Anonymous wrote:
Parents should see the drop in MSA math performance for what it really represents, a drop in fluency and ability for students to answer basic math problems. MCPS dumbed down math and pushed back what 3rd - middle schoolers are taught. The results are poor performance on tests that test math skills.

To 11:10 Re: standardized test scores - the MSA isn't linked to 2.0 or the common core, so the scores are sort of meaningless. The MSA scores will likely be low and Starr will say that's because they don't test what the kids are learning (which is true). That's why Starr wanted mcps to get a waiver so they wouldn't have to administer the MSAs.

100% correct on spelling is a P, not ES.

I don't know how many words you need to spell incorrectly to get an I.

There is no transparency about how the grade is calculated.

Anonymous wrote:While I cannot wait for the school system to change (provide pathways for appropriate challenge for all MCPS students) despite my protests I am resigned to use the Elementary School as a day care center where my children socialize with their friends under adult supervision. After a number of years in the MCPS system I'd be a fool if I trusted the school and their assessment metric for educating my children.

Unprovoked, all my children will affirm they have learned little in school (and only encountered one inspirational teacher in cumulative 10 years in the system -- 3 kids) and credit what they have learned outside the classroom (Kahn, AoPS, MOOC, parent instruction) as the reason for their acclaimed success and inside and outside of school.

As a reflect I can honestly, however regretfully, admit the MCPS school system (in the early and primary elementary and middle school years) has served as a day care center for all my children. Their education and intellectual stimulation was provided outside the system because MCPS failed to provide this for our own particular children.

Two out of 3 of the kids did wait to avail themselves of HGC and middle magnet opportunities but these programs were uneven -- largely weak in the humanities, languages, writing, and art.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:yes, I agree completely as well.

I have given up on discerning any useful information from the report card - with the exception of the standardized test scores. That at least tells me something.

My 4th grade DD constantly misspells 1-2 words on her spelling test every week. And every week she receives a P. I know she is capable (with some more effort) of spelling 100% correctly. But how to motivate?

And for those who say that she should somehow be intrinsically motivated to do better (and not by grades), I say, get. real. Grades motivated me all the way through high school, to a top college, to a top law school, to a top law firm. What's wrong with being motivated to achieve a certain grade to achieve a goal?

Because I teach my kids to be motivated...I don't know... TO LEARN! The goal is TO LEARN, BE EDUCATED, HAVE KNOWLEDGE.
Why would the goal be to get a 'grade'? A grade is not a goal, it a measuring stick of how and what you HAVE LEARNED.
If you are teaching your kids that the goal is the grade and not the attainment of knowledge on which the grade is based...then baby you got all backwards!

You are not thinking clearly. If the grade is a measuring stick of how you have learned. And the stick is not doing the job of providiing that feedback to students and parents, then that is a bad thing. Grade is not just there to provide bragging rights. The most important thing is to provide the feedback so that the students (and less importantly the parents) know how well they have learned

If MCPS wanted to get rid of the ES altogether, I wouldn't object.

Anonymous wrote:

Anonymous wrote:yes, I agree completely as well.

I have given up on discerning any useful information from the report card - with the exception of the standardized test scores. That at least tells me something.

My 4th grade DD constantly misspells 1-2 words on her spelling test every week. And every week she receives a P. I know she is capable (with some more effort) of spelling 100% correctly. But how to motivate?

And for those who say that she should somehow be intrinsically motivated to do better (and not by grades), I say, get. real. Grades motivated me all the way through high school, to a top college, to a top law school, to a top law firm. What's wrong with being motivated to achieve a certain grade to achieve a goal?

Because I teach my kids to be motivated...I don't know... TO LEARN! The goal is TO LEARN, BE EDUCATED, HAVE KNOWLEDGE.
Why would the goal be to get a 'grade'? A grade is not a goal, it a measuring stick of how and what you HAVE LEARNED.
If you are teaching your kids that the goal is the grade and not the attainment of knowledge on which the grade is based...then baby you got all backwards!

Anonymous wrote:yes, I agree completely as well.

I have given up on discerning any useful information from the report card - with the exception of the standardized test scores. That at least tells me something.

My 4th grade DD constantly misspells 1-2 words on her spelling test every week. And every week she receives a P. I know she is capable (with some more effort) of spelling 100% correctly. But how to motivate?

And for those who say that she should somehow be intrinsically motivated to do better (and not by grades), I say, get. real. Grades motivated me all the way through high school, to a top college, to a top law school, to a top law firm. What's wrong with being motivated to achieve a certain grade to achieve a goal?

Anonymous wrote:

Anonymous wrote:Isn't "P" proficient? If she scored 100% she would get ES. Isn't that motivation for her -- to get ES?

At our school anything wrong in spelling gets you an "I" all correct is a "P". Love the consistency!!!