Top of Index | HomeTesting: Index of Diversity
You can't talk about racial equality without ability, and you can't talk about ability unless you can measure it. When it comes to mental and academic ability, testing is the only way to do this, and the two school of thought are that tests are a great way to show this, or that any test that shows any differences between groups is evil.
In my judgement, these tests are an excellent way to show that the real reason for racial inequality is real differences in demonstratable, if not "inherent" abilities. The one with the best math skills and vocabulary and reading comprehension is going to make more money and be more powerful, period. Black income may be unfair compared to education level, but when black test scores typically lag by 3 to 4 years, income differences vanish when we correct for actual skills measured by standardized tests
These tests show that if you break down schools by race, it's not just that whites are better because they go to the best districts, but Asians do as well as much better districts, and Blacks almost always do much poorer than white, no matter how good the district is, and that has never been documented before anywhere except for right here. However, test scores also show the handful of institutions that produce high achieving black children, which proves that some blacks can achieve under right circumstances, if not all of them yet.
There is some evidence that nations and provinces that implement standardized tests actually drive students to perform better, not just measure how well they do.
See Links to Test Scores and Report Cards for US Cities
Summary Ranking Asian Vs. White
------------------------------------------------
UK Chinese 2000 W1.00 B-1.35 A 1.40
G8 NAEP math W1.00 B-2.65 H-1.85 A 1.24
Richland WA mathG11 W1.00 B-3.04 H-1.62 A 1.24
Renton G8 math W1.00 B-1.82 H-1.77 A 1.19
Bellevue G8 math W1.00 B-2.02 H-1.40 A 1.18
UK GCSE scores W1.00 B-2.0 A 1.18 *
Mich MAEP G7 Math W1.00 B-2.44 H-1.81 A 1.17 N-1.74 M-1.29
Boston Math 1987 W1.00 B-1.53 H-1.45 A 1.16
Minneapolis Math G4 W1.00 B-1.90 H-1.37 A 1.15
CA CLAS G8 W1.00 B-1.66 H-1.66 A 1.08
San Francisco ElMath W1.00 B-1.5 H-1.3 A 1.07
WA Reading W1.00 B-1.09 H-1.14 A 1.06
US SAT W1.00 B-1.24 H-1.13 A 1.06
NY City Math CAT W1.00 B-1.82 H-1.74 A 1.04
Houston PSAT Math W1.00 B-1.26 H-1.23 A 1.04 N-1.09
MCAT Biology W1.00 B-1.26 H-1.07 A 1.03
Houston SATM W1.00 B-1.34 H-1.24 A 1.02 N-1.13
Fairfax County SATM W1.00 B-1.21 H-1.13 A 1.00
Readers Digest Test W1.00 B-3.63 H-1.53 A 1.00
US ACT 1996 W1.00 B-1.15 H-1.26 A 1.00
--------- Asians worse than white ------------------
Minnesota ACT Math W1.00 B-1.17 H-1.09 A-1.01
Minneapolis Math G10 W1.00 B-1.87 H-1.41 A-1.02
Med Board Score Men W1.00 B-1.27 H-1.12 A-1.03
Chicago 1994 Police W1.00 B-1.11 H-1.05 A-1.03 *
Seattle Math 1994 W1.00 B-1.44 H-1.22 A-1.05 N-1.15
Houston ACT W1.00 B-1.27 H-1.20 A-1.05
Prose Literacy W1.00 B-1.16 H-1.28 A-1.06
Quantatative Lit W1.00 B-1.21 H-1.29 A-1.06
Minnesota ACT W1.00 B-1.18 H-1.09 A-1.07
Lake Wash G8 math W1.00 B-1.85 H-3.33 A-1.08
Wisconsin ACT W1.00 B-1.25 H-1.13 A-1.08
Houston Biology W1.00 B-1.11 H-1.11 A-1.141
NAEP Sci G8 W1.00 B-2.77 H-2.23 A-1.17 N-1.27
Pasco WA math G11 W1.00 B-2.65 H-1.70 A-1.20
CBEST Teacher W1.00 B-1.63 H-1.27 A-1.22
NAEP Sci G4 W1.00 B-2.75 H-2.35 A-1.23 N-1.46
NAEP Sci G12 W1.00 B-2.58 H-2.14 A-1.24 N-1.36
Houston PSAT Verbal W1.00 B-1.25 H-1.25 A-1.25 N-1.08
--------- Asians much worse than white ---------
Seat 94 Writ Police W1.00 B-4.65 H-2.37 A-2.76 *<
/a>
Seat 95 Vid Police W1.00 B-5.42 H-1.85 A-5.86
Ranking Black vs. white
--------------------------------
Houston PSAT Verbal W1.00 B-1.25 H-1.25 A-1.25 N-1.08
CBEST Teacher W1.00 B-1.63 H-1.27 A-1.22
NAEP Sci G12 W1.00 B-2.58 H-2.14 A-1.24 N-1.36
Pasco WA math G11 W1.00 B-2.65 H-1.70 A-1.20
NAEP Sci G4 W1.00 B-2.75 H-2.35 A-1.23 N-1.46
NAEP Sci G8 W1.00 B-2.77 H-2.23 A-1.17 N-1.27
Seat 94 Writ Police W1.00 B-4.65 H-2.37 A-2.76 *
Seat 95 Vid Police W1.00 B-5.42 H-1.85 A-5.86
1995 Chicago Fire W1.00 B-5.52
Note there are NO cities or schools where Hispanics or Blacks are
equal or better in performance compared to whites, regardless of
quality of the school district or school
Asians generally do better in math, but Asians do poorly compared to
whites in cities with large refugee concenrations, affluent /
educated whites, or both, and in most verbal tests. Asians also don't
appear to keep their math advantage in science, which may also have
some verbal components.
Where Blacks score equally or better than comparable whites
---------------------------------------------------------
Math White
Percentile Index
Bosangue College Calculus 1.14
Claude Steele Stanford U 95 >1.0
Whitney Young High Chicago 90 >1.0
Renaissance High Detroit 89 >1.0
Home School (Ray) 85 1.0
Bates Academy Detroit 81 >1.0
Mays High School Atlanta 73 >1.0
Barclay Elementary Baltimore 60 >1.0
Atlanta G1 59 1.0
Atlanta G4 58 1.0
--- White average usually 55-60 ----------------
Zion Academy Elem Seattle 55 1.0
Boston, NYC Black G4 50 -1.10
Chicago Garvey 50 -1.10
\doc\web\97\06\blrank.wk1
Summary Ranking Black Vs. White
------------------------------------------------
San Jose Fire Oral W 1.00 B 99.99 H A (1)
------------------ blacks better ----------------------
WA Reading W 1.00 B -1.09 H -1.14 A 1.06
Chicago 1994 Police W 1.00 B -1.11 H -1.05 A -1.03
Houston Biology W 1.00 B -1.11 H -1.11 A -1.14
US ACT 1996 W 1.00 B -1.15 H -1.26 A 1.00
Prose Literacy W 1.00 B -1.16 H -1.28 A -1.06
Minnesota ACT Math W 1.00 B -1.17 H -1.09 A -1.01*
Minnesota ACT W 1.00 B -1.18 H -1.09 A -1.07
Quantatative Lit W 1.00 B -1.21 H -1.29 A -1.06
Fairfax County SATM W 1.00 B -1.21 H -1.13 A 1.00
US SAT W 1.00 B -1.24 H -1.13 A 1.06 N-1.74 M-1.29
Wisconsin ACT W 1.00 B -1.25 H -1.13 A -1.08
Houston PSAT Verbal W 1.00 B -1.25 H -1.25 A -1.25
Houston PSAT Math W 1.00 B -1.26 H -1.23 A 1.04
MCAT Biology W 1.00 B -1.26 H -1.07 A 1.03
Med Board Score Men W 1.00 B -1.27 H -1.12 A -1.03N-1.09
Houston ACT W 1.00 B -1.27 H -1.20 A -1.05
Houston SATM W 1.00 B -1.34 H -1.24 A 1.02 N-1.13
Seattle Math 1994 W 1.00 B -1.44 H -1.22 A -1.05
San Francisco ElMath W 1.00 B -1.50 H -1.30 A 1.07
Boston Math 1987 W 1.00 B -1.53 H -1.45 A 1.16
CBEST Teacher W 1.00 B -1.63 H -1.27 A -1.22-----
CA CLAS G8 W 1.00 B -1.66 H -1.66 A 1.08
Renton G8 math W 1.00 B -1.82 H -1.77 A 1.19
NY City Math CAT W 1.00 B -1.82 H -1.74 A 1.04
Lake Wash G8 math W 1.00 B -1.85 H -3.33 A -1.08*
Minneapolis Math G10 W 1.00 B -1.87 H -1.41 A -1.02N-1.15
Minneapolis Math G4 W 1.00 B -1.90 H -1.37 A 1.15
UK GCSE scores W 1.00 B -2.00 A 1.18
Bellevue G8 math W 1.00 B -2.02 H -1.40 A 1.18
Mich MAEP G7 Math W 1.00 B -2.44 H -1.81 A 1.17
NAEP Sci G12 W 1.00 B -2.58 H -2.14 A -1.24
G8 NAEP math W 1.00 B -2.65 H -1.85 A 1.24 N-1.27
Pasco WA math G11 W 1.00 B -2.65 H -1.70 A -1.20
NAEP Sci G4 W 1.00 B -2.75 H -2.35 A -1.23
NAEP Sci G8 W 1.00 B -2.77 H -2.23 A -1.17N-1.46
Richland WA mathG11 W 1.00 B -3.04 H -1.62 A 1.24 N-1.36
Readers Digest Test W 1.00 B -3.63 H -1.53 A 1.00 N-1.08
Seat 94 Writ Police W 1.00 B -4.65 H -2.37 A -2.76*
Seat 95 Vid Police W 1.00 B -5.42 H -1.85 A -5.86
There are NO integrated school districts where blacks score
equally.
(1) In 1994 San Jose Fire Department oral test, every black passed,
75% of whites failed, so black ratio is infinity to zero whites.
This is the ONLY known test in history where blacks scored higher
than whites. A local judge ruled that there was "no evidence" that
the test was rigged unfairly.
%%test issues
see %% stereotype for theory stereotypes are responsible for
low scores
\priv\95\08\natltest.txt "Largest Teachers Union Calls for National
High School Exam" New York Times 7/6/95 Other countries have national
tests given to all who enter high school.
%%test scores
also see intelligence
Summary - in general, Asians tend to be better in math but worse in
reading and writing in most cities. In Seattle, whites are unusually
well educated and affluent so Asians even lag in math. Asians have
low rates of risky behavior even with lower test scores. Statewide in
California, Asians scored better in the CLAS test in reading and
writing also, which includes more affluent suburban Asians and less
affluent rural whites.
