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Tag: Standardized test

NYS Grads Ain't Reddy For College

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graduation caps
Image by j.o.h.n. walker via Flickr

In case you have not already seen/heard this by now, I am reposting Sharon Otterman’s article: Most New York Graduates Are Not College Ready – NYTimes.com in its entirety. If you like, you can click on the link above and read it in its original format. Frankly, this is the kind of news story that makes me weep inside.

If you prefer, you can read my repost below and catch all my snarky comments in blue. Red indicates sheer horror. (This is why I cannot loan out my books, people.)

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February 7, 2011

Most New York Students Are Not College-Ready

By SHARON OTTERMAN

New York State education officials released a new set of graduation statistics on Monday that show less than half of students in the state are leaving high school prepared for college and well-paying careers. The new statistics, part of a push to realign state standards with college performance, show that only 23 percent of students in New York City graduated ready for college or careers in 2009, not counting special-education students. That is well under half the current graduation rate of 64 percent, a number often promoted by Mayor Michael R. Bloomberg as evidence that his education policies are working.

But New York City is still doing better than the state’s other large urban districts. In Buffalo, Rochester, Syracuse and Yonkers, less than 17 percent of students met the proposed standards, including just 5 percent in Rochester.

The Board of Regents, which sets the state’s education policies, met on Monday to begin discussing what to do with this data, and will most likely issue a decision in March. One option is to make schools and districts place an asterisk next to the current graduation rate, or have them report both the current graduation rate and the college ready rate, said Merryl H. Tisch, the chancellor of the Board of Regents.

The move parallels a decision by the Regents last year to make standardized tests for third through eighth graders more difficult to pass, saying that the old passing rates did not correlate to high school success. (Oh good, let’s make new, harder tests. That should fix everything.What else is going to have to fall out of the curriculum so that our kids can pass these silly tests?)

State and city education officials have known for years that graduating from a public high school does not indicate that a student is ready for college, and have been slowly moving to raise standards. But the political will to acknowledge openly the chasm between graduation requirements and college or job needs is new, Dr. Tisch; David M. Steiner, the state education commissioner; and John King, the deputy state education commissioner, said in interviews last week.

With President Obama making college readiness and international competitiveness a top national goal, and federal and philanthropic money pouring into finding ways to raise national education standards, that equation is changing, they said. “It is a national crisis,” Dr. Steiner said.

Statewide, 77 percent of students graduate from high school. Currently, a student needs to score a 65 on four of the state’s five required Regents exams to graduate, and beginning next year, they will need a 65 on all five.

Using data collected by state and community colleges, testing experts on a state committee determined last year that a 75 on the English Regents and a 80 on the math Regents roughly predicted that students would get at least a C in a college-level course in the same subject. Scores below that meant students had to often take remediation classes before they could do college-level work. Only 41 percent of New York State graduates in 2009 achieved those scores. (No duh! This is what I have been seeing for years: Baffled community college students claiming to be “A students” in high school who have absolutely no idea how to read for meaning or write in complete sentences. No wonder they start freaking out when they suddenly get C’s on their essays!)

In the wealthier districts across the state, the news is better: 72 percent of students in “low need” districts are graduating ready for college or careers. (You get that, right? Over 25% of students in more affluent suburbs aren’t pulling their weight when they get to college.) But even that is well under the 95 percent of students in those districts who are now graduating. (We live in one of these “low need districts.” I have tutored students in grades 6-12 who still have not mastered basic comma rules. I have had to teach them commas, semi-colons and colons. I’ve thrown in a few mini-lesson on thesis statements for good measure. But that’s about all I can do. But seriously, the schools can’t do it all. I know they can’t. Why? Because public schools are so busy being mandated to prepare students for standardized tests that they simply do not have enough time to make sure that students have mastered certain things, so they have had to let some things go. I think folks at The Board of Regents must believe that kids pick up things like grammar by osmosis.)

The data also cast new doubt on the ability of charter schools to outperform their traditional school peers. Statewide, only 10 percent of students at charters graduated in 2009 at college-ready standards, though 49 percent received diplomas. The state has not yet calculated results for every district and school. (So charter school are broken, too? What a surprise!)

