More sub 50% means in HS AP Science Classes

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh. What are these teachers doing? If for each and every test, the mean hovers at 50% all year long, doesn't it indicate that the test is out of alignment with the instruction? In College, they curve. Here, the teacher allows correction, but the max when one gets 50% is 75%.

No. It means students are not performing to the level of standard for the class. This year’s juniors in particular seem to be significantly lacking in study skills. They had a virtual 9th grade where they were passive observers of instruction, and an easy 10th grade with overly flexible deadlines, retakes, and grading. They have arrived in 11th grade with an overinflated idea of their natural abilities, and when faced with difficulty have no idea they should do something about it. Many aren’t even doing classwork during class time (they do work for other classes), don’t complete basic homework like reading a textbook, and certainly don’t know how to review for a test. I don’t teach APES specifically, but I get an earful about it from that teacher. They are very experienced and usually have students earning great scores, but this year is just not coming together for kids.

How are they addressing the study skill deficit?

The schools cannot cure all problems. Kids have to learn to step up.

So nothing?

High schools have moved on from the pandemic, and are not trying to help make up study skills deficits. In fact, the only place I've seen any kind of deficit addressed is in Alg II, and that was because the students literally had not received the original instruction during online Alg. I, and the teacher could not move on without backtracking.

Weird! My kids virtual algebra class was awesome. I don't know why it was a problem for some people. Were they AFK or not paying attention all day?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh. What are these teachers doing? If for each and every test, the mean hovers at 50% all year long, doesn't it indicate that the test is out of alignment with the instruction? In College, they curve. Here, the teacher allows correction, but the max when one gets 50% is 75%.

No. It means students are not performing to the level of standard for the class. This year’s juniors in particular seem to be significantly lacking in study skills. They had a virtual 9th grade where they were passive observers of instruction, and an easy 10th grade with overly flexible deadlines, retakes, and grading. They have arrived in 11th grade with an overinflated idea of their natural abilities, and when faced with difficulty have no idea they should do something about it. Many aren’t even doing classwork during class time (they do work for other classes), don’t complete basic homework like reading a textbook, and certainly don’t know how to review for a test. I don’t teach APES specifically, but I get an earful about it from that teacher. They are very experienced and usually have students earning great scores, but this year is just not coming together for kids.

How are they addressing the study skill deficit?

The schools cannot cure all problems. Kids have to learn to step up.

So nothing?

This wake up call class is just what they need. No, you cannot take a college level class and expect to get an A without working hard. So, work hard!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh. What are these teachers doing? If for each and every test, the mean hovers at 50% all year long, doesn't it indicate that the test is out of alignment with the instruction? In College, they curve. Here, the teacher allows correction, but the max when one gets 50% is 75%.

No. It means students are not performing to the level of standard for the class. This year’s juniors in particular seem to be significantly lacking in study skills. They had a virtual 9th grade where they were passive observers of instruction, and an easy 10th grade with overly flexible deadlines, retakes, and grading. They have arrived in 11th grade with an overinflated idea of their natural abilities, and when faced with difficulty have no idea they should do something about it. Many aren’t even doing classwork during class time (they do work for other classes), don’t complete basic homework like reading a textbook, and certainly don’t know how to review for a test. I don’t teach APES specifically, but I get an earful about it from that teacher. They are very experienced and usually have students earning great scores, but this year is just not coming together for kids.

How are they addressing the study skill deficit?

The schools cannot cure all problems. Kids have to learn to step up.

So nothing?

This wake up call class is just what they need. No, you cannot take a college level class and expect to get an A without working hard. So, work hard!

You’re talking out of your ass. You clearly don’t know these kids - or their teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh. What are these teachers doing? If for each and every test, the mean hovers at 50% all year long, doesn't it indicate that the test is out of alignment with the instruction? In College, they curve. Here, the teacher allows correction, but the max when one gets 50% is 75%.

