MCPS Alg1 PARCC scores for MS went down

[Anonymous]

Anonymous wrote:

Anonymous wrote:I'm a professional test prep tutor. There is a difference between teaching kids Algebra throughout the year and re-teaching/reviewing with them in the few weeks leading up to the exam so they can do well.

My DS took Algebra this past year. It was well-taught with good enrichment, but the preparation for PARCC Algebra was terrible.

I also think the PARCC Algebra exam is poorly constructed and so many skill sets are conflated in 1 question that it is not really a good measure of "proficiency". Also, IMO, the reading level on PARCC is too high or the questionwriting sucks. Many bright kids come out of PARCC saying they didn't understand what a question was asking.

This is true across the board for PARCC. Our teachers have said that several of the brightest kids often "overthink" the questions - - in other words they understand that there is more than one way to interpret the question the way it was written, or it incorrectly uses a term, etc. I've seen it in practice questions that get sent home and DH and totally understand why the kids aren't sure what is being asked and why the correct answer seems wrong.

This speaks to the poor test construction and trst scoring of PARCC. Test question writing is. ad. Questions are not beta tested enough prior to administration and questions may not be thrown out often enough when questions perform poorly.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I would say the kids are overtested, and they know these tests are meaningless. It doesn't count in their GPA, doesn't go on their college transcripts, doesn't count for placement anywhere, etc.. Our kids have enough to worry about, and are gaming the system to get what they want/need, and PARCC gets them nothing.

And for those holier-than-thou who think their little snowflakes would never do something like that, you are wrong.

As of 2016-2017 passing the Algebra PARCC is a graduation requirement in Maryland, so it's not meaningless.

Truth. The Maryland Dept of Ed is requiring certain scores (depending on what year your child is tested) on the algebra PARCC as high school graduation requirement. Here's the info:

725 in 2016 - 2017
733 in 2017 - 2018
741 in 2018 - 2019
750 in 2019 - 2020

http://www.montgomeryschoolsmd.org/curriculum/hsa/

[Anonymous]

"I think this more likely explains why this year's scores were lower than previous years. Perhaps this year's prep was really poorly done?"

The scores are lower because it takes time to figure out why scores go up or go down.

Each change they make to the curriculum or the test prep or the test takes a year to see how it turns out in the test scores.

We have changed all three areas and it will take several iterations to find all the answers.

The good new is that many teachers get it right the first time. It just takes a long time to figure out who those teachers are and to backfill the methods that work.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The problem with aggregating Algebra I scores is that you can't tell which kids are taking the test when. Everyone will take the test, but not everyone is planning to go to college and not everyone is good at math.

I looked at DCPS's scores, which are broken down by grade and subject (and demographics), and the kids who took Algebra I in 7th grade at Deal all passed 4+ (except literally one student). The numbers dropped for the kids taking it in 8th, and much more for much larger number taking it in 9th city-wide. You would expect this, as each successive year eliminates the top students and widens the pool of test takers, thus bringing down the average. But if you aggregate them all, you would lose the great results of those top 7th graders to the averages of the total number of students.

So in your case, you would want to try to find the scores for 7th graders at your school taking Algebra I. Also, remember that these are real kids, not just a group numbers, and some classes are stronger in some years than others. If you have more than one kid, you may get this already, as one kid's cohort may be stronger than the others'. Teachers certainly know it, as each class has its own personality and abilities.

But teachers are supposed to make sure every students is college and career ready even if they have no business going to college.

How does someone "have no business going to college"? That is a very hostile assessment.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The problem with aggregating Algebra I scores is that you can't tell which kids are taking the test when. Everyone will take the test, but not everyone is planning to go to college and not everyone is good at math.