State officials have also begun a series of meetings in local districts to introduce this data and ask local officials what they want to do about it. A common reaction, Dr. Tisch said, is shock and hesitancy. There are fears of plummeting real estate values, as well as disagreement, particularly in rural areas, with the idea that all students need to be prepared for college.

Jean-Claude Brizard, the schools superintendent in Rochester for the past three years, said that while he was surprised by the data, he welcomed the effort to move the conversation away from simply graduating. In an effort to improve, Rochester has closed half its high schools and opened new schools, including its first high school that allows students to earn credits at several local colleges. 

In New York City, roughly 75 percent of public high school students who enroll in community colleges need to take remedial math or English courses before they can begin college-level work. (I would argue the same is true here in Rochester. Many of my incoming first year community college students are not anywhere ready for regular Comp-101. They need a more basic English class to prepare them for Comp-101. That is what my community college is grappling with now. This semester faculty in the English Department started developing a new diagnostic tool as the old AccuPlacer was proving ineffectual. Not everyone had to take it and part-time students slipped through the cracks.) City education officials said the 23 percent college-ready rate was not a fair measure of how the city would do if graduation requirements were raised to a higher standard, because students would work harder to meet that new bar.

While it has not gone so far as to calculate an alternative to graduation rates, the city has already begun tracking how each high school’s students fare in college, and in 2012 it will begin holding principals accountable for it. “Last year, well before the state announced this plan, we told schools we would begin including robust college readiness metrics in school progress reports,” said Shael Polakow-Suransky, the chief academic officer.

One thing that is helping districts get over their shock, Dr. Tisch said, is the opening of a discussion about how to improve things. On their tour, which has visited Albany, Buffalo and Rochester and will visit New York City, Westchester County and Long Island in the coming weeks, officials are presenting a menu of options. (Oooh, a menu! Well, I’ll take one helping of smaller class sizes: Eighteen students would be lovely. I’d like two helpings of students with parents who value and support education. I’d like a pile of teachers who are enthusiastic about their subject matter. I’d like intelligent principals who support their teachers and support staff. I’d like a double-helping of students who accept responsibility for their actions. I’d like to see Honor Courts comprised of the most ethical students, as nominated by teachers and peers. I’d like all students to sign an contract stating that they understand no one has the right to interfere with anyone else’s right to learn – because if they do, they will be expelled. And, um, I don’t see this on the menu but if it’s not too much trouble, I’d like to request students who remember to bring the necessary materials to class. Every day. Or at least just a pen.)

One idea is to simply report a college-ready graduation rate as an aspirational standard and leave it at that. (I have no idea what this means. So a principal could report: “We aspire to have 35% of our students graduate by 2015. That is insane! That is called The Anti-Aspirational Initiative.) Another is to impose tougher graduation standards — like requiring that all students in the state take four years of math and science, or permanently raising the passing score on high school Regents exams to 75 in English and 80 in math. (Be still my heart! Could it be that The Board of Regents is starting to realize a 65% is not really a passing grade. It’s a friggin’ low D! Way to go, Board of Regents. For the love of Pete, it’s only taken thirteen years for you to realize that teaching to a low standard is only bound to enforce that standard. Oy!)

But they are also discussing increased flexibility for districts and students, so that they can spend more time on the subjects they are interested in. For example, students might be permitted to choose at least one of the Regents exams they must pass to graduate — currently all students have to pass math, English, science, global history and American history. Students might be able to substitute foreign language, economics or art for one of the five. Or students could replace one Regents with a vocational skills test in an area like carpentry or plumbing. (Non-snarky response: I actually love this idea. Traditional education is not for everyone, and we need to value our vocational students more. Honestly, those middle and high school years are the only times in life where we expect people to be universally excellent at everything from foreign language to math to science to social studies to English to gym to sewing and cooking! People aren’t made that way. It would be great if we could allow students to specialize in their areas of interest. I mean, you could have asked me if 5th grade if I was going to be a nuclear scientist and I would have told you, “Hells bells, no!” and then I would not have had to suffer through calculus. I can honestly tell you that in my career, I have never used calculus. Ever.