No. It means students are not performing to the level of standard for the class. This year’s juniors in particular seem to be significantly lacking in study skills. They had a virtual 9th grade where they were passive observers of instruction, and an easy 10th grade with overly flexible deadlines, retakes, and grading. They have arrived in 11th grade with an overinflated idea of their natural abilities, and when faced with difficulty have no idea they should do something about it. Many aren’t even doing classwork during class time (they do work for other classes), don’t complete basic homework like reading a textbook, and certainly don’t know how to review for a test. I don’t teach APES specifically, but I get an earful about it from that teacher. They are very experienced and usually have students earning great scores, but this year is just not coming together for kids.

How are they addressing the study skill deficit?

The schools cannot cure all problems. Kids have to learn to step up.

So nothing?

High schools have moved on from the pandemic, and are not trying to help make up study skills deficits. In fact, the only place I've seen any kind of deficit addressed is in Alg II, and that was because the students literally had not received the original instruction during online Alg. I, and the teacher could not move on without backtracking.

They had instruction online. IF your kids didn't attend, participate or do the work, that's on them.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Ugh. What are these teachers doing? If for each and every test, the mean hovers at 50% all year long, doesn't it indicate that the test is out of alignment with the instruction? In College, they curve. Here, the teacher allows correction, but the max when one gets 50% is 75%.

No. It means students are not performing to the level of standard for the class. This year’s juniors in particular seem to be significantly lacking in study skills. They had a virtual 9th grade where they were passive observers of instruction, and an easy 10th grade with overly flexible deadlines, retakes, and grading. They have arrived in 11th grade with an overinflated idea of their natural abilities, and when faced with difficulty have no idea they should do something about it. Many aren’t even doing classwork during class time (they do work for other classes), don’t complete basic homework like reading a textbook, and certainly don’t know how to review for a test. I don’t teach APES specifically, but I get an earful about it from that teacher. They are very experienced and usually have students earning great scores, but this year is just not coming together for kids.

This.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh. What are these teachers doing? If for each and every test, the mean hovers at 50% all year long, doesn't it indicate that the test is out of alignment with the instruction? In College, they curve. Here, the teacher allows correction, but the max when one gets 50% is 75%.

No. It means students are not performing to the level of standard for the class. This year’s juniors in particular seem to be significantly lacking in study skills. They had a virtual 9th grade where they were passive observers of instruction, and an easy 10th grade with overly flexible deadlines, retakes, and grading. They have arrived in 11th grade with an overinflated idea of their natural abilities, and when faced with difficulty have no idea they should do something about it. Many aren’t even doing classwork during class time (they do work for other classes), don’t complete basic homework like reading a textbook, and certainly don’t know how to review for a test. I don’t teach APES specifically, but I get an earful about it from that teacher. They are very experienced and usually have students earning great scores, but this year is just not coming together for kids.

How are they addressing the study skill deficit?

The schools cannot cure all problems. Kids have to learn to step up.

So nothing?

High schools have moved on from the pandemic, and are not trying to help make up study skills deficits. In fact, the only place I've seen any kind of deficit addressed is in Alg II, and that was because the students literally had not received the original instruction during online Alg. I, and the teacher could not move on without backtracking.

Weird! My kids virtual algebra class was awesome. I don't know why it was a problem for some people. Were they AFK or not paying attention all day?

Is your kid in MCPS?

MCPS only taught 70% of the curriculum for Algebra 1 when it was taught virtually. This was across the board at ALL MCPS schools. None of the schools taught the actual class. The hours for the class were shortened and the teacher had to all cut some material.

Most of the kids loved on to Geometry without actually learning what they should have in Algebra 1. Test scores showed this and the kids struggled.

[Anonymous]

Anonymous wrote:Sounds like there's a lot of kids who don't belong in that AP class.

This is the case, for sure. MCPS loves to push kids into AP classes, whether they are ready or not. Makes their numbers look better, but isn’t always in the best interest of the kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh. What are these teachers doing? If for each and every test, the mean hovers at 50% all year long, doesn't it indicate that the test is out of alignment with the instruction? In College, they curve. Here, the teacher allows correction, but the max when one gets 50% is 75%.