_CITY VS. NATIONAL AVERAGE TEST SCORES_
City comparisons tend to have whites better than national average,
but minorities equal (black, Hispanic) or worse than national
average. Chinese, Japanese and Indians do the best, Filipinos do
about as well or nearly as well as whites, Southeast Asians other
than Vietnamese or Thai and Pacific Islanders have the most problems.
Samoans have the worst discipline problems, test scores and grades.
In general, Asians will be the only group that performs worse than
state average since most affulent Asians live in the suburbs, while
the poor or working class live in urban centers and Chinatown
ghettos. Even so, Boston and San Franciso, both of which have very
low per-capita incomes and high rates of poverty and ghetoo areas
have very high math test scores.
_BLACKS DO POORLY NO MATTER HOW GOOD THE SCHOOL OR RICH_
_ASIANS DO WELL NO MATTER HOW BAD THE SCHOOL OR POOR_
_WHY INTEGRATION WILL *NEVER* RESULT IN ACADEMIC PARITY_
*EXCLUSIVE* Orthodoxy holds that putting blacks into the best schools
will solve the disproportionality problem, but CTBS scores in the
Seattle area, and CLAS scores in Seattle, and scores in San
Francisco, Boston and New York show that blacks do equally poorly
whether in urban desegregated districts like San Francisco or Oakland
and predominantly minority districts like Ravenswood (East Palo Alto)
and Alum Rock (San Jose), or Califronia state average for blacks. In
the best districts like Palo Alto or San Ramon, black performance is
no better than state average for all races. Affluent Seattle eastside
suburbs of Lake Washington, Bellevue, and Issaquah all show math
performance which ranges from 33, equal to urban Seattle with large
poverty-stricken African American neighhborhoods, up to 49, no better
than black performance in urban war zones like Boston or New York
City. No one else has ever compared performance of minority children
in affluent districts to white children in poorer districts.
_WHY DO MINORITIES DO POORLY EVEN IN THE BEST SCHOOLS_
Shelby Steele attributes this to alienation of even middle class
blacks from values of academic achievement, expecially math. The only
interventions that work are the ones which demonstrate higher test
scores like the Bosangue calculus course, or Claude Steele's Stanford
study, where students concentrate on academic achievement, not
desegregation, funding, multiculturalism, or test reform.
_WHEN ASIANS SCORE WORSE_
Asians usually score worse on verbal tests (but not on the California
CLAS test, which emphasizes logical thinking). Asians sometimes score
worse in math in cities with unusually depressed Asian and unusually
well educated white populations like Seattle, and probably Wash DC.
Asian scores get worse with grade, probably because of higher
proportion of immigrant student with poor grasp of english. Asians
scored slightly worse on medical board examinations, law school
examinations, and teacher examinations. Asians perform comparably to
blacks with equal education on the national literacy test. The only
known test where Asians perform more poorly than other minorities is
Seattle's 1995 video Police test.
_WHEN BLACKS SCORE BETTER THAN WHITES AND ASIANS_
Cases when blacks perform better than general whites and Asians are
rare. There are _NO_ known cities where performance of black students
is equal to or better than whites, even in cities where black
education and incomes exceed that of whites. (if you find any, let me
know), but Bosangue found he prepared black students on calculus who
outperformed even Asian students in grades. Claude Steele claims
blacks students prepared in his program got better grades than
average students not in his program at Stanford. The NY Times covered
Georgia Tech, 18 of the 25 top engineering students were supposedly
black. So it looks like it _can_ be done, but almost nobody is doing
it. Everybody is concentrating on race-based stuff like desegregation
that doesn't work instead of academic based interventions.
@@accreditation
\clip\96\02\testacrd.txt 13 Aug 1996
Virginia May Link School Accreditation to Student Test Results
By Jonathan Goldstein, Daily Press, Newport News, Va.
Knight-Ridder/Tribune Business News
@@ACT
The SAT is dominant, but the ACT is a close second (or is it first?)
(1997) Close to 1 million high school graduates took the test last
year, accounting for 60 percent of college freshmen this fall.
z60\clip\2002\11\act.txt
Subject: NYT Education Life: The Other One
The Other One
http://www.nytimes.com/2002/11/10/edlife/1110WIT.html?pagewanted=all&positio
n=bottom
By JODI WILGOREN
Since its debut in 1959, the ACT Assessment -- formerly known as the
American College Testing Program -- has emphasized achievement over
aptitude. Questions on the three-hour, four-part test are drawn from
high school curriculums, not general knowledge, designed to test how
much students have learned rather than how smart they are. There are
no trick answers.
%%Asians leading
saved at \images\2009\10
web: http://www.act.org/research/policymakers/pdf/TheConditionofCollegeReadiness.pdf
ACT The Condition of College Readiness
Just taking a quick glance:
There seems to be a continuing theme of which
group is ahead, but it is doubtful it will be
covered in any news stories.
ACT tested high school graduates who completed
core curriculum by race/ethnicity 2009
80% Asian
73% White
70% All
67% Hispanic
64% African American
59% American Indian / Alaska Native
Asian American / Pacific Islander gradates
had the highest average composite ACT scores .
23.2 Asian
22.2 white
18.9 Am Indian
18.7 Hispanic
16.9 African American
One-third of all Asian American / PI graduates
met all four College readiness benchmarks
more than students from all other groups in
2009. African American gradates were least likely.
36% Asian American
28% White
11% American Indian
10% Hispanic
4% African American
p. 16
89% of Asian American / PI grads aspired to
earn at least a bachelor's degree. American Indian/AN
were least likely (35%) vs AfAm (45%) Hispanic (46%)
and White(43%) aspired to a graduate or professional
degree
Recomendations:
Clear Performance Standards. States must define “how good is good enough” for
college and career readiness. In addition to a consistent, rigorous set of essential K–12
content standards, states must define performance standards so that students, parents,
and teachers know how well students must perform academically to have a reasonable
chance of success at college or on the job. Based on decades of student performance
data, ACT defines “college readiness” as students having approximately a 75% chance
of earning a grade of C or higher or a 50% chance of earning a grade of B or higher in
first-year college English Composition; College Algebra; History, Psychology, Sociology,
Political Science, or Economics; and Biology
(Note that no mention is made of race, class, or gender
with respect to how all students should attain these
goals)
%%Female Bias
ASIAN FEMALES BETTER THAN WHITE MEN IN MATH, BLACK FEMALES BETTER ACT THAN
BLACK MALES.
Source: Where's the bias? ACT
Report
archive: \images\97\58\act\081397B.html
e:\clip\97\19\081397B.txt
In the 1997 ACT college test, women still lag overall behind men, but...
4. The national composite average for Asian American females, 21.6, is
higher than the national average for all males, 21.1. The mathematics
average, 22.7, is higher than those for Caucasian males, 21.9, and all
males, 21.3. (but MIT still favors Asian women as much as white women,
measured by admission rates - Asians do get affirmative action, but
only the female half, don't expect the admissions office to admit this
though)
5. The national average for African American females, 17.2, is higher
than that for African American males, 16.8
%%Home Page
ACT Home Page |
Press Releases
%%Minority
\clip\98\11\actup.txt New York Times, August 19, 1998 Minority
Students Scoring Higher on A.C.T. Tests "Over five years, the average
scores of American Indians has risen to 19 from 18.5.
African-American scores went up to 17.1 from 17. The scores of
Asian-Americans rose to 21.8 from 21.7. "
%%News
\clip\97\19\act.txt College entrance exam scores up slightly
August 13, 1997 Web posted at: 4:38 p.m. EDT
http://cnn.com/US/9708/13/college.tests.ap/
http://www.act.org/news/08-13-97.html Press release
archive:\images\97\58\act\08-13-97.html
%%Percentile equivalent
actscore.wk1
Graduating Class 1986
ACT National Score and High School Grade Norms
Percentile Equivalent
Composite Math Reading
Score Men Women T T T
36
35 99 99 99 99
34 99 99 99 99
33 99 99 99 99
32 99 99 99 98
31 99 99 99 98
30 97 99 98 97
29 95 98 97 96
28 92 96 94 95
27 88 94 91 93
26 84 90 87 89
25 78 86 82 85
24 72 81 77 80
23 66 76 71 76
22 60 70 65 70
21 53 64 59 65
20 47 57 53 60
19 41 51 46 55
18 36 45 40 51
17 31 38 35 47
16 26 33 30 44
15 22 28 25 40
14 18 23 20 37
13 14 18 16 34
12 11 14 13 30
11 9 10 10 26
10 6 7 7 22
9 4 5 5 20
8 3 3 3 17
7 2 2 2 14
6 1 1 1 11
5 1 1 1 9
4 1 1 1 7
3 1 1 1 5
2 1 1 1 4
1 1 1 1 3
0 1 1 1 1
Mean 19.9 18.6 19.2 17.7
SD 5.9 5.6 5.8 7.9
from p. 36
ACT Assessment Program Technical Manual 1988
%%Recentering
\doc\web\97\08\actup.txt From: OCPATHINK@@Aol.com Modest ACT Upturns
Notwithstanding, We're Still A Nation At Risk " by Brandon Dutcher
Oklahoma Council of Public Affairs, Inc. (www.ocpathink.org) ACT
introduced a new, "enhanced" test and quietly re-centered the scores,
raising the national average two points."
%%SAT Equivalence:
Parkview chart
http://www.com-stock.com/dave/school/k12park.htm 2/97
1994-1995 ACT
---------------------------
Nmbr. of Pct. of
Students Seniors
Tested Tested Score SATV SATM
-------- ------- ------
School 150 33.3 22.6 432 498
Gwinnett 1,227 27.1% 21.6 424 489
Metro NA NA NA
State 12,189 NA 20.2 406 854
National 945,369 NA 20.8 482 910
US News and World Report Rankings
http://www.usnews.com/usnews/fair/cat02_1.htm
(post 1996 scores)
22 Tufts Univ 1200/1380
23 Georgetown Univ 1240/1420
24 U Michigan Ann Arbor 25/30
41 U Wisconsin Madison 24/29
42 U Washington 1020/1260
Tier 3
Clemson Univ 1040/1220
Colorado State 22/26
New Mexico State 20/25
\clip\96\02\actrace.txt AP 14 Aug 1996 18:21:07 -0400 ACT Scores for
College-Bound Students Up Only Slightly By JEANNINE AVERSA Associated
Press Writer
ACT Spectrum
Ranked by ACT average
------------------------------------------
28.0 Logos school Moscow Idaho '98
27.0 Boys boarding school
23.1 Michigan Home schoolers '96
22.5 US Home schoolers '96
21.6 White 1.00
21.6 Asian 1.00
21.3 Michigan '96
21.0 Boys
21.0 Chicago Catholic Schools
20.8 Girls
20.9 US Overall
18.9 PR/Cuban
18.8 NatAm
18.7 Mexican -1.15
17.1 Black -1.26
16.6 East St Louis 1997 10-31-97 St. Louis Post-Dispatch
Home Schoolers Above Avg on ACT
@@AP Avanced Placement (College Board)
@@Advanced Placement
Test given in high school to assess if student has completed college
level work in high school so that college can give credits without
taking the college course. However, this is starting to evolve into a
minimal standard with many people asserting that all students can
master (such as efficacy institute) AP calculus by the end of high
school.