Alternatively, the state could grant flexibility to districts to give credits based not on how many hours students sit in a classroom — currently 54 hours per semester per credit — but on whether students show competency, based on examination or online course work. (Really, so a student who can demonstrate that he already knows his shit might not have to sit through a required class. Just because the State says he has to take it? Now that’s somethin’!)

To press their case, state officials said they hoped to get political support from Gov. Andrew M. Cuomo. The political environment was particularly challenging now, because the state will roll out a new system in July to evaluate teachers that has the potential of strong opposition from teachers’ unions. (Oh great. Let’s blame the teachers who can’t “fix” their students in one calendar year, and if their numbers aren’t high enough, let’s put them on probation (or possibly fire them), ‘cuz teaching is not stressful enough without wondering if you are going to have a job the following September. And everyone knows that when students fail, it’s definitely the teachers’ fault.)

“The obligation at the end of the day,” Dr. Tisch added, ” is to make sure that when youngsters graduate, that graduation means something from New York State.” (I think Dr. Tisch meant to say: The obligation is to make sure that graduation from New York State means they have a set of skills which will enable them to succeed in college and in life. Because right now, that is just not the case.)

If My Kid Writes One More Book Report…

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Sleeping Student
Sleeping Student

Monkey has been writing a helluva a lot of book reports this year.

In an English class, a student can — of course — write a formal essay in response to a piece of literature. And they must know how to do this competently. But let’s face it: Writing five paragraph (or two paragraph or three paragraph) essays after every book, can be a real drag. And there is no reason for this when there are a skillion (yes, a skillion) other ways to evaluate a student’s comprehension that are about 100 times more engaging than any book report.

Students could create a piece of art in any medium that represents a character, situation or theme from the story; they might compose a poem or a monologue which explores a situation or character or which develops a theme from the literature; they could write a script for a scene in the story and perform it before the class, or imagine a scene that could have been in the story/play but wasn’t; they could offer an alternate ending or imagine the characters in the future. A musical student could write a song that explores a situation or a theme from the literature and sing/play it for the class. A dancer might choreograph a piece that represents a situation, character, or theme from the literature. Someone could create a diary for a character, not just chronicling the facts of plot, but the character’s emotions regarding his/her experiences. A budding historian might want to research a historical reference he or she noticed in the literature and was intrigued by. Hell, a student could bake something symbolic which links to the literature. I’ve had students bake highly symbolic (and very delicious) cookies!

With any performance based assessment, there always has to be a written explication that accompanies the more creative project in which the student explains his or her intention and explores how the project helps his or her peers understand something important about the literature. Ideally, the assessment process informs the teacher and the learner about student progress and, simultaneously, contributes to the student’s learning process.

I could go on about some student projects that I have received over the years. One of my favorites involves a student who upon completing Lord of the Flies, made a trip to the local farmer’s market and bought a whole pig’s head and recreated the scene where the terrified boys, beat and unintentionally kill their classmate, Simon, and then put a pig’s head on the stick.

I still have the video (which I’ve had switched over to DVD) and I still watch it. And that kid makes movies now.

I know that No Child Left Behind supports “standards-based education”and is based on the belief that setting high standards and establishing measurable goals can improve individual outcomes in education. The Act requires states to develop assessments in basic skills to be given to all students in certain grades, if those states are to receive federal funding for schools.

So I get it. My school district clearly wants our kids to pass the standardized test.

They want a slice of the pie.

But our kids are dying of boredom.

So please, for this mother.

No. More. Book. Reports.

School Is Not the Time To Make Friends

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When I was a student at Genesee Hills Elementary School in the 1970s, we had quite a bit of free time during which we actually interacted with our peers: during lunch, recess, specials, sure. But also during class. In 3rd grade with Mrs. Marmillo and Mr. Barnello, we enjoyed an amazing invention called “Boy, Girl and Group of the Week.” A concept that would never fly now, I feel fortunate to have been part of this fabulous, classroom environment, and I know dozens of people who likely feel the same way.

Before I tell you about Boy, Girl & Group of the Week, keep in mind, this classroom phenomenon happened in 1976 — more than 30 years ago — so I could be wrong on some of the basics (so for those who may remember, feel free to chime in).

