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This is telling me that a black person is almost intellectually disabled. That's shocking.
In all seriousness, they're talking about passing rate. Not passing score. This is no different than saying "we should expect an improvement of xx% across each race".
No one is saying "intellectually disabled," but kids in large urban areas are ACADEMICALLY disadvantaged simply because resources are not available like they are in suburban and some rural areas.
When you have less money for food and transporatation you are far less likely to have BOOKS and other materials in the house.
As for difference between pass RATE and SCORE, what is rge difference? If one dose not have a passing SCORE, one will not have an acceptable passing RATE.
No one is saying "intellectually disabled," but kids in large urban areas are ACADEMICALLY disadvantaged simply because resources are not available like they are in suburban and some rural areas.
When you have less money for food and transporatation you are far less likely to have BOOKS and other materials in the house.
As for difference between pass RATE and SCORE, what is rge difference? If one dose not have a passing SCORE, one will not have an acceptable passing RATE.
This is not true more is spent per pupil in many urban districts than many rural, suburban districts. After 40 years of these funding disputes when will progressives admit funding is not the magic tonic to producing successful students?
How many Kansas City desegragation orders or Abbot Cases does it take?
No one is saying "intellectually disabled," but kids in large urban areas are ACADEMICALLY disadvantaged simply because resources are not available like they are in suburban and some rural areas.
When you have less money for food and transporatation you are far less likely to have BOOKS and other materials in the house.
As for difference between pass RATE and SCORE, what is rge difference? If one dose not have a passing SCORE, one will not have an acceptable passing RATE.
The difference is that the score refers to individual children and the rate refers to the aggregate of all children of that subcategory.
An individual from a disadvantaged background is defined as someone who:
(a) comes from an environment that has inhibited the individual from obtaining the knowledge, skill, and abilities required to enroll in and graduate from a school
or
(b) comes from a family with an annual income below a level which is based on low-income thresholds according to family size published by the U.S. Bureau of the Census, adjusted annually for changes in the Consumer Price Index, and adjusted by the Secretary of Health and Human Services (HHS) for adaptation to this program
Originally Posted by zthatzmanz28 No one is saying "intellectually disabled," but kids in large urban areas are ACADEMICALLY disadvantaged simply because resources are not available like they are in suburban and some rural areas.
When you have less money for food and transporatation you are far less likely to have BOOKS and other materials in the house.
As for difference between pass RATE and SCORE, what is rge difference? If one dose not have a passing SCORE, one will not have an acceptable passing RATE.
Quote:
Originally Posted by EdwardA
This is not true more is spent per pupil in many urban districts than many rural, suburban districts. After 40 years of these funding disputes when will progressives admit funding is not the magic tonic to producing successful students?
How many Kansas City desegragation orders or Abbot Cases does it take?
This is not school money. It's family money. Families without money don't visit the zoo, buy books, attend fine arts performances, go on vacation trips. Experiences like that are highly correlated with being academically advantaged. You could almost say that no amount of spending at school could ever catch up with the advantages gained by regular participation in activities like travel and leisure, where kids havea wide variety of novel experiences that expose them to more vocabulary and the context with which to understand it.
The lack of context hurts students academically, because they don't have enough prior knowledge to understand what is taught to them in their classes. I'm looking forward to the new Great Gatsby movie, because I think it will really make the story come alive to our students in a way that reading it just can't, because they can't visualize the context due to lack of exposure. I'm hoping that it will be good enough for the English teachers to use in class to support reading the novel. I think that the style of the movie will catch and hold their attention so that they can get wrapped up in the story.
Kids who have academic advantages pass these tests at a higher rate than those who don't have them. And kids who are living in severely disavantaged situations achieve a still-lower passing rate. The score to pass the test is the same, but the percentage of each group that reaches that score differs markedly. That is the reason that the targets are different for each group.
I believe that, ultimately, we will only be able to make meaningful progress on the educational front once we as a nation have addressed the gaping disparity among children in the various socio-economic groups. But that is a topic for another thread.
Oh man. I remember writing a college paper about how the No Child Left Behind act would lead to a further weakening of our public education system, and that was with the lack luster analysis of an adolescent, freshman mind.
And here we are now, watching the states continuously lower the standards for economic achievement expected from the students of this nation. How ironic, the only way to leave no child behind is to leave them all behind equally.
Here's what the Virginia state board of education actually did. It looked at students' test scores in reading and math and then proposed new passing rates. In math it set an acceptable passing rate at 82 percent for Asian students, 68 percent for whites, 52 percent for Latinos, 45 percent for blacks and 33 percent for kids with disabilities.
I mean, it's Virginia....are you really surprised?
Oh man. I remember writing a college paper about how the No Child Left Behind act would lead to a further weakening of our public education system, and that was with the lack luster analysis of an adolescent, freshman mind.
And here we are now, watching the states continuously lower the standards for economic achievement expected from the students of this nation. How ironic, the only way to leave no child behind is to leave them all behind equally.
Which is why I question if that was not the original motive in the first place.
I am Asian American and this is an outrage. I notice that people are saying how it's unfair to blacks, disabled people, etc. by putting them at the bottom. While that is true, there's another component to it. Why are us Asians required to perform so much better? It's almost as if we will suffer consequences if we have, say, an 80% passing rate even though that's much higher than the average person. Race should set no boundaries.
Here's what the Virginia state board of education actually did. It looked at students' test scores in reading and math and then proposed new passing rates. In math it set an acceptable passing rate at 82 percent for Asian students, 68 percent for whites, 52 percent for Latinos, 45 percent for blacks and 33 percent for kids with disabilities.
It is brutal to most people when you are told you whole life all people are the same, and anyone can be an astronaut or President.
These numbers jive with real statistics, and this is completely acceptable to get even results. This is akin to women having to do far less situps/pullups/pushups in gym class or in the army to achieve a "passing" grade for assessment.
Not quite sure why you people are outraged over this?
I'll have to go back through this thread and see how many people from VA have responded.
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