Paul Riley of Bellevue School District in WA wants to require every
high school student to take AP. Does it make sense to deny diplomas
to high school students who don't do college level work?
%%Mandatory
PARENTS REBEL AGAINST COLLEGE LEVEL CLASSES FOR HS DIPLOMA
z70\clip\2003\08\bellob.txt
June 03, 2003
Bellevue residents object to district's emphasis on advanced-level courses
By Cara Solomon
Seattle Times Eastside bureau
A week after Newsweek magazine declared five schools in the Bellevue
School District among the best in the country, an old debate is
cropping up, with some parents and students saying the push for higher
standards has gone too far, too fast.
"AP has turned into its own monster," said Evyn Williams,
editor-in-chief of the Newport High School student newspaper,
Knightlife. "There's a mentality at our school that if you take
regular classes, you're a slacker."
More than 300 parents, students and teachers attended a March forum
.. dozens of people spoke out against requiring advanced
classes.
although the number of Bellevue students
passing AP tests has dropped since 1996, about 64 percent of students
still passed the tests last year, compared with an average of 63
percent nationwide.
z56\clip\2002\05\apfail.txt
http://www.washingtonpost.com/wp-dyn/articles/A43122-2002May6.html
By Valerie Strauss
Washington Post Staff Writer
Tuesday, May 7, 2002; Page A09
High schools are expanding it -- or dropping it. Colleges seek
students immersed in it -- or worry that it has become an obsession.
Teachers call it highly rigorous -- or disappointing. And students
love it -- or hate it. [At the same time, it is facing new
scrutiny as educators debate whether it has become a victim of its own
success.]
%%Minority
ASIANS ARE 10% OF AP, UP TO 25% OF CALCULUS, PHYSICS AP
z67\clip\2005\02\ap-report-nation.pdf
http://www.collegeboard.com/prod_downloads/about/news_info/ap/2005/ap-report-nation.pdf
"some minorities are no longer underrepresented among AP examinees"
AP Pop Overall
Asian 10.6 5.1 2.07
White 67.5 64.5 1.00 (-1.05)
Latino 13.1 12.8 -1.02
Native Am 0.5 1.1 5.1 -2.1
African Am 6.0 13.2 -2.2
Hispanics are at parity (unusual because of low hs grad rate)
Table 3: Populationa Equity gap "eliminated"
Black - Hawaii 1.5/1.6 Idaho .5/.5 - blacks statistically 0
Latino - Alabama 1.0/1.3 Alaska 2.8/3.5 DC 8.9/18.8 Fla 18.4/23.0
Louisiaa 1.7/3.2 Maine 0.7/0.9 MD 4.4/5.2 MS 0.5/1.1 MO 1.7/1.8
ND 1.0/1.1 OK 4.8/5.5
etc.
Grades 3, 4, or 5
All Black
1996 417,871 8,696
2000 633,491 14,420
2004 935,450 22,923
2.23 2.63
Blacks up 2.63 times vs 2.23 times for overall
AP Art History Examinees by Race Ethnicity 2004
Art Calculus Computer
History Biology Calculus BC Chemistry Sci
White 58.7% 63.5% 67.7% 62.3% 62.5 62.2
Black 3.6% 4.9% 4.0% 2.1 3.7 2.9
Hispanic 11.9% 7.0% 7.1% 4.5 6.2 5.4
Asian 16.3% 17.6% 15.4% 25.3 21.1 22.5
AmIndAl 0.4% 0.4% 0.4% 0.3 0.4 0.4
NotState 3.8% 2.6% 2.3% 2.2 2.3 2.6
Other 5.4% 4.0% 3.1% 3.4 3.7 4.0
Computer Science Exams (Fall since bubble)
English Lit
2000 20,522 190,643
2001 23,422 201,288
2002 23,459 215,313
2003 21,745 229,367
2004 20,414 239,493
"z67\doc\web\2005\02\ap2005.wk1 www.arthurhu.com/2005/02/ap2005.wk1, .prn .xls
Analysis by Arthur Hu of 2005 Advanced Placement Report to the Nation
http://www.collegeboard.com/prod_downloads/about/news_info/ap/2005/ap-report-nation.pdf
"some minorities are no longer underrepresented among AP examinees"
AP Pop USA Rate vs White
Asian 10.6 5.1 2.07
White 67.5 64.5 1.00 0.96
Latino 13.1 12.8 -1.02
Native Am 0.5 1.1 -2.10
African Am 6 13.2 -2.20
Hispanics are at parity (unusual because of low hs grad rate)
The AP program's official Equity Policy Statement calls for "schools to
make every effort to ensure that their AP classes reflect the diversity of their
student population"
In other words, they should try to proportional quota system in the ideal case.
Percentage of students in these tests:
Art Calculus Computer
History Biology CalculusBC ChemistrSci
White 64.5 58.7 63.5 67.7 62.3 62.5 62.2
Black 12.0 3.6 4.9 4.0 2.1 3.7 2.9
Hispanic 12.8 11.9 7.0 7.1 4.5 6.2 5.4
Asian 5.1 16.3 17.6 15.4 25.3 21.1 22.5
AmIndAl 1.1 0.4 0.4 0.4 0.3 0.4 0.4
NotState 3.8 2.6 2.3 2.2 2.3 2.6
Other 5.4 4.0 3.1 3.4 3.7 4.0
Eng LangEuropean US Govt Physics Physics AP Spanish
Comp History French Politics Spanish Literature
White 64.8 69.7 66.8 65.9 64.2 63.8 32.3 13.4
Black 6.1 3.2 5.4 4.9 3.3 2.0 2.0 0.8
Hispanic 11.4 7.0 7.7 10.1 6.5 4.3 52.9 77.3
Asian 10.7 12.5 10.7 12.3 19.1 23.4 6.7 2.9
AmIndAl 0.6 0.4 0.3 0.4 0.3 0.2 2.0 0.1
NotState 2.5 3.2 3.8 2.6 2.8 2.7 3.0 3.2
Other 3.9 4.1 5.5 3.8 3.8 3.4 2.9 2.3
Male 30.0 47 65.0 75 35.0 32.0
Female 70.0 53 35.0 25 65.0 68.0
Half of Spanish Language are Hispanic (surprise?) and 3/4 of Spanish literature
Asians are 25.3 Calculus BC, 23.4 Physics C
Which test have a lot of these minorities:
Asian Black Hispanic
25.3Calculus BC 6.1English Lang 77.3Span Lit
23.4Physics C 5.4French 52.9Spanish
17.6Biology 4.9US Govt 11.9Art History
2.9Spanish Lit 2.0Physics C 4.3Physics C
6.7Spanish 2.1Calculus BC 4.5Calculus BC
Classes where blacks are lowest, Asians are highest Calculus BC, Physics C
Appendix B gives number of students in each test, each grade level, and mean grade by race
Calculus BC has the largest spread between over and underscoring minorities
Number of students:
Calculus BC
AfricanAAsianAm Lat/Mex Lat/PuerLat/OtheNatAm White Other Not StatNational
5 146 4539 164 26 253 26 9772 470 323 15719
4 129 1908 128 17 147 27 4899 259 155 7669
3 222 2045 195 17 213 24 5589 277 168 8750
2 116 749 99 15 96 14 2071 106 55 3321
1 276 1222 294 33 259 32 3144 210 102 5572
T 889 10463 880 108 968 123 25475 1322 803 41031
average 2.72 3.74 2.74 2.89 3.04 3.01 3.63 3.51 3.68 3.60
Percentage of national
AfricanAAsianAm Lat/Mex Lat/PuerLat/OtheNatAm White Other Not StatNationalLatino
5 0.93% 28.88% 1.04% 0.17% 1.61% 0.17% 62.17% 2.99% 2.05% 100.00% 2.82%
4 1.68% 24.88% 1.67% 0.22% 1.92% 0.35% 63.88% 3.38% 2.02% 100.00% 3.81%
3 2.54% 23.37% 2.23% 0.19% 2.43% 0.27% 63.87% 3.17% 1.92% 100.00% 4.86%
2 3.49% 22.55% 2.98% 0.45% 2.89% 0.42% 62.36% 3.19% 1.66% 100.00% 6.32%
1 4.95% 21.93% 5.28% 0.59% 4.65% 0.57% 56.42% 3.77% 1.83% 100.00% 10.52%
pct 5 16.42% 43.38% 18.64% 24.07% 26.14% 21.14% 38.36% 35.55% 40.22% 38.31%
pop 13.00% 5.10% 1.10% 64.50% 12.8%
-14.52 5.46 -6.90 103.75% -4.71
Asians are 29% of Calculus BC high scores, blacks only 1%.
Ethnic groups ranked by average scRanked by Population Rate for Score 5 Calculus BC
Ethnic Average score
AsianAm 3.74 0.11 Pop Rate
Not State 3.68 0.05 Asian 5.1 5.5
White 3.63 0.00 White 64.5 1.0
National 3.60 -0.03 Latino 12.8 -4.7
Other 3.51 -0.12 Native A 1.1 -6.9
Lat/Other 3.04 -0.59 African 13.2 -14.5
NatAm 3.01 -0.62
Lat/Puerto 2.89 -0.74 Asians are as far ahead of whites as whites are ahead of
Lat/Mex 2.74 -0.89 Latinos and Native Americans, a factor of 5
AfricanAm 2.72 -0.91
Race not Stated is slightly higher than white - probably mostly white and some Asian
Other is pretty close to white average
Mexican scores about as low as Black
The population rate for score 5 shows a much greater difference than the average score
This reflects the sort of Asian distribution found at the most selective schools sought by Asians such
as UC Berkeley, Stanford and MIT, and the need to admit minority students with low scores to
maintain "diversity" at those same campuses.
%%Mission
AP WAS MEANT TO ELIMINATE BOREDOM AND DUPLICATION OF BEST COLLEGE
STUDENTS
http://www.collegeboard.org/ap/techman/chap1/committee_report.htm
General Education in School and College: A Committee Report This
excerpt from General Education in School and College: A Committee
Report (1953) sums up the conclusions of the study: Too frequently
the result is repetition in college of work well done in school. For
well-prepared students this means boredom, loss of intellectual
momentum, and serious waste of time in moving towards academic and
professional objectives...
