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As a teacher (and parent) it is getting hard to understand why low test scores are blamed on the teachers...where are the parents!
Was that last part supposed to be a question?
It is EASY to understand why the teachers are blamed.
In a textbook scenario test scores are supposed to be a reflection of learning, which is supposed to be a reflection of teaching.
In reality test scores are subject to MANY variables and often fail to show what a student has learned or what a teacher has taught.
Maybe the question should be: Is there a better way to grade schools?
State tests are viewed as report cards for schools. If enough students score highly on the tests, then the students are presumed to have learned a sufficient amount. This leads to the assumption that the teachers did a good job of teaching. Then the school gets a distinguished rating and everyone lives happily after. *cough*
Maybe the question should be: Is there a better way to grade schools?
State tests are viewed as report cards for schools. If enough students score highly on the tests, then the students are presumed to have learned a sufficient amount. This leads to the assumption that the teachers did a good job of teaching. Then the school gets a distinguished rating and everyone lives happily after. *cough*
It's not a perfect scenario.
True enough, it isn't perfect. We could rail about those danged Feds needing their statistics so that the bureaucrats can keep and expand their jobs, but that isn't solving anything.
So what WOULD be a good and comprehensive way to determine what students are learning, IF students are learning, which schools are performing and which are not - other than tracking students' achievements and grades thru college, as well as their work performances after or without college?
I mean, is it really fair to teach a student Shakespeare if he'll never go to college? Is it really fair to try to teach physics to someone who is only going to ever be able to get a menial service job, or who is determined to be an artist or a musical performer?
(Yes, actually, I think it is fair and necessary - but these are the questions that could arise if you mapped out enough students' ultimate achievements in 'the real world' to determine the usefulness and ultimate application of their elementary and secondary education, as well as their teachers' abilities and performance. )
It is EASY to understand why the teachers are blamed. In a textbook scenario test scores are supposed to be a reflection of learning, which is supposed to be a reflection of teaching.
In reality test scores are subject to MANY variables and often fail to show what a student has learned or what a teacher has taught.
Maybe the question should be: Is there a better way to grade schools?
State tests are viewed as report cards for schools. If enough students score highly on the tests, then the students are presumed to have learned a sufficient amount. This leads to the assumption that the teachers did a good job of teaching. Then the school gets a distinguished rating and everyone lives happily after. *cough*
It's not a perfect scenario.
Test scores are a lousy report card for schools. First, you have students who are sent for tutoring and whose parents work with them at home who score higher than they would based on just attending school. Second, you have students who have issues at home that impact learning who score lower because the school can't make up the deficit. Third, the students have no vested interest in the test so there is no incentive to even try their best. I have proctored state exams where students came in, wrote their name on the exam booklet, answered a question, and then proceeded to take a nap. The state requirement here is that the student sit for the test. They don't actually have to try. They also don't have to pass. Even the ACT, which is used for college admissions, doesn't matter to a student who isn't going to college.
The erroneous assumptions are that students are putting some effort into taking the test and that the school is the only source of input WRT test scores. Neither is true.
What we need are exit exams. Exams that the student must pass in order to move to the next grade. This will get students and parents to take the tests serious and will prevent students who are not ready for the next level from being moved up. You'll still have the issue of parents getting tutoring for their kids or tutoring them themselves though.
Test scores really need to be seen as a combination of parents, the school and the child's effort. This is a three legged stool. Take any leg out and the stool falls.
I am not saying the parents shouldn't shoulder some responsibility. They should. However, hhow do you get the parents to do their job if they won't hold their end of the deal? If a child has a parent who isn't making sure the child is doing what he/she is suppose to do, then what do you do about the parents? And it isn't just the parents alone. In some cases the teachers aren't doing their jobs either.
1. Providing a safe structured classroom for students to learn.
2. Make sure that all state standards for what is being taught is met.
3. Identifying to any relevant person anything that may be out of the ordinary with a student (ie. neglect, abuse, etc.)
4. Maintaining accurate records of all my students.
That's it. I will work with parents, but that is not responsibility. Parents and more importantly, THE STUDENT is responsible for everything else!
Pretty much. Instead of zoning out on the TV, computer, or video games. How about learning basic math with your kid? Chemistry? another language? nature?
If people are so tired by the end of the day, that they don't have time to spend time with their childeren, why did they have them at all? Oh thats right, so I can give them tax breaks.....
Quote:
Originally Posted by green_mariner
I am not saying the parents shouldn't shoulder some responsibility. They should. However, hhow do you get the parents to do their job if they won't hold their end of the deal? If a child has a parent who isn't making sure the child is doing what he/she is suppose to do, then what do you do about the parents? And it isn't just the parents alone. In some cases the teachers aren't doing their jobs either.
The whole wanting handouts and not take responsbility falls in this paragraph.
Look. I've raised two brothers on my own and its tiring work espically pre-teen. You have to teach them disapline so young and keep at it it's tiring. But if you want to raise them as functional adults you have to take the full burden of their education. Whether it's summer school or making sure they do their classes.
Keeping a childs mind learning is the best thing you can do and they will thank you later as adults.
Some insights on what some might call an over-emphasized importance of assessing student progress solely according to standardized testing results, from the Washington Post. The author is a National Board Certified high school English teacher. It's important to consider what chances for learning are edited out of the process to make time for teaching state test questions:
I worked at a school that met, and exceeded AYP scores every year. The statistics on tests can be manipulated, based on whether or not SPED students are tested at the school with their results included.
Also, the Principal ran that school with an iron fist, it was test, drill, re-test, drill, repeat, teach to the test, direct instruction. Students could stay after school, because it was a title one school, and even then, it was drill, test, review until 5 pm each night. Parents were allowed into the school for special classes to learn English, and study skills, importance of testing was drilled into the parents.
The school was a mix of mostly lower income Hispanic, and African American children, and it seemed to me that the Hispanic parents were more involved in the school, but that could have been the emphasis on ESL classes in the afternoon. Or the African American parents could have been at work and not able to come to the parent classes...but why would they want to come to English classes anyway?
But, the test scores did improve. It can be done.
Last edited by jasper12; 06-17-2011 at 03:05 PM..
Reason: edit
One has to wonder what things they DIDN'T get the opportunity to be taught, with all the emphasis being on state test content, which is far from comprehensive.
No, it is the test scores that matter...really...who cares about anything else these days?!
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It is EASY to understand why the teachers are blamed. 
If enough students score highly on the tests, then the students are presumed to have learned a sufficient amount. This leads to the assumption that the teachers did a good job of teaching. Then the school gets a distinguished rating and everyone lives happily after. 
*cough*