I looked at DCPS's scores, which are broken down by grade and subject (and demographics), and the kids who took Algebra I in 7th grade at Deal all passed 4+ (except literally one student). The numbers dropped for the kids taking it in 8th, and much more for much larger number taking it in 9th city-wide. You would expect this, as each successive year eliminates the top students and widens the pool of test takers, thus bringing down the average. But if you aggregate them all, you would lose the great results of those top 7th graders to the averages of the total number of students.

So in your case, you would want to try to find the scores for 7th graders at your school taking Algebra I. Also, remember that these are real kids, not just a group numbers, and some classes are stronger in some years than others. If you have more than one kid, you may get this already, as one kid's cohort may be stronger than the others'. Teachers certainly know it, as each class has its own personality and abilities.

But teachers are supposed to make sure every students is college and career ready even if they have no business going to college.

Do they also have no business having a career?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The problem with aggregating Algebra I scores is that you can't tell which kids are taking the test when. Everyone will take the test, but not everyone is planning to go to college and not everyone is good at math.

I looked at DCPS's scores, which are broken down by grade and subject (and demographics), and the kids who took Algebra I in 7th grade at Deal all passed 4+ (except literally one student). The numbers dropped for the kids taking it in 8th, and much more for much larger number taking it in 9th city-wide. You would expect this, as each successive year eliminates the top students and widens the pool of test takers, thus bringing down the average. But if you aggregate them all, you would lose the great results of those top 7th graders to the averages of the total number of students.

So in your case, you would want to try to find the scores for 7th graders at your school taking Algebra I. Also, remember that these are real kids, not just a group numbers, and some classes are stronger in some years than others. If you have more than one kid, you may get this already, as one kid's cohort may be stronger than the others'. Teachers certainly know it, as each class has its own personality and abilities.

But teachers are supposed to make sure every students is college and career ready even if they have no business going to college.

How does someone "have no business going to college"? That is a very hostile assessment.

Not hostile. Just the truth. It's not fair to all of those students who will be passed and graduate HS to enter CC and have to take remedial courses over and over again. Waste of their time and money. They will drop out and owe big bucks having no degree to show for it. Some students are just not able to handle college courses. They are often the ones struggling to get through HS.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I would say the kids are overtested, and they know these tests are meaningless. It doesn't count in their GPA, doesn't go on their college transcripts, doesn't count for placement anywhere, etc.. Our kids have enough to worry about, and are gaming the system to get what they want/need, and PARCC gets them nothing.

And for those holier-than-thou who think their little snowflakes would never do something like that, you are wrong.

As of 2016-2017 passing the Algebra PARCC is a graduation requirement in Maryland, so it's not meaningless.

Truth. The Maryland Dept of Ed is requiring certain scores (depending on what year your child is tested) on the algebra PARCC as high school graduation requirement. Here's the info:

725 in 2016 - 2017
733 in 2017 - 2018
741 in 2018 - 2019
750 in 2019 - 2020

http://www.montgomeryschoolsmd.org/curriculum/hsa/

Does anyone really think MCPS will stick to their guns with this once it's realized that there's a significant "gap" along racial lines?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The problem with aggregating Algebra I scores is that you can't tell which kids are taking the test when. Everyone will take the test, but not everyone is planning to go to college and not everyone is good at math.

I looked at DCPS's scores, which are broken down by grade and subject (and demographics), and the kids who took Algebra I in 7th grade at Deal all passed 4+ (except literally one student). The numbers dropped for the kids taking it in 8th, and much more for much larger number taking it in 9th city-wide. You would expect this, as each successive year eliminates the top students and widens the pool of test takers, thus bringing down the average. But if you aggregate them all, you would lose the great results of those top 7th graders to the averages of the total number of students.

So in your case, you would want to try to find the scores for 7th graders at your school taking Algebra I. Also, remember that these are real kids, not just a group numbers, and some classes are stronger in some years than others. If you have more than one kid, you may get this already, as one kid's cohort may be stronger than the others'. Teachers certainly know it, as each class has its own personality and abilities.

But teachers are supposed to make sure every students is college and career ready even if they have no business going to college.