%%Accountability
MANY STUDENTS GO FOR AP TRANSCRIPT WITHOUT PASSING AP TEST
z47\clip\2001\01\appass.txt
http://www.bergen.com/ed/testbk20001224.htm Bergen Record New Jersey
'Advanced' label also has downside Sunday, December 24, 2000 By BRIAN
KLADKO Staff Writer "Only 59 percent of AP students in North Jersey
high schools took the exams last year, and only 37 percent passed,
according to an analysis of state statistics by The Record. But all
AP students -- whether they took the test or not -- benefited from
having the AP label on their transcripts"
MORE STUDENTS TAKE AP, BUT DO THEY PASS?
http://www.accesswaco.com/auto/feed/news/local/2000/09/24/969853490.13013.61
03.0027.html Waco Tribune-Herald, September 25, 2000 More Waco
students taking Advanced Placement tests By MARTHA ASHE
Tribune-Herald staff writer "If, however, schools are only held
accountable for the number of students enrolled in AP courses,
administrators will continue to push large numbers of mediocre
students into the program in order to get their school ratings up,"
she said. "Many of these students do not have the prerequisite skills
nor the commitment to do AP-level work."
%%Calculus
z45\doc\web\2000\10\ap2000.wk1">
\doc\web\2000\10\ap2000.wk1
College Board AP 2000 scores
ONLY 3% OF SENIORS PASS AP CALCULUS
AllTests
Grade Group CalcAB BC %
3.17notstate 2652 2.0%
3.06asian/pi 20280 15.2%
3.06white 92848 69.5%
3.04othhisp 2906 2.2%
3.02other 4144 3.1%
3.01us 133516 33668 100.0%
2.83puertori 266 0.2%
2.77chicano 4145 3.1%
2.62amindian 495 0.4%
2.17black 5480 4.1%
total calculus 167184
total age 18 (1990) 3607519
percentage 4.6%take the test
2.9%pass
scores 5 22168 16.4%
4 30887 22.8%
3 31393 23.2%
2 26347 19.4%
1 22721 16.8%
T 135516 100.0%
3+ pass 62.3%
Jeff Howard of the www.efficacy.org believes that all students are
born with the innate ability to achieve AP calculus by the end of
high school. This is one sample problem:
Sample problems:
http://www.collegeboard.org/ap/calculus/
http://www.collegeboard.org/ap/calculus/frq00/pdf/calc_ab_all.pdf
Graphic calculator is required.
Let R be the shaded region in the first quadrant enclosed
by the graphs of y = e^(-x^2), y = 1 - cos x and the y-axis
as shown in the figure above
a) find the area of the region R
b) find the volume of the solid generated with region R
is revolved about the x-axis
c) the region R is the base of a sold. For this sold, each
cross section perpendicular to the x-axis is a square.
Find the volume of this solid.
Solution:
http://www.collegeboard.org/ap/calculus/frq00/pdf/ab1bc1.pdf
1. solve for x for e ^(-x^2) = 1 - cos( x). Use calculator to
get A=0.941944 (gee I don't have one of these calculators!)
2. compute the 2D area
integral from 0 to A (e ^ (-x^2) - (1 - cos x)) dx
= 0.590 (from calculator!)
3. compute the rotated volume as pi *
integral 0-A ( (e^(-x^2))^2 - (1 - cos x)^2)) dx
= 0.55596*pi = 1.746
(solution does not say where to look up the formula for this
volume of a rotated solid)
4. compute the squared volume as
integral 0-A ( e^(-x^2) - (1-cos x))^2 dx = 0.461
(volume of a square is the side squared, you integrate this
for the volume but it's far from obvious)
Comment - we didn't exit freshman algebra at MIT in 1976 anywhere
near being able to do these problems, and we certainly didn't have
calculator or even computer programs that could solve these things.
Heck, you're out of luck if you don't know what calculator
functions you have to push! Note from TI-82 manual:
Replaced by TI-83 plus, $145 list $99 from Office Depot
TI-86 costs $110, TI-89 list $190 cost $150 HP-48GX costs $200
The 86 is the best overall for high school and lower level college
math courses. http://tifaq.calc.org/p2.htm#4.1
http://www.graphicsstudio.net/vtimain.php VTI java TI-86 emulator
runs on your PC but requires downloading ROM from a real calculator
with pc link cable
http://www.ti.com/calc/pdf/gb/82chp02.pdf
Integral:
fnInt( (functional integral math math function 9) returns the
numerical integral (Gauss-Kronrod method) of [expression] with
respect to [variable], given [lower] lmiit, [upper] limit, and a
[optional tolerance])
Solve for X:
solve ((math math item 0) returns a solution (root) of [expression]
for [variable] given an initial [guess], a [lower] bound, and an
[upper] bound within which a solution is sought
%%Gender
LINK
MALE -> SCIENCE FEMALE -> LANGAUAGE
TITLE Gender-related differences on the College Board's Advanced
Placement and Achievement tests, 1982-1992.
The French, Spanish, and Modern Hebrew
examinations attracted many more female than male students, whereas
many more male than female students took the Physics, Chemistry, and
Computer Science examinations. There was little change in most of the
patterns of enrollment from 1982 through 1992. Male students had
moderately higher scores on the Physics, Chemistry, and Computer
Science tests, whereas female students had a slight advantage on some
of the language examinations. [males did better at multiple choice, but
much closer on open response]
z56\clipim\2002\05\07\julianstanley.pdf
%%race
TENNESEE AT PARITY, VIRGINIA AT 1/4 PARITY IN BLACK AP
Education Week "Quality Counts" study
\clip\97\01\racegap.txt
url: http://www.edweek.org/qc/intros/race.htm
Jan 17, 1997
In Tennessee, 23% of public K-12 students were black in 1992, and
24% of students in Advanced Placement mathematics and science courses
were black. By contrast, in Virginia, 26% of public K-12 students
were black, but only 7% of students in AP math and science courses
were black.
\doc\96\04\homegrown.txt "Home-Grown Standards" Albert Shanker,
American Federation of Teachers (ad) New Republic June 10, 1996
f053196
"AP exams are not as tough as those face by French or German students
seeking entry into college, but they are not pushovers either" Ed
Comment: Only half as many Europeans attend college as Americans.
In 1995, only 8% of US 18 yr olds took the AP exams, and only 5
percent scored a 3 or above, which means they have achieved at a
college level. Comment: that's pretty good considering 3% have
completed college level courses when they haven't even started
college yet.
The number of students taking the AP increased from 3% in 1983 to 11%
in 1995, and school offering AP courses increased from 37 percent in
1983 to 70 percent in 1995
"If nearly one-third of youngsters in Germany and France and japan
take and pass four or five exams that are at least as difficult as
the APs, why shouldn't our students be able to do the same?" Comment:
about half of US children attend some college, about one quarter
complete, far higher than any other nation on earth, Japan and Germany
included. If US kids can be pushed harder, great, but lets get some
perspective.
%%Required
z68\clip\2003\06\appass.txt
steveslr:
This surprisingly hard-headed article from Time is Time's revenge on
Newsweek's ridiculous cover story recently ranking "The Nation's Best High Schools" on
how many AP tests they take (it didn't mention how many they passed). -- Steve
Urban Kids Struggle With AP
Schools across the country are adopting the Advanced Placement program. But
all students aren´t advancing equally
By PERRY BACON JR. /WASHINGTON
http://www.time.com/time/nation/article/0,8599,460610,00.html
www.newsweek.com $2.95
June 2, 2003 Newsweek
The 100 Best High Schools in America
[But it's only a rating of who has the highest rate of AP test taking]
Jay Mathews
In the 1970s, Mike Riley was a young Chicago teacher trying to save
failing inner-city students. He found they blossomed if he simply sat
them down each day after class and made sure they did their homework.
"They went from F's to honor roll, and I realized that... they weren't
dumb kids, just kids we hadn't connected to," he says. Riley learned
that even the most apathetic students responded to a challenge--as
long as they had the right support.Today he is
%%Scores
AP grades range from 5 to 1:
5 - Extremely well qualified
4 - Well qualified
3 - Qualified
2 - Possibly qualified
1 - No recommendation
Year 2000 scores - also available by state
http://cbweb1s.collegeboard.org/ap/2000/national_2000.pdf
z46\clipim\2000\10\26\ap2000.pdf
Z45\doc\web\2000\10\ap2000.wk1
College Board AP 2000 scores
ONLY 3% OF SENIORS PASS AP CALCULUS
AllTests
Grade Group CalcAB BC %
3.17 notstate 2652 2.0%
3.06 asian/pi 20280 15.2%
3.06 white 92848 69.5%
3.04 othhisp 2906 2.2%
3.02 other 4144 3.1%
3.01 us 133516 33668 100.0%
2.83 puertori 266 0.2%
2.77 chicano 4145 3.1%
2.62 amindian 495 0.4%
2.17 black 5480 4.1%
total calculus 167184
total age 18 (1990) 3607519
percentage 4.6% take the test
2.9% pass
@@Asian Advantage
Balani letter Arthur
responds with various data on Asian SAT math advantage.
@@Bar Exam
81% OF ASIAN VS 92% WHITE FIRST TIME PASS RATE, .5 SD
--Griffe says: Bar-exam pass rates is a better metric. They are
reported in the Wightman study which includes data from virtually
every law student entering an ABA approved law school in fall 1991
(more than 27,000). It found that 80.75% of Asians passed the bar on
the first try compared with 91.93% of non-Hispanic whites,
corresponding to a white-Asian mean-score difference of 0.53 standard
deviation or in IQ terms a verbal gap of 8 points.
@@Benefits of Testing
STATES WITH TESTS LEAD TO BETTER ACADEMIC PERFORMANCE?
John Bishop of Cornell University found a correlation between nations
and provinces and states that had standarized examinations and
academic performance, on average a grade level higher than nations
that did not have tests. Source: Business Week June 20, 1997
\clip\97\16\stanexam.txt
@@bias
MIT SAYS WOMEN OK WITH LOWER MATH SAT SCORES
http://www.usnews.com/usnews/issue/970901/1TEST.HTM
\clip\97\29\testmert.txt US News and World Report Sept 1, 1997 p. 95
The test of merit fails that standard The SAT disqualifies some
students who could make the grade BY THOMAS TOCH AND MARNA WALTHALL
[but higher admission rate is still evidence of favorable bias]
"Prop 209 reflects mounting opposition" EE times Sept 29, 1997 p. A3
George Campbell Jr. of National Council for Minorities in Engineering
says that minorities often perform nonminorities with higher SAT
scores (no evidence is given, I haven't seen any! - on average
minorities with lower test scores have higher failure rate and lower
grades.)