I want to say that on Friday afternoons, students from our two 3rd grade classrooms gathered together to nominate students as Boy and Girl of the Week. Students who went out of their way to do something nice for their peers were considered, so we said things like:

I want to nominate Jeff F. as Boy of the Week because he lent me a pencil when I didn’t have one.

or

I want to nominate Siobhan E. because she got me a tissue when I had a bloody nose, and then she helped me to the nurse’s office.

Meanwhile, our teachers sat quietly and made hash marks (or something) on a clipboard. Unless, we gave too many nominations to the same kid — in which case they would encourage us to look around the room and notice people who had possibly never been nominated, they were pretty silent.

When we finished, our teachers determined and announced the Boy, Girl and Group of the Week. (Maybe it was predetermined. It probably was.) The prize? Winners got the privilege of walking from our elementary school to Burger King, a little less than a mile away, sometime the following week along with our teachers. To get to BK, we walked on roads – not sidewalks. Yes, there were a few cars, but we walked – single-file in sun and in slush – to get to a hamburger, small fries and a soft-drink. It was heaven.

Imagine teachers pulling off this weekly field trip in 2010. It’s practically impossible.

First off, I have a feeling 90% of today’s parents would say they don’t like the idea because Burger King is fattening, and (in case you hadn’t heard), we have an obesity epidemic in our country. Okay, this may be the case when you are eating BK every day. But we weren’t back then. And we used our lunch and recess periods (both of which were longer than they are now) to walk to and from Burger King. The trek was just under 1.5 miles, but we walked briskly, so it was a good healthy walk.

We used our best manners while waiting in line. I remember standing in the BK queue, preparing to place my order — using my own voice to speak to an adult, “One hamburger, please,” I would say, careful to add, “Thank you.” Eating with my teachers and friends was a most amazing reward! We learned so much about each other during our walks to and from school and while sitting in the big booths together. We learned about our teachers’ families, their children. We learned if our classmates had siblings, what color our classmates’ rooms were painted, and if we liked to play the same games. We learned whose parents were divorced. Hell, we learned what the word divorce meant! We learned to speak, and we learned to listen.

I imagine, these days, most parents wouldn’t like the idea of children walking on main roads with traffic. Because people worry about things like that these days. Because someone could get hit by a car! Or get abducted! Or fall into a ditch and twist an ankle! (The last scenario was probably the most likely.)

As far as I know, my parents signed one skinny permission slip to allow me to go on the aforementioned trip off campus to BK and provided me with the requisite dollar or so to purchase my meal. These days, I imagine there would be a 12-page document that would have to be signed by parents, promising to waive their rights to this, that and the other thing. Back then, nobody worried that we were going to get hit by cars or fall in gulches or get kidnapped. Everyone just kind of assumed giving children additional privileges came with giving us additional responsibilities. People sought to broaden our world experience rather than limit our boundaries.

We had so many opportunities to practice civility in elementary school. It was okay to have a little idle chatter time built into our day. The classroom was the place where we learned our academics, but we also practiced our social skills. Today, I would imagine that most administrators would tell parents that there is simply not time for idle chitter-chatter. A few years ago a school administrator told me that “school is not the place for children to make friends.” She argued that kids needed to get involved in extra-curricular activities if they were interested in making friendships. She explained teachers needed to make the most of classroom time to prepare students for standardized tests, that teachers have more to teach than ever.

In 2010, I would argue “the civility piece” has fallen out of the curriculum — along with the belief that there are benefits to idle time. In 1976, it seemed like there was an emphasis on these things, as well as the other things we learned as by-products: patience (eventually everyone got to be Boy or Girl of the Week), paying attention to the little things, actually making an effort to help out a fellow student in need, being a good citizen (not just because it could get you a trip to Burger King but because it felt good). And a million other things, too.

And in this age of technology, a little more emphasis on these seemingly insignificant niceties could go far to help kids plug into each other and their behaviors. I mean, a student might not bully the kid upon whose vote he depends to get some kind of special reward.

And I would argue that sometimes the greatest life-lessons occur when it doesn’t appear that one is learning at all.

But that’s probably a hard sell these days.