Do they also have no business having a career?

Is working construction or fast food a "career"? Let's be honest; there are a lot of people out there who are simply too stupid to get a college degree from a credible institution.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The problem with aggregating Algebra I scores is that you can't tell which kids are taking the test when. Everyone will take the test, but not everyone is planning to go to college and not everyone is good at math.

I looked at DCPS's scores, which are broken down by grade and subject (and demographics), and the kids who took Algebra I in 7th grade at Deal all passed 4+ (except literally one student). The numbers dropped for the kids taking it in 8th, and much more for much larger number taking it in 9th city-wide. You would expect this, as each successive year eliminates the top students and widens the pool of test takers, thus bringing down the average. But if you aggregate them all, you would lose the great results of those top 7th graders to the averages of the total number of students.

So in your case, you would want to try to find the scores for 7th graders at your school taking Algebra I. Also, remember that these are real kids, not just a group numbers, and some classes are stronger in some years than others. If you have more than one kid, you may get this already, as one kid's cohort may be stronger than the others'. Teachers certainly know it, as each class has its own personality and abilities.

But teachers are supposed to make sure every students is college and career ready even if they have no business going to college.

Do they also have no business having a career?

Is working construction or fast food a "career"? Let's be honest; there are a lot of people out there who are simply too stupid to get a college degree from a credible institution.

Only people with a bachelor's degree or higher can have careers?

[Anonymous]

Anonymous wrote:

Does anyone really think MCPS will stick to their guns with this once it's realized that there's a significant "gap" along racial lines?

It's a state requirement. Even assuming that MCPS wanted to do something, what could MCPS do?

[Anonymous]

Give it time. In a few years, they will come up with something "new." They always do.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The problem with aggregating Algebra I scores is that you can't tell which kids are taking the test when. Everyone will take the test, but not everyone is planning to go to college and not everyone is good at math.

I looked at DCPS's scores, which are broken down by grade and subject (and demographics), and the kids who took Algebra I in 7th grade at Deal all passed 4+ (except literally one student). The numbers dropped for the kids taking it in 8th, and much more for much larger number taking it in 9th city-wide. You would expect this, as each successive year eliminates the top students and widens the pool of test takers, thus bringing down the average. But if you aggregate them all, you would lose the great results of those top 7th graders to the averages of the total number of students.

So in your case, you would want to try to find the scores for 7th graders at your school taking Algebra I. Also, remember that these are real kids, not just a group numbers, and some classes are stronger in some years than others. If you have more than one kid, you may get this already, as one kid's cohort may be stronger than the others'. Teachers certainly know it, as each class has its own personality and abilities.

But teachers are supposed to make sure every students is college and career ready even if they have no business going to college.

Do they also have no business having a career?

Is working construction or fast food a "career"? Let's be honest; there are a lot of people out there who are simply too stupid to get a college degree from a credible institution.

Only people with a bachelor's degree or higher can have careers?

If this were calculus, I'd hear you out, but it's Algebra 1 we're talking about. It's not overly idealistic to want every adult to be able to have a mastery of math at this level, it really is something that can be put to use on a daily basis.

[Anonymous]

I can't say I've used algebra since I took it in HS. Basic math, everyday.

[Anonymous]

Anonymous wrote:I can't say I've used algebra since I took it in HS. Basic math, everyday.

Algebra is just basic math formalized, not saying anyone needs to be writing out formulas but if they've learned the material they can put it to use. If you want to estimate how often to order the straws at Starbucks, Algebra. The person who balks at that level of thinking is in a lower caste.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Does anyone really think MCPS will stick to their guns with this once it's realized that there's a significant "gap" along racial lines?

It's a state requirement. Even assuming that MCPS wanted to do something, what could MCPS do?

20% of PG county kids met or exceeded expectations on the Algebra I PARCC. Are you telling me that they're going to stop 80% of the kids there from graduating?