\clip\96\05\testbias.txt 10/18/1995 NAACP alleges racial bias in
skill assessments Houston Chronicle A report on 10th-grade TAAS
scores this year showed that 68 percent of black students failed the
test on their first try, while 63 percent of the Hispanic students
and 30 percent of the white students failed. The failure rate for
low-income students was 65 percent.
\clip\96\05\cheachel.txt The Wall Street Journal Interactive Edition
October 3, 1996 Editorial Cheating Chelsea. The PSAT modifies the
test to tilt towards girls, but Fairtest used questionable data to
claim girls were behind when the PSAT says they are nearly even.
>>\priv\96\05\satbias.htm Berkeley study finds women get better grades
for equal SAT scores, therefore biased against women
@@Black
Common wisdom is that blacks do poorly because they go to the worst
districts. But no one noticed how blacks do in good districts. Blacks
in the worst districts don't do any worse than state average for the
race. Blacks in the best districts do do any better than state
average. Another interesting fact is that people always say Blacks do poorly even when scores put them above the 40th percentile, not far behind whites, and sometimes the 50th percentile. It is almost never covered when Blacks do well in schools, even predominantly minority schools where the bottom line is mastering difficult material.
You can't have it both ways, (A) tests are biased against blacks, they're really just as good as Whites or Asians, or (B) the tests prove that schools are failing black students. The tests aren't biased, and it's not the schools when Asians in the SAME schools perform the same as communities one notch up, and blacks in the BEST schools perform no better than state average, and sometimes no better than urban centers.
see CTBS score spectrum which shows Seattle area schools where blacks perform just as poorly in suburban Bellevue as in Seattle
%%Graduate School Blacks do poorest at the highest graduate level tests. They are 15th percentile on IQ and SAT, but only 10-12th on GRE At the upper reaches of the LSAT distribution, more than 1,100 white students had scores of 170 or higher in 1992 (on a scale of 120 to 180) and three blacks. (0.3%) On the MCAT, in three subtests whose scores go from 1 to 15), 1146, 1469, and 853 whites scored in thr 12 to 15 range; a maximum of 19 blacks scored that high. (2.2%) On the GRE, blacks score at the 10 or 12th percentile of the white distribution. %%K12
http:/www.arthurhu.com/arthurhu/index/test.htm#bayclas
CLAS Test Spectrum - Asians do better than average, Blacks
do poorly no matter how good the school system.
\doc\95\14\clas10.wk1 - 10th Grade CLAS results
Analysis by Arthur Hu
Math high school performance, 1993 CLAS Califrornia Dept of
Education Math scores in levels 1 lowest to 6 highest, ranked
by 3 or higher
Grade 10
Percentage with 1994 CLAS Math Test Score
3 or better (out of scale 1 to 6)
-----------------------------------
Race Location Percent
Asian Palo Alto Unified 91
Asian San Ramon Valley 78
Asian Lynbrook Cupertino 72
White Palo Alto Unified 71
Asian Cupertino 69
White Oakland 53
White Cupertino 51
White San Ramon Valley 49
Asian Santa Clara County 48
Asian Contra Costa County 45
Asian Calfornia State 44
White Santa Clara County 41
Asian San Francisco 41
White Contra Costa County 40
-Worst Whites, Asians--------
White Calfornia State 36
White Lynbrook Cupertino 36
White San Francisco 35
Asian Oakland 33
-Best Blacks Only At State Average
Black San Ramon Valley 30
All Calfornia State 27
Black Cupertino 23
Black Santa Clara County 15
Black Calfornia State 12
Black San Francisco 12
Black Contra Costa County 11
Black Oakland 10
Source: Respective School Districts
\doc\96\02\epalodes.txt - blacks from E. Palo alto who transfer into
Palo alto perform at 50 percentile.
\doc\95\09\oakpalo.wk1 - Blacks in Palo Alto do as well or
worse than whites in Oakland.
\doc\95\02\bosttest.txt - Black test scores equal to 50 in G4 and G5
doc93b\bostest.xls - Boston Metropolitan Reading and Math tests 1987
reading W70.8 B46.7 H42.1 A52.8 percentile
math W72.8 B47.4 H50.2 A85.1
Boston 1987 W1.00 B-1.53 H-1.45 A 1.16
Asians better in math, worse at reading
>Note black 47 in math/reading is practically national average
@@Canada
http://www.globeandmail.ca/docs/news/19970130/GlobeFront/ UTESTN.html
\clip\97\02\cansci.txt Toronto Globe and Mail Young Canadians lack
elite skills, science test finds Alberta only jurisdiction to exceed
expectations set by composite panel Thursday, January 30, 1997 By
Jennifer Lewington Education Reporter
@@city
General
\clip\97\01\schrept.txt New York Times January 3, 1997 Why Schools
Get Report Cards By PETER APPLEBOME [N] EW YORK -- In the
often-contentious world of educational politics, almost everyone
seems to agree on one thing: American education has done a poor job
of assessing the performance of students and schools.
[[Alaska
ANCHORAGE STUDENTS ABOVE NATIONAL AVERAGE
http://www.adn.com/metro/story/0,2633,224324,00.html December 24,
2000 Anchorage Daily News Anchorage students scored at the 64th
percentile on average, about the same as last year, on the California
Achievement Tests. 36 percent of students are nonwhite, compared
with 30 percent five years ago. Twelve percent are Alaska Natives and
Indians; 9 percent Asians and Pacific Islanders; 9 percent black, and
5 percent Hispanic.
[[Anaheim
ANAHEIM IS NO LONGER A CONSERVATIVE WHITE SUBURB
z50\clip\2001\06\anaheim.txt 2001
http://www.ochomeconnection.com/resalehomes/
Anaheim Elementary
State Ranking: 24th percentile
National Ranking: 11th Percentile
Lots of undocumented Hispanic immigrants now.
[[Arkansas
zip39\clip\2000\01\arktest.htm
http://www.ardemgaz.com/week/Fri/ark/A1xstanford7.html Arkasas
Democrat-Gazette Improved test scores good news for schools 7th
graders reached the national average on the Stanford Achievement
Test, ninth edition, last September Black fifth-graders scored at the
39th percentile, seventh-graders at the 35th percentile, and
10th-graders at the 37th percentile. White fifth-graders scored at
the 50th percentile, seventh-graders at the 60th and 10th-graders at
the 45th percentile. [Note, these racial scores are consistent with
blacks in Seattle urban or suburban eastside for a state that
supposedly ranks so low in quality!]
[[Atlanta
\doc\96\02\seaatl.txt Seattle Vs. Atlanta test and poverty
48% above national norms, despite 76% f/r lunch and 93% nonwhite
ATLANTA BLACKS DO FINE G1-G4, FALL OFF AFTER G5-G12
\doc\web\97\02\atlatest.wk1 Atlanta Iowa Test of Basic Skills
paper file: F071197
atlatest.prn
\doc\web\97\02\atlatest.wk1
Analysis by Arthur Hu
Systemwide Achievement Summary
National Percentile Rank (NP)
In Reading And Mathematics
Atlanta Public Schools (1995-96, Oct 1996)
ITBS 1992 norms.
Grade Reading Math Vs. Avg
1 75 59 25+++++ Better
2 62 65 12++
-----------------------------------------------
3 48 51 -2. Equal
4 52 58 2.
5 50 48 0.
------------------------------------------------
6 41 44 -9-- Worse
7 37 43 -13---
8 34 39 -16---
9 31 30 -19----
10 41 41 -9--
11 32 47 -18----
Research and Evaluation, Atlanta Public Schools
210 Pryor Street Atlanta Georgia 30335
Vs Spending Total Compensatory
Jackson G5 76R/85M $6,303.27 $190.68
McGill G5 30R/32M $8,034,18 $1,401.40
Smith G5 85R/83M $6,441.77 $181.67
Alternative High G11
North Ave 91R/51M $20,303.17 $1,584.25
Rich Acad 5R/10M $18,808.35 $1,387.73
Achievement has NOTHING to do with spending. Spending
more for compensatory leads to LOWER scores.
[[Baltimore Maryland
Baltimore's test scores are awful, but race is never, ever mentioned
as a factor. The schools are mostly black.
\clip\99\01\balttest.txt City elementary schools show modest gains on
national test But scores show pupils lag behind peers in reading By
Liz Bowie Baltimore Sun Staff 1/6/99
pupils reading at levels more than a year behind their peers
nationally by fifth grade. Children entering second grade this fall
ranked in the 22nd percentile for math nationwide -- in other words,
78 percent of second graders across the nation scored better than
Baltimore's pupils. That was an improvement over the scores in the
fall 1997, when Baltimore ranked in the 17th percentile. [the scores
are typical for urban blacks who make up most of the students]
\clip\98\04\newscli3.txt 2/9/98 Baltimore Sun Board looking at
radical cures for city schools 63% of class of '94 didn't finish
school, statistics show; Plan is due March 13 Only 9 percent of
Baltimore's eighth-graders passed a national math test last year, the
lowest passing rate of any state that gives the test. The average
SAT score for Baltimore students is 832 out of 1,600, second-worst
among 22 urban areas in the nation. On average, 13.8 percent of the
city's third- , fifth- and eighth-graders passed the exam last
spring, while most counties averaged 45 percent to 50 percent. In
Prince George's County, considered to be most like Baltimore in
demographics, 29.2 percent of the children passed -- twice as many as
in Baltimore. In a national standardized test given last year to
eighth-graders in 32 states, 9 percent of Baltimore students passed
the math test and 12 percent passed the science test. The scores
were the worst among the 32 states that administered the test. In
reading, 28 percent of students passed, third-lowest in the nation.
(race is nowhere mentioned in the article...)tried to factor out such
things as attendance, poverty and the large number of students
[[Bellevue, Wash and Eastside
Lake Washington 1998-99
zip37\clipim\99\09\06\lwscore.efx
math 3=73 6=69 8=65 11=73
z82\doc\web\2004\07\agbell.txt
2002-2003 Annual Report
AG Bell Kirkland (A. Hu's kids) Note 20% Asian is fairly high, comparable
to Ivy league college level.
Ethnic Asian 18% Black 3% Hispanic 10% Natam 1% Caucasian 68%
Math 47% pass vs 63 dist, 52% state WASL
ITBS G6 64 vs 74 district G2 58 vs 75 district
(below average for district, about equal to state)
zip37\clipim\99\09\06\seat.efx
Seattle Times 9/3/99
Eastside students shine in SAT
math 603 Mercer Island
math 590 International School
zip33\clipim\99\06\22\test1.gif-test3.gif
zip39\clipim\2000\02\25\subtest.efx
test1-test3.gif Seattle PI Suburban district's test scores
promising June 21, 1999 p. B3 Some schools higher than
85th perentile.
