recognized.
- Our recently initiated AP Chinese class at North HS where 100% of the students scored a perfect score on their national Advanced Placement examination.
I commend our students, parents, and staff on providing great experiences and performances, beyond those that are "measured" by a single test assessment.
As the school year begins, and there promises to be another set of very significant financial challenges, it is good to be reminded that teachers and students are more than a series of test scores, and that successful teaching and learning encompasses so much more than achievement data.
ReplyDeleteThe challenge for us is to make decisions that support good teaching, successful student programs, and the best possible learning and school environments-with a steadfast willingness to minimize and eliminate financial commitments that are not directly supportive of this effort.
I think we have an "Emperor's New Clothes" situation here. North failed to mention to Dr. Miller that the students who performed 100% on the Chinese AP test were Chinese natives. They take the course for an easy "A."
ReplyDeleteTo: August 21, 2010 12:43 PM - You are kidding, right? If only the English "natives" could do so well on the AP English exam.
ReplyDeleteWay to go North High School AP Chinese students (and teacher)!
As a parent of a Poly High student I am dismayed by the discovery that Ca. CST test scores from last year are being used to determine grades for courses being taken this year. How can a different teacher legally assign a grade for a previous course? Very low to threaten/punish students in an attempt to raise test scores. How about rewarding individual student performance!
ReplyDeleteIt is WRONG that students are assigned grades this year for performance last year. My daughter had a HORRIBLE calculus teacher at Poly last year. He didn't teach, he sat and worked on his side business while the students watched videos the entire year. When taking my daughter to private tutoring, the tutor knew who the teacher was before we ever mentioned his name. His reputation speaks volumes. Where's this teacher's grade? Why isn't he accountable? Until we stop covering for the poor teachers and start holding them to some standard, our district's scores will not improve.
ReplyDeleteCan't say I'm surprised by the very questionable practice at Poly High of using last years State Test Scores to determine grades in this years classes. Could someone explain this to me?Desperate Administrators take desperate actions!
ReplyDeleteA Concerned Parent
Expecting the best from our students is one thing, bullying them to improve their performance on a test is another. At best, it's an ethically questionable practice. If it's happened at Poly, how many other schools has it happened at. As a parent of two Poly students I am deeply concerned, and appalled at the thought, that my children will be have the grades of some of their current classes (different teacher/course) impacted by their scores from last spring's CST. If we are willing to stoop to this level, I hate to see what's next...
ReplyDelete