No. It means students are not performing to the level of standard for the class. This year’s juniors in particular seem to be significantly lacking in study skills. They had a virtual 9th grade where they were passive observers of instruction, and an easy 10th grade with overly flexible deadlines, retakes, and grading. They have arrived in 11th grade with an overinflated idea of their natural abilities, and when faced with difficulty have no idea they should do something about it. Many aren’t even doing classwork during class time (they do work for other classes), don’t complete basic homework like reading a textbook, and certainly don’t know how to review for a test. I don’t teach APES specifically, but I get an earful about it from that teacher. They are very experienced and usually have students earning great scores, but this year is just not coming together for kids.

How are they addressing the study skill deficit?

The schools cannot cure all problems. Kids have to learn to step up.

So nothing?

High schools have moved on from the pandemic, and are not trying to help make up study skills deficits. In fact, the only place I've seen any kind of deficit addressed is in Alg II, and that was because the students literally had not received the original instruction during online Alg. I, and the teacher could not move on without backtracking.

Weird! My kids virtual algebra class was awesome. I don't know why it was a problem for some people. Were they AFK or not paying attention all day?

Is your kid in MCPS?

MCPS only taught 70% of the curriculum for Algebra 1 when it was taught virtually. This was across the board at ALL MCPS schools. None of the schools taught the actual class. The hours for the class were shortened and the teacher had to all cut some material.

Most of the kids loved on to Geometry without actually learning what they should have in Algebra 1. Test scores showed this and the kids struggled.

kids *moved on

[Anonymous]

Anonymous wrote:One benefit of APs is that there is a ton of outside resources like books and online materials. My kid is taking two APs with very nice teachers but neither one is doing a great job at conveying the information. My kid just watches the online instruction and has A’s in both classes. If she relied on what is taught in class, would definitely be a C.

Fwiw, I feel bad for both teachers. One came from industry and I think just doesn’t know this area very well but they don’t have anyone else that knows the material. The other seems to me to be depressed or something, just based on their demeanor—my kid likes them but says the class moves very slowly and sometimes the teacher just doesn’t cover any material.

Because they are grade teachers with bachelors from Towson teaching college level courses that most of them never had to take, let alone learn how to teach it. They aren't professors and the students aren't 19-22yrs old.

AP's are such a scam for 80% of the kids that take it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh. What are these teachers doing? If for each and every test, the mean hovers at 50% all year long, doesn't it indicate that the test is out of alignment with the instruction? In College, they curve. Here, the teacher allows correction, but the max when one gets 50% is 75%.

No. It means students are not performing to the level of standard for the class. This year’s juniors in particular seem to be significantly lacking in study skills. They had a virtual 9th grade where they were passive observers of instruction, and an easy 10th grade with overly flexible deadlines, retakes, and grading. They have arrived in 11th grade with an overinflated idea of their natural abilities, and when faced with difficulty have no idea they should do something about it. Many aren’t even doing classwork during class time (they do work for other classes), don’t complete basic homework like reading a textbook, and certainly don’t know how to review for a test. I don’t teach APES specifically, but I get an earful about it from that teacher. They are very experienced and usually have students earning great scores, but this year is just not coming together for kids.

How are they addressing the study skill deficit?

The schools cannot cure all problems. Kids have to learn to step up.

So nothing?

High schools have moved on from the pandemic, and are not trying to help make up study skills deficits. In fact, the only place I've seen any kind of deficit addressed is in Alg II, and that was because the students literally had not received the original instruction during online Alg. I, and the teacher could not move on without backtracking.

Weird! My kids virtual algebra class was awesome. I don't know why it was a problem for some people. Were they AFK or not paying attention all day?

Is your kid in MCPS?

MCPS only taught 70% of the curriculum for Algebra 1 when it was taught virtually. This was across the board at ALL MCPS schools. None of the schools taught the actual class. The hours for the class were shortened and the teacher had to all cut some material.

Most of the kids loved on to Geometry without actually learning what they should have in Algebra 1. Test scores showed this and the kids struggled.

Our school had most of the curriculum as we tracked it. Mcps has offered two years of unlimited tutoring as well.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh. What are these teachers doing? If for each and every test, the mean hovers at 50% all year long, doesn't it indicate that the test is out of alignment with the instruction? In College, they curve. Here, the teacher allows correction, but the max when one gets 50% is 75%.