SCHOOL IN BILL GATES BACKYARD SCORES 88 MATH
http://www.eastsidejournal.com/ejnews_archive/dkr78280.html
\clip\99\12\exam.txt Mercer Is., Issaquah kids ace skills exam: Every
Eastside school district easily exceeds U.S. averages Thursday, June
17, 1999 By Doug Margeson Eastside Journal Reporter " Students at
Bellevue's Medina Elementary also did well, with a core total of 83
and scores of 88 in math and 78 in language and reading. "
ISSAQUAH HAS HIGHEST 4TH GRADE PUGET SOUND SCORES
zip33\clipim\99\06\11\eastside.gif Eastside kids above average
Seattle Times June 4, 1999 p. B
Fourth Grade Reading Math Language ITBS
Issaquah 79 79 71
Lake Wash 67 73 65
Bellevue 65 74 60
Eighth Grade
Issaquah 69 69 63
Lake Wash 66 65 64
Bellevue 67 67 67
Bellevue schools Marlene Grandstrom 425-456-4060
Affluent, near best test scores in Seattle area
but black math 29-31 is no better than urban Seattle.
425-456-4506 booksale
1998 Profiles, Test scores
\clipim\99\03\08\profile.pdf
http://belnet.bellevue.k12.wa.us/profile/
1997 4th Grade WASL
Math Reading Writing
Native Am * *
Asian PI 42.0 58.0 56.4
AfAm 14.0 38.0 50.0
Hispanic 6.1 27.3 27.3
White 37.4 68.9 60.6
Multiracial
Not known
BELLEVUE 44.1 BETTER THAN SEATTLE 36.2 IN
4TH GRADE WASL MATH OVERALL
BUT SEATTLE'S WHITES, HISPANICS DID BETTER
ONLY BELLEVUE'S ASIANS SIGNIFICANTLY BETTER
1998 4th Grade WASL Seattle
Math Reading Writ Math
Native Am * *
Asian PI 48.4 64.4 57.5 33.1
AfAm 20.4 38.8 18.4 14.2
Hispanic 17.9 32.1 23.2 23.4
White 44.7 71.4 30.0 52.5
Multiracial 40.0 70.0 30.0 12.5
Not known
Overall 44.1
Is Bellevue (44.1) better than Seattle? (36.2)
asians worse, afam slightly better,
whites better, hispanics better.
AP tests (1) (2)
Af Am 3.73 0.58
Mex Hisp 6.52 2.11
Asian Am 19.31 28.41
White 70.08 55.66
NAam/Not
stated 0.36 13.24
1 - % of students
2 - % of AP tests taken
GPA June 1998
Asian 3.1
White 2.9
AfAm 2.1
Hisp 2.1
p. 71 PRISM gifted (IQ 144+)
middle school
1995-96 1996-97 1997-98
white 64.0 74.0
Af Am 5.0 4.0
Asian 31.0 21.0
Hisp 0.0 0.0
Min 36.0 26.0
Dist 28.15 29.64
ENROLLMENT IN ELEMENTARY PRISM PROGRAM SHOWS GAPS
AMONG DIFFERENT GROUPS
'95 - '96 '96 - '97 97- '98
% Enrolled % Enrolled % Enrolled
in PRISM in District
White 73.0% 71.85% 67% 71.36% 66% 70.08%
Asian American 22.0% 18.47% 28% 18.83% 29% 19.31%
African American 2.5% 4.22% 5% 4.00% 3% 3.73%
Hispanic 0.0% 5.03% 0% 5.41% 0% 6.52%
Total Minority 27.0% 28.15% 33% 28.64% 32% 29.92%
1997 4th grade WASL math vs program
p. 75
Gifted 423
Pass 400
Not at risk 397
Non Free lun 393
English Prof 391
Non Title I 390
Non Spec Ed 390
Regular 385
At Risk 368
Free Lunch 366
Learn Assist 363
Title I 361
Spec Ed 360
Non English 355
Bellevue not at risk is about 4th grade passing, only
gifted is clearly over "the bar"
Attending 2-4 yr colleges in wa in 1996
Asian 68.5
White 55.2
AfAm 28.1
Hisp 34.8
zip31\clipim\99\03\08\bellwasl.gif 1997 1998 Bellevue WASL scores
zip31\clipim\99\03\08\bellmat7.gif 1998 7th grade math scores
BLACKS AND HISPANICS IN BELLEVUE CONTINUE TO SCORE POORLY Students
hanging in there: No change after Bellevue adds 7th class to school
day. Seattle Times Mike Lindblom Feb 23, 1999. 7th period was added
so that students who failed some classes could still complete
graduation requirements, failure rates have not gone up. More
students taking ap courses. More children under 25th percentile.
zip#28\images\972\1208\p01.tif
"Big jump in Issaquah test scores" Seattle Times Dec 8, 1997 p. B1
(Eastside ed) 4th graders advance from 57 to 75th percentile in 5
years. Credited to reform reason-based math curriculum? CTBS
"Reading Skills Targeted" Seattle Times 6/6/97 17% vs. 24% statewide
were in bottom quarter of standardized reading test, 35% vs. 26% are
in the top 25% (officials to reduce 17% in bottom 25%)
1994-95 CTBS Comprehensive Test of Basic Skills
G4 reading W66 B41 H36 A59 N54
math W65 B29 H37 A73 N44
G8 reading W70 B44 H58 A66 N44
math W69 B34 H49 A82 N40
Bellevue G8 math W1.00 B-2.02 H-1.40 A1.18
CFAS - Curriculum Frameworks Assessment (WA State Dept Ed)
G11reading W64 B30 H56 A52 N61
math W62 B31 H55 A55 N51
[[Boston, Mass
\clip\98\13\bostscor.txt
\clip\98\13\gapscore.htm
Gap widens in Boston test scores
http://www.globe.com/dailyglobe/globehtml/268/Gap_widens_in_Boston_test_scor
es.shtml
September 25, 1998 By Beth Daley Boston Globe
"Despite more than a decade of effort by the Boston public schools to close
the test score gap between whites and minorities, the gap has widened,
scores show.
THE RESULTS Percentage of Boston students who scored "proficient" or
higher on the Stanford 9 standardized test in reading and math.
Seventh grade
READING MATH
'96 '97'98 '96 '97'98
White 60 64 68 38 46 54
Black 19 25 25 6 9 12
Hispanic19 21 20 7 12 12
Eleventh grade
'96 '97'98 '96 '97'98
White 57 56 61 18 20 29
Black 13 17 17 1 1 2
Hispanic 15 12 12 2 2 4
SOURCE: Boston Public Schools
Boston.com area test scores
http://www.boston.com/education/k12.htm
\clip\97\24\edclip3.txt Boston Globe In test scores, question mark on
the future By Beth Daley, Globe Staff, 10/16/97 70% scored above
basic, and were above national average, but half would fail proposed
graduation requirements. Black and Hispanic elementary school
students were twice as likely to be at the lowest level of
performance in reading compared to whites and Asians, a gap that
increased to three times as likely in middle and high schools. In
math, at each school level, about twice as many black and Hispanic
students scored at the lowest level compared to whites and Asians.
\seng\common\ahu\clip\97\23\edclip3.txt Improving high schools is
priority, says Payzant By Beth Daley, Globe Staff, 10/14/97 " Boston
high school students performed dismally on the national ''Stanford
9'' achievement tests last spring. Fifty-eight percent of
ninth-graders and 79 percent of 11th-graders scored in the lowest
category in math, showing ''little (if any) mastery of the most
elementary knowledge and skills.'' In five city high schools, 100
percent of the students scored in the lowest category in math. In
reading, 29 percent of ninth-graders and 42 percent of 11th-graders
scored in the lowest category. Starting in 2001, 10th-graders will
have to pass a state test before they can graduate. "
\doc\96\03\masscore.txt \priv\96\12\masscore.txt, htm complete Cites
Maynard as having below average values, but among highest scores in
state. Stoneham, Melrose, South Hadley are also in the top 20% on a
national percentile. "HOMES AND SCHOOLS: WHETHER YOU HAVE CHILDREN OR
NOT, THE QUALITY OF THE SCHOOL SYSTEM AFFECTS THE VALUE OF YOUR HOME"
By Tina Cassidy, Boston Globe, 04/21/96
doc941\priv\bostest.txt - Asians do extremely well in math, blacks
score close to 50 national average.
\doc\95\02\bosttest.txt - Black test scores equal to 50 in G4 and G5
doc93b\bostest.xls - Boston Metropolitan Reading and Math tests 1987
reading W70.8 B46.7 H42.1 A52.8 percentile
math W72.8 B47.4 H50.2 A85.1
Asians better in math, worse at reading
>Note black 47 in math/reading is practically national average
[[chicago
Chicago is mostly black with mostly abysmal schools, and the white
schools usually do best. Statewide, the best schools are nearly all
white or white / Asian with low poverty, and SOMETIMES high spending.
BUT if you dig into the Chicago Tribune test scores and rankings,
some school that are mostly minority and poor get some fairly good
test scores, beating out many average white suburbs, and nearly
matching some freakin rich white places.
Chicago Schools
http://aix.cps.edu/
F080697 "The difference a mayor makes" The Economist July 26, 1997 p.
24 In the spring of 1996, 25% of 8th graders and 48% of 9th graders
took a promotion test, and were required to either take more school
in the summer or retake the grade.
Iowa Test of Basic Skills
------------------------
9-14old 1990 1997
Reading 24 30
Math 28 36
%at or above national norms
15-17 yr olds
Iowa Test of Basic Skills
------------------------
1990 1997
Reading 30 24
Math 20 30
\priv\95\15\chictest.txt - test vs. state goals, some good
some bad
\clip\96\08\netcard.htm Some Teachers Critical of State Goal Tests By
Casey Banas TRIBUNE STAFF WRITER Web-posted: Thursday, Nov. 14, 1996
Critics of IAGAP test say it just shows rich do well.
\doc\95\15\chictes2.wk1,txt - Test scores for Chicago area and suburbs,
best schools in area. Some Chicago elementary schools with high
poverty levels still score above state average in 7th grade science.
Test scores for Chicago Elementary Schools
Some schools with very high poverty levels are scoring above state aver
age
Ranked by 7th grade science
Science Social Studies
4th 7th 4th 7th Percent
School grade grade grade grade low inco Note
Young Magnet 406 425 39.0 #1 in cit
y
Edison 385 388 393 380 12.5 White?
