AAP Equity report
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Anonymous
Yes, this gels with our experience. My average-bright kid has always been in the highest reading group, but that group has never been larger than three. |
Anonymous
The report stated that all races had similar means and ranges for test scores. There was no recommendation to change that. |
Anonymous
I don't see your repeated claim about this is true. Using NNAT scores as the example: Mean scores for all students: Asian=113.6, White=107.5, Black=97.6 Mean scores for Level 4 eligibles: Asian=129, White=118, Black=111 Max scores for Level 4 eligibles: Asian=160, White=160, Black=142 I don't think these can be called "similar". |
Anonymous
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The Cogat V scores are more meaningful and closer together, for Level IV eligible students. The mean for all races was between 114 and 122.
For both NNAT and Cogat, there's no real difference between a high score of 140 or 150 or 160, all of which are very high scores. I was definitely surprised at the minimum scores in the 90s for all races. |
Anonymous
Cogat report is for verbal only. So it’s not more meaningful. Also, an 8 pt discrepancy in this kind of test is a meaningful difference (let alone 10, 20 pts), even without considering students were already prescreened by the Level4 eligibility process. It clearly showed URM students were systematically favored in the selection process, a conclusion that the study did recognize. |
Anonymous
These tests, unlike some others, don't discriminate at the high end. And a couple points up or down is within the margin of error. The report, and DCUM reporting, says that the NNAT isn't really used by the committees. So the test scores aren't meaningful. |
Anonymous
As long as there is balance. The one poster who said the 12 strongest readers were split into two groups of 6 instead of keeping all 12 of them in the same class. No Teacher has all the lowest achieving kids or all the highest achieving kids, which is what I meant by grouping kids by level. In schools where there are fewer kids that are above grade level, they will have fewer peers in their class because the 6 kids who are above average will be spread out among the 2 or 3 or 4 classes instead of being in one class as a group. For kids at an UMC school this is not a huge deal because a school with 100 kids per grade is likely to have a high number who are above grade level in something like reading. This is because their parents are likely to have read to them, or had a Nanny or sent them to a daycare that read to them or even both. The kids will likely have been exposed to books and reading and math through extra activities with their family. So there are likely to be a higher number of kids in the highest reading group. My DS is in second and getting level II services for reading and math. His reading group has 5 kids in it. There are 4 second grade classes. I 100% expect that the other classes have a similar number. But at a Title 1 school, where kids are likely to have had far less exposure to reading, there might be 5 advanced readers across the entire grade. They would benefit from being in the same class but they are not allowed to be in the same class. It is one of the reason that creating a local level IV at each school and considering the top 10% for each school would make sense. The curriculum would have to be a bit different for each school, based on where the kids are, but I wouldn't be surprised if the kids at the Title I schools could close the gap when given proper attention from an advanced class setting. |
Anonymous
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Anonymous
You forgot to put in the MINIMUM scores for all Level 4 eligible students: WHITE = 70 (this is the 2nd percentile rank!!!!) , Asian = 93, Black = 85 |
Anonymous
8 points can be just one or two questions. |
Anonymous
I don't think this is a useful statistic. There are kids who take the test with the flu, kids who freak out at tests, kids who get confused, etc. |
Anonymous
8 points can be one or two questions at the high end of scores. It could be the difference between a 132 and a 140. The difference between 114 and 122 is more likely about 4-5 questions. I hope the admitted kids with the very low scores either had a WISC or had some other strong evidence that the CogAT scores were not valid. |
Anonymous
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Do the people talking about kids in Title I schools even have kids in a title I school, or are you just making assumptions about how far behind the kids must be?
My kids' base school is title I. Around 1/4 of the kids are still considered above grade level by the end of 2nd. Each 2nd grade classroom has a full 5-6 person reading group of advanced readers. Even after 20% of the kids leave the base school for the center, there are still enough advanced readers to form a couple reading groups. Many title I schools still have around 50% non-FARMs. Some FARMs kids are actually advanced or even gifted. Title I schools have extra money, which means smaller classes and more resource teachers. My kids' K-2 classes were around 21 kids, and everyone had regular pull outs with the reading specialist. |
Anonymous
Well said. |
Anonymous
Yes. But keep in mind that Title One schools in FCPS have FARMs rates from somewhere in the 40s to near 90, so it makes sense that experiences can differ significantly from one ES to the next. Only around 10% of the students at our school received Level II or III services last year. That's not many kids per advanced reading group when split among multiple classes. In my son's class he is one of two. |