Reply to PARCC Scores for Grades 3-8

Forum Index » DC Public and Public Charter Schools

Reply to "PARCC Scores for Grades 3-8"

Subject:

Emoticons





More smilies

Text Color: Font: Close Marks

[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]This presentation is pretty good:

http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/OSSE%20PARCC%203-8%20ReleasePresentation_finalv14.pdf

What I find most interesting are the bar charts of aggregated test results by grade, which show a clear progression -- 3rd graders performed better than fourth-graders, fourth graders performed better than fifth-graders, etc. These results imply that DC's early childhood interventions *are working*, as well as improvements in elementary school education. It is expected that those younger students who have had more exposure to these changes would perform better.

My child attends a Title I preschool, where she is one of two white children in her class. [b]And at this stage, honestly, all the kids are about the same[/b]. At three years-old, they are allr writing their names, telling stories, counting objects, etc. [b]I would not be surprised at all if that by the time this class takes the 3rd grade PARCC, their scores would be on par not just with the rest of the country, but that the gap between races would merge as well[/b].

As for the PARCC itself -- The presentation also has a nice comparison between a DC CAS math question and a PARCC question. It is just so obvious why the PARCC exam is superior and why teaching to this kind of test would be very different than teaching to the kinds of tests we grew up with. I have taken some of the practice exams to see what all the fuss is about and have been very pleasantly surprised by the level of critical thinking and skills that would be required to do well. We know that previous standardized exam systems have been failing our students -- and maybe even our own generation. I agree with the administration that this is a good baseline upon which to measure students' progress, rather than the CAS. Using the PARCC also frees up resources that had been devoted to the DC exam's design to more useful purposes. Maybe states can afford their own bureaucracies for designing  their own unique standards and exams, but DC cannot.

So. (1) Results show that DC actions to improve early childhood and elementary education are working, and that the more exposure students have to these changes, the better they perform; and (2) The PARCC is not just a more meaningful exam than the DC CAS, its adoption frees up District resources for other uses.

Parents, please stop trying to tear this down. My family is willing to give this system a shot, and we hope you do, too.

[/quote]

I'm not sure you can draw the conclusions you think you can from your PK3 experience.  I, too, have a child in PK3 at a Title I school.  If I just looked at the kids, I might agree that they are mostly in the same ballpark in terms of development.  But I have to look at the parents, too.  They are not your average crowd, and much higher SES than the rest of the school.  This is partially because folks are utilizing free PK3, and then plan to move on next year when they can get into PK4 at their (non-Title I) inbound.  There are others who are high SES and live in hot nearby neighborhoods, and are trying it out for a year.  But they are the exception to the rule.  I also have a kindergartener at the same school, and her class utterly lacks that same cohort of high SES families.  The disparity shows.  The children are most decidedly not achieving at the same level across the board.  I didn't think it would be like this at this age, but it is.  My K child is learning a lot (great resources and devoted teachers), but I am not sure we'll return.  The reason?  Because I think children need to have peers who are at their level, and there just are not enough in the K class to make me want to return for first next year.[/quote]

30 MILLION WORD GAP  - for children from families of Low SES by AGE 3

This is the study that others have already referenced on this thread, and why SES is important and why PreK is important. It also matters about the quality of pre-K education, the importance of parental and family environment, and why teachers cannot possibly make-up in middle and high school for the deficit that children have in their education without being able to use targeted interventions and support from wrap-around services.

http://literacy.rice.edu/thirty-million-word-gap

A summary from "The Early Catastrophe: The 30 Million Word Gap by Age 3" by University of Kansas researchers Betty Hart and Todd R. Risley. (2003). American Educator. Spring: 4-9, which was exerpted with permission from B. Hart and T.R. Risley (1995). Meaningful Differences in the Everyday Experiences of Young American Children. Baltimore, MD: Brookes Publishing.

In this groundbreaking study, University of Kansas researchers Betty Hart and Todd Risley entered the homes of 42 families from various socio-economic backgrounds to assess the ways in which daily exchanges between a parent and child shape language and vocabulary development. Their findings were unprecedented, with extraordinary disparities between the sheer number of words spoken as well as the types of messages conveyed. After four years these differences in parent-child interactions produced significant discrepancies in not only children’s knowledge, but also their skills and experiences with children from high-income families being exposed to 30 million more words than children from families on welfare. Follow-up studies showed that these differences in language and interaction experiences have lasting effects on a child’s performance later in life.[/quote]

Options

	Disable HTML in this message
	Disable BB Code in this message
	Disable smilies in this message

Review message

Search Recent Topics Hottest Topics