Dore 222 287 252 299 63.1 < H
85% B+H
\clip\96\08\dore.htm Chicago Tribune
\clip\96\08\dorerank.htm Top 1% city in 8th grade math 2% in reading in
\CLIP\96\08\DORECRNK.HTM Top 3% county 8th reading Top 1% math
chicago
Franklin Magnet 260 268 269 293 43.4 <
Edgebrook 254 258 294 262 41.7 <
Gunsaulus Acade 267 255 292 254 70.0 <
312 535-7215
Farnsworth 239 253 228 235 36.1
Garvey 267 248 265 246 43.7 <
state average 7th science = 243
state average 4th science = 250
Grissom 205 228 209 261 66.3
Dever 220 222 218 220 59.1
Wanless El Springfield 220 XXX 248 XXX 76.5
W73.8 23.5% B+H
\priv\95\17\chictest.txt - Chicago Tribune print-outs
Chicago high schools
Web database: Illinois School Report Card
http://www.chicago.tribune.com/news/skuls/skul.htm
Top State ranked high schools - All are over 97% white, and all
districts spend BELOW the state average.
#1 ACT Composite Gridley High School 27.5
#1 ACT Reading Gridley High 31.3
url: http://www.chicago.tribune.com/news/skuls/skulr.cgi?SCHOOL= gridley&CIT
Y=gridley&TYPE=High+Sch
clip: \clip\96\09\gridley.htm
BH 2.4 W97.6 B1.6 H0.8 A0 N0 Pov -6.23 $ -1.24
#1 ACT Math Brussells High School in Brussells 27.8
url: http://www.chicago.tribune.com/news/skuls/skulr.cgi?SCHOOL= brussels&CI
TY=brussels&TYPE=High+Sch
clip: \clip\96\09\brussel.htm
BH 0.0 W100.0 B0.0 H0.0 A0.0 N0.0 Pov -1.92 $ -1.06
#1 ACT Science Pecatonica High School (Pecatonia) 26.7
url: http://www.chicago.tribune.com/news/skuls/skulr.cgi?SCHOOL= pecatonica&
CITY=pecatonica&TYPE=High+Sch
clip: \clip\96\09\pecaton.htm
BH 0.8 W99.6 B0.0 H0.4 A0.0 N0.0 Pov -7.75 $ -1.33
10th grade math
#1 New Trier Township High School (Winnetka )
url: http://www.chicago.tribune.com/news/skuls/skulr.cgi?SCHOOL= new+trier&C
ITY=winnetka&TYPE=High+Sch
clip: \clip\96\09\newtrier.htm
BH 3.1 W85.1 B1.0 H2.1 A11.0 N0.0 Pov -31.7 $ 2.37
#2 Glenbrook North High School (Northbrook )
url: http://www.chicago.tribune.com/news/skuls/skulr.cgi?SCHOOL= GLENBROOK+N
ORTH+HIGH+SCHOOL---NORTHBROOK&TYPE=High+Sch&CITY=
clip: \clip\96\09\glenbrok.htm
BH 1.6 W82.5 B0.0 H1.6 A15.0 N0.0 Pov -20.5 $ 1.96
Whitney Young Magnet School is the best high school in the city of
Chicago by every measure, and top 7% of high schools statewide in
10th grade composite, top 99.5% 10th grade math, yet it is 65% black
or Hispanic.
\clip\96\08\younmag.htm
city rank #1 \clip\96\09\younrank.htm top 0.2% ACT 24.1
state rank \clip\96\09\younstat.htm
#2 8th grade reading
#1 99.9% 8th grade math
#7 99.5% 8th grade writing
#3 99.5% 10th grade math
#44 93% 10th grade writing
#43 93% ACT Composite 24.8 approx = 1200 SAT, 86th percentile ACT
home page: http://aix.cps.edu/u1810/school.html
school W19.4 B52.3 H13 A15 N0 BH 65.3 Pov 1.12 $1.17
dist W10.8 B54.3 H31.4 A3 N0.2 BH 85.7
index 1.79 -1.85 -4.26 2.79 N0.00
\priv\96b\10\normie.txt student says school is competitive, ap
classes are mostly white and Asian, but blacks turn out too.
Everybody has to take an exam and work hard.
\clip\96\08\clem, clemrank.htm
\clip\96\08\austcomm.htm
\clip\96\08\austrank.htm
Austin Community Academy
100% black ACT 14.0 vs. 18.5 city /22.9 state bottom 11% in city
Black avg = 17.1
[[Compton Los Angeles
Predominantly Black district with really poor test scores
\clip\99\04\compton.txt Los Angeles Times Monday, February 1, 1999
Schools in Compton Set Reform Pace Education
Compton was taken over by the state in 1993 because of its academic
and fiscal failures. Barely one of 10 students is performing at
grade level
Results of the Stanford 9 test administered last spring showed
Compton second-graders scored in the 22nd percentile in reading and
the 30th in math. Its 11th-graders scored in the 13th percentile in
reading and the 19th in math.
[[Clover Park
Clover Park Near Tacoma, half
minority / free lunch near military bases.
[[Cupertino
Mostly white, but approaching majority Asian silicon valley suburb,
Asian education "magnet". But blacks still score poorly in this most
desired suburb.
\clip\97\11\homestea\homestea.htm US News and World Report 4/21/97
Millionaire High The plight of the school that spawned Apple's
founders According to the most recent data (1996) on ninth graders
Percentage with grade point average in D-F "Today, African-Americans
remain a small proportion (4 percent) of the studentt body, and
Pacific Islanders and American Indians add an additional 4 percent..
Hispanic students constitute 11 percent; and Asians, the largest
minority, 288 percent. These figures mirror the state's population as
a whole.""Though thee school boasts Scholastic Assessment Test scores
that are above the nationall median, especially in math, those
averages reflect high scores by a small portionn of the student body.
"
[[Daly City, California
doc\94\12\bayscore.wk1 vs.
CA schools G12 R99 W99 M99
[[Denver, Colorado
\clip\97\12\denver.txt Minorities Sue DPS Over Quality From The
Denver Post: May 7. About 100 black parents will file a class-action
lawsuit against Denver Public Schools Wednesday morning, complaining
that the school system has systematically failed to teach even basic
skills to the city's poorer children. (Parents asked for funding for
private or charter schools)
[[Detroit Public Schools, Michigan
The city is 73% Black, 81% of the school age population, with
predictable effects on educational achievement statistics. The
Detroit News did a huge series on education without ever touching on
the issue of a dominant black population. However, it does have at
least 3 or 4 outstanding schools, evidently also predominantly black.
vs. Bloomfield Hills, Oakland County
----------------------------------------
Projected 31.2 90.8
4th grade pass MEAP 47.7 75.7
Single parent 65% 8%
No HS Diploma 39.1 3.2
Unemployment 19.7 2%
Free/Red Lunch 71.4% 2%
Revenue/pupil $7,364 $11,934
1990 Population
Adult W23.5 B72.8 H2.5 A.8 N0.3
Under 18 W13.8 B81.4 H3.5 A0.9 N0.3
Detroit News Tuesday, May 20, 1997
Learning Curve: Detroit Schools in Crisis
Comparing MEAP test results Percentages show the share of
students in fourth grade and seventh grade who scored "satisfactory"
or "proficient" on statewide math and reading tests last fall. The
highest possible score is 400 percent, which would mean 100 percent
of students in both grades scored at least satisfactory on each of
the two subjects.
Community Percent
Oakland County 242
Macomb County 221
Statewide 201
Wayne County 185
Detroit 155
Note: Results are from Michigan Educational Assessment Program
(MEAP) tests last October. Source: Michigan Department of Education
------------------------------------------------------------- -----
\clip\97\16\detroit.wtf - Webvcr of stats for all
Detroit schools
Test scores are based on %proficient, 50% being national
average.
Mike Albert for enrollment breakdown
313-494-1448
Yes, there ARE a few good schools in Detroit...
High
School Reading Math Sci
Renaissance 84 89 74
Cass 63 67 48
Elementary
Bates Academy 87 81 78 (mostly black)
Jemison 84 81 76
Owen 83 75 72
Bunche 78 84 91
---------------------------------------------------------
http://dpsnet.detpub.k12.mi.us/html/sch574aa.htm#mission
Renaissance High School
Renaissance
High School History and Philosophy Renaissance High School,
founded in 1978, is a small college preparatory school for
academically able students. Enrollment averages between 750 and 800
students in grades nine through twelve. The challenging curriculum of
this Detroit public school provides students with a liberal arts
background and the opportunity to take Advanced Placement courses in
English, American History, calculus, biology and European History.
[[DC
[[District of columbia area
As with the adult population with 50% college, white kids in DC have
very high test scores, while mostly black DC overall and for blacks is
very low.
BRACEY SAYS DC SCHOOLS WORK GREAT FOR WHITE KIDS 3X NATIONAL ADVANCED
z70\doc\web\2003\09\spin.txt
Paige says "White DC 4th graders score the highest of any subgroup
tested, while black DC 4th graders score 60 points lower--an
achievement gap roughly double the average for both the country and
for almost all the other measured cities." Nationally, 9 percent of
white 4th graders score at the "advanced" level in reading as do 9
percent of white kids in central cities. Would you all please take a
minute to guess what proportion of white kids scored at the "advanced"
level in DC? And the answer is: 28 percent. More than three times
the rate in the nation. Jerry Bracey
MSNBC: EVEN MIDDLE CLASS FAIRFAX BLACKS LAG IN PERFORMANCE
[My New
Republic piece shows blacks do poorly even in the most affluent and
integrated suburbs]
\clip\99\07\blscore.txt
Minority test scores
http://www.msnbc.com/local/WRC/227562.asp
Tuesday, March 2, 1999 "Lower standardized test scores, lower college
grades and lower graduation rates still persist among students from
middle-class African-American families. ... Are African American children
being viewed through the lens of a powerful negative stereotype, or is it
just distracting peer pressure that leads to black underachievement? Some
of the nation’s leading educators say it’s time to take a second look."
Fourth graders
in Fairfax County for example, scored in the 36th percentile on the
Stanford 9 while white students scored in the 72nd percentile.
BLACKS IN DC SUBURBS ABOVE BLACK AVERAGE, BUT STILL LAG PEER WHITES
\doc\web\98\10\dcblak.txt The data on this point are readily
accessible for the two most noted school districts in the Washington
DC area. Both are considered among the best in the country--Fairfax
possibly the best.
For Fairfax county (Virginia):
www.fcps.k12.va.us
For Montgomery county (Maryland)
www.mcps.k12.md.us
In Montgomery county, Montgomery Blair High School was made into a
magnet school for science, math, and computer science. Similar
numbers of black and white students there took the SAT. And the 1998
score gap was more than 300 points--far greater than the gap
county-wide or nationwide. The black students there scored a little
higher than black students county-wide (around 960). But the white
students averaged in the high 1200s.