No. It means students are not performing to the level of standard for the class. This year’s juniors in particular seem to be significantly lacking in study skills. They had a virtual 9th grade where they were passive observers of instruction, and an easy 10th grade with overly flexible deadlines, retakes, and grading. They have arrived in 11th grade with an overinflated idea of their natural abilities, and when faced with difficulty have no idea they should do something about it. Many aren’t even doing classwork during class time (they do work for other classes), don’t complete basic homework like reading a textbook, and certainly don’t know how to review for a test. I don’t teach APES specifically, but I get an earful about it from that teacher. They are very experienced and usually have students earning great scores, but this year is just not coming together for kids.

How are they addressing the study skill deficit?

The schools cannot cure all problems. Kids have to learn to step up.

I second this as a parent. Education is a two way street. It’s not passive. If you aren’t getting the grades you desire then first and foremost it is on the student to determine what needs to change. Be it additional studying, getting help from the teacher or tutor, changing how notes are recorded, etc. This doesn’t mean that all teachers are great, as some do did additional training and support. However, in 2023, there are many ways for kids to be able to work around a not so great teacher and still be successful. At a certain point the responsibility for learning shifts to the learner.

[Anonymous]

Anonymous wrote:

Anonymous wrote:One benefit of APs is that there is a ton of outside resources like books and online materials. My kid is taking two APs with very nice teachers but neither one is doing a great job at conveying the information. My kid just watches the online instruction and has A’s in both classes. If she relied on what is taught in class, would definitely be a C.

Fwiw, I feel bad for both teachers. One came from industry and I think just doesn’t know this area very well but they don’t have anyone else that knows the material. The other seems to me to be depressed or something, just based on their demeanor—my kid likes them but says the class moves very slowly and sometimes the teacher just doesn’t cover any material.

Because they are grade teachers with bachelors from Towson teaching college level courses that most of them never had to take, let alone learn how to teach it. They aren't professors and the students aren't 19-22yrs old.

AP's are such a scam for 80% of the kids that take it.

Obviously you just needed to read the PPs whole message where it was clearly indicated the opinion on why the teachers weren’t great. But yet felt the need to denigrate a school and teachers with a degree.🙄

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh. What are these teachers doing? If for each and every test, the mean hovers at 50% all year long, doesn't it indicate that the test is out of alignment with the instruction? In College, they curve. Here, the teacher allows correction, but the max when one gets 50% is 75%.

No. It means students are not performing to the level of standard for the class. This year’s juniors in particular seem to be significantly lacking in study skills. They had a virtual 9th grade where they were passive observers of instruction, and an easy 10th grade with overly flexible deadlines, retakes, and grading. They have arrived in 11th grade with an overinflated idea of their natural abilities, and when faced with difficulty have no idea they should do something about it. Many aren’t even doing classwork during class time (they do work for other classes), don’t complete basic homework like reading a textbook, and certainly don’t know how to review for a test. I don’t teach APES specifically, but I get an earful about it from that teacher. They are very experienced and usually have students earning great scores, but this year is just not coming together for kids.

How are they addressing the study skill deficit?

The schools cannot cure all problems. Kids have to learn to step up.

So nothing?

High schools have moved on from the pandemic, and are not trying to help make up study skills deficits. In fact, the only place I've seen any kind of deficit addressed is in Alg II, and that was because the students literally had not received the original instruction during online Alg. I, and the teacher could not move on without backtracking.

Weird! My kids virtual algebra class was awesome. I don't know why it was a problem for some people. Were they AFK or not paying attention all day?

Is your kid in MCPS?

MCPS only taught 70% of the curriculum for Algebra 1 when it was taught virtually. This was across the board at ALL MCPS schools. None of the schools taught the actual class. The hours for the class were shortened and the teacher had to all cut some material.

Most of the kids loved on to Geometry without actually learning what they should have in Algebra 1. Test scores showed this and the kids struggled.

Our school had most of the curriculum as we tracked it. Mcps has offered two years of unlimited tutoring as well.

Which school was this? That’s interesting because I asked my DC’s teacher about the missing content and she said it was across the board. My sister also contacted her DC’s teacher and was told the same. Both of our kids go to non-W, very diverse, high ESOL schools.