ARE DC SCHOOLS DOING BADLY BECAUSE OF MANAGEMENT OR BECAUSE IT IS
PREDOMINANTLY BLACK?
\clip\96\08\dcpoor.txt AP 12-Nov-1996 Study: Washington Students Do
Poorly By JANELLE CARTER Associated Press Writer WASHINGTON (AP) --
On the CTBS, of 3 grades, none were above average in reading, only
6th graders were higher than national average in math [that's great
for black students!], only 53% of students who started 1991-92
graduate 4 years later, 32% of teachers lacked required certifcation.
\clip\96\03\satscore.htm SAT Scores Rise in Much of Area By Victoria
Benning and Rene Sanchez Washington Post Staff Writers Friday, August
23, 1996; Page C01
\clip\96\03\satlist.htm actual scores by county
\doc\96\06\dcsat.wk1 spreadsheet with numbers
\doc\96\06\dcsat.wk1
1996 SAT scores for greater Wash DC area, College Board
Ranked by combined scores
VerbDiffmathDiffComb
TJHSST Fairfax 703 732 1435
Fairfax County 543 5 553 7 1096
Montgomery County 538 -4 550 3 1088
Howard County 534 1 546 3 1080
Arlington County 529 14 527 10 1056
Anne Arundel County 514 0 527 2 1041
Loudoun County 524 5 513 7 1037
Calvert County 516 3 512 5 1028
Prince William's Coun 513 -1 501 1 1014
US average 505 1 508 2 1013
Alexandria 501 5 505 11 1006
St Mary's County 506 1 498 1 1004
Virginia 507 496 1003
Prince George's Count 448 -1 441 -2 889
DC 417n/a 404n/a 821
Fairfax county has one of the best published SAT scores
of any district for whites and Asians, and also the
highest for blacks, however, high for blacks is still
below national average.
Los Gatos 579
UC Santa Barbara 574
White Fairfax County 567
http://www.fcps.k12.va.us/mediapub/pressrel/pr_table1_frame.htm
http://www.fcps.k12.va.us/mediapub/pressrel/pr_table1.htm
\clip\99\03\fairstan.htm
Stanford 9 percentile by grade
*Except for mathematics, Asians lag whites in most categories
*Blacks are below average at 42, Hispanic 44, but better than state
They lag in social studies as well.
State/ FCPS
Math Asian Black Hisp White All
G5 73/75 34/39 47/49 62/74 55/69
G11 67/76 26/42 39/44 55/76 48/71
Science A B H W All
G5 73 39 51 59 72
G11 67 42 46 78 72
SocSci A B H W All
G5 62 35 44 70 64
G11 77 60 61 85 81
http://www.fcps.k12.va.us/mediapub/pressrel/ethnic.htm
FOR IMMEDIATE RELEASE, December 13, 1996
FAIRFAX COUNTY PUBLIC SCHOOLS RELEASES FIVE-YEAR
COMPARISONS OF SAT SCORES FOR ETHNIC GROUPS
Table 1
SAT I
Recentered Average Scores by Ethnicity
1992 - 1996
Asian African American Hispanic White
Class
of Verbal Math Comp* VerbalMath Comp* Verbal MathComp* Verbal Math Comp*
1992 491 551 1042 468 455 923 498 496 994 553 549 1102
1993 493 564 1057 467 459 926 495 498 993 558 555 1113
1994 488 565 1053 470 459 929 497 500 997 558 557 1115
1995 502 559 1061 464 458 922 485 492 977 563 562 1125
1996 500 569 1069 483 465 948 498 503 1001 567 567 1134
Table 2
Five-Year Trend
1992 - 1996
for Composite
Asian African American Hispanic White
+27 +25 +7 +32
*Comp=Composite (Combined Verbal and Math Score)
Table 3
Five-Year Comparisons
With State and Nation
FCPS Virginia National
1992 1996 Difference 1992 1996 Difference 1992 1996Difference
Asian 1042 1069 +27 1014 1037 +23 1038 1054 +16
African
American 923 948 +25 842 847 +5 847 856 +9
Hispanic 994 1001 +7 965 980 +15 907 919 +12
White 1102 1134 +32 1031 1041 +10 1034 1049 +15
Note - Fairfax blacks =948 is better than 856 national average, but
still far below 1034 natl average for white
http://www.fcps.k12.va.us/mediapub/pressrel/sat96.htm
The 1996 average composite score for African-American students (948)
was 92 points above the national composite score and 101 points above
the Virginia composite score for African-American students. (See
Table 4.) [BUT BELOW STATE OR NATIONAL WHITES!]
MONEY WASTED IN FAIRFAX COUNTY?
(otherwise, a very posh, high achieving community)
fairfax.txt
\doc\96\06\fairfsat.htm Fairfax county SAT scores
\doc\96\06\fairfsat2.htm SAT scores by race
White 567V 567M 1134C
Black 483V 465M 856C
Hispanic 498V 503M 1001C
Asian 500V 569M 1069C
Fairfax County SAT W1.00 B-1.21 H-1.13 A1.003
National 1996 SAT
Verb Math Comb
White 526 523 1049
Black 434 422 856
Hispanic 459 460 919
Asian 496 558 1054
US 505 508 1013
US SAT W1.00 B-1.24 H-1.13 A1.06
[[Enumclaw WA
Rural town in WA that gets country hick jokes has above average test
scores \clip\97\28\enumscor.htm Enumclaw scores mixed; Highline
scores down by Dionne Searcey Seattle Times South bureau Seattle
Times 11/25/97
[[Florida
a50=above 50th percentile in math
http://www.firn.edu/doe/bin00018/perfstat/d68p01.htm# d68p01s001
M100 H Pine View School fo Gifted pov=6
M99 M Pine View School For Gifted (Sarasota) pov=6
M98 High-Port St. Joe Sr. High pov=29
M97 PALM BEACH PALM BEACH CO SCH OF THE ARTS pov=11
M96 PALM BEACH SUNCOAST HIGH pov=13
M95 E PALM BEACH DEL PRADO ELEMENTARY pov=11
M94 H Venice Senior High (Sarasota) pov=16
M93 PALM BEACH E LIMESTONE CREEK ELEMENTARY pov=13
M91 H Spruce Creek high volusia pov=24
M91 PK Younge Developmental Research
M90 ST JOHNS ALLEN D. NEASE SR HIGH pov=5
M83 Florida State University School (el)
M59 Florida A&M University High
M18 MOUSSAINT L'OUVERTURE ELEM pov=99 minority=100% 11% a50
[[Georgia
/doc/web/97/02/topga.htm Top 200 SAT scores
Top 200 - Ranking by: SAT - Latest Administration
Rank System School Score
1 RICHMOND Davidson Magnet 1,147 40% black
2 DEKALB Chamblee High 1,097
3 COBB Walton High 1,088
4 FAYETTE McIntosh High 1,085
5 WHITFIELD Northwest Whitfield County High 1,081
6 COBB Pope High 1,072
7 FULTON Roswell High 1,071
8 FULTON North Springs High 1,069
9 COLUMBIA Lakeside High 1,068
10 FULTON Chattahoochee High 1,065
11 GWINNETT Parkview High 1,058
[[Hartford Connecticut
HARTFORD A MINORITY ENCLAVE IN RICH WHITE STATE
z57\clip\2002\08\hartford.txt
Poverty in a Land of Plenty: Can Hartford Ever Recover?
Mon Aug 26, 9:13 AM ET
By PAUL ZIELBAUER The New York Times
"In a state that is 86 percent white, Hartford became an island of
poor minorities, with blacks clinging to power they seized in the
voting drives of the late 1960's, Hispanics largely disenfranchised
and whites warily looking on from the wealthy suburbs. The results
have been disastrous...hired a private company, Education Alternatives
Inc., to improve its 32-school system, 95-percent black and Hispanic,
and among the worst-performing in the nation.. by 1996, the City
Council had fired the company, declared the schools "incapable of
self-correction" and urged the mayor to declare a state of emergency.
[[Howard County MD
Washington Post Oct 1997 A Mixed Report Card on Student Testing Being
Head of the Class Raises Concerns in Howard County By Katherine
Shaver Washington Post Staff Writer Howard county does best in state,
but parents worry they spend too much time teaching to the test.
[[Houston
Independent School District
Houston Chronicle school database:
http://www.chron.com/content/interactive/special/school/ ratings.html
--------------------------------
Rankings by Arthur Hu of Houston district
High Schools
Note that while the best high school has the lowest percentages of
under-minorities, it's still 44%, yet scores as well as Mercer Island
in Washington, the best in WA state, and nearly all-white.
Comparable SAT scores:
SAT Math
--------- Highest public school in TX,MA,WA --------
Memorial HS (Spring Branch, Houston TX) 1062
Mercer Island (#1 Dist, Wa State) 572 1058
Bellaire HS Houston 44% BH 1053
Highest district in Mass 94 570
% black or Hispanic
SAT TAASM BH
Bellaire 1053 74 44% http://www.umr.edu/~lefftink/bellaire.html
Health Prof 947 94 65%
Lamar 942 71 58%
Waltrip 898 47 69%
Washington 879 53 97%
Jones 857 43 91%
Westbury 848
Scarborough 821
Lee 821 51 76%
Sharpstown 798
Reagan 767 35 94%
Milby 763 54 92%
Houston 748 43 89%
Austin 708 35 98%
Furr 704 34 94%
Davis 686 49 97%
Wheatly 677
Kashmere 668 58 99%
Yates 668
Jordan 653 45 97%
Worthing 629 59
Sanchez ??? 23 Alternative for Hispanics
Carter ??? 10 98%
Night ??? 7
From: SerenaRB@aol.com Am surprised that my e-mail address is still
connected to any school website in Houston as I am now at the U of
Kansas working on a doctorate in Educational Technology. I worked at
3 schools in my tenure in Houston and imagine you must be referring
the Bellaire High School, but the demographics seem more like Reagan
High. They are both magnet schools and I taught for 3 years in each
of them so can speak with some authority about both of their very
different programs and approaches. I am very interested in your
research so let me know specifics and I will do what I can to help.
Serena Roberts
serenarb@aol.com
serena@ukans.edu
\doc\web\98\10\hiscore.txt Some
one questions validity of minority Houston test scores.
Here's a whole bunch of different test scores broken down
by race here:
Children First: A Report on the Houston Independent School District
By the Texas Performance Review October 1996
http://www.window.state.tx.us/tpr/tspr/houston/hisd/hou16/ hou16o.html