We took an Algebra class outside of school to fill in the gaps. But I wonder which middle schools did actually teach the entire Algebra class.

During Virtual, the class simply did not meet for as much class time as when the class was in person. It would have been very hard for teachers to cover all the content.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh. What are these teachers doing? If for each and every test, the mean hovers at 50% all year long, doesn't it indicate that the test is out of alignment with the instruction? In College, they curve. Here, the teacher allows correction, but the max when one gets 50% is 75%.

No. It means students are not performing to the level of standard for the class. This year’s juniors in particular seem to be significantly lacking in study skills. They had a virtual 9th grade where they were passive observers of instruction, and an easy 10th grade with overly flexible deadlines, retakes, and grading. They have arrived in 11th grade with an overinflated idea of their natural abilities, and when faced with difficulty have no idea they should do something about it. Many aren’t even doing classwork during class time (they do work for other classes), don’t complete basic homework like reading a textbook, and certainly don’t know how to review for a test. I don’t teach APES specifically, but I get an earful about it from that teacher. They are very experienced and usually have students earning great scores, but this year is just not coming together for kids.

How are they addressing the study skill deficit?

The schools cannot cure all problems. Kids have to learn to step up.

I second this as a parent. Education is a two way street. It’s not passive. If you aren’t getting the grades you desire then first and foremost it is on the student to determine what needs to change. Be it additional studying, getting help from the teacher or tutor, changing how notes are recorded, etc. This doesn’t mean that all teachers are great, as some do did additional training and support. However, in 2023, there are many ways for kids to be able to work around a not so great teacher and still be successful. At a certain point the responsibility for learning shifts to the learner.

Kids have developed serious learned helplessness and blame shifting and some well-meaning parents are enabling this crap by preventing their kids from dealing with the consequences of their lackluster effort or poor choices. If you get one bad grade, you as the student need to pay attention to that grade, inquire why you got that grade and how you can do better next time. That is not on the teacher, that is 100% on the student.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh. What are these teachers doing? If for each and every test, the mean hovers at 50% all year long, doesn't it indicate that the test is out of alignment with the instruction? In College, they curve. Here, the teacher allows correction, but the max when one gets 50% is 75%.

No. It means students are not performing to the level of standard for the class. This year’s juniors in particular seem to be significantly lacking in study skills. They had a virtual 9th grade where they were passive observers of instruction, and an easy 10th grade with overly flexible deadlines, retakes, and grading. They have arrived in 11th grade with an overinflated idea of their natural abilities, and when faced with difficulty have no idea they should do something about it. Many aren’t even doing classwork during class time (they do work for other classes), don’t complete basic homework like reading a textbook, and certainly don’t know how to review for a test. I don’t teach APES specifically, but I get an earful about it from that teacher. They are very experienced and usually have students earning great scores, but this year is just not coming together for kids.

How are they addressing the study skill deficit?

The schools cannot cure all problems. Kids have to learn to step up.

I second this as a parent. Education is a two way street. It’s not passive. If you aren’t getting the grades you desire then first and foremost it is on the student to determine what needs to change. Be it additional studying, getting help from the teacher or tutor, changing how notes are recorded, etc. This doesn’t mean that all teachers are great, as some do did additional training and support. However, in 2023, there are many ways for kids to be able to work around a not so great teacher and still be successful. At a certain point the responsibility for learning shifts to the learner.

Kids have developed serious learned helplessness and blame shifting and some well-meaning parents are enabling this crap by preventing their kids from dealing with the consequences of their lackluster effort or poor choices. If you get one bad grade, you as the student need to pay attention to that grade, inquire why you got that grade and how you can do better next time. That is not on the teacher, that is 100% on the student.

IMO it is both the teacher and student. For example, the student says "what can I do?" and the teacher replies "do more practice problems." There may literally be a million practice problems on the web. It helps if the teacher drills down a bit more by suggesting a source for the problems that they find particularly valuable, or that has a good explanation. Yes, kid can ask follow-up about that, but often these interactions are over email, and how many back-and-forth efforts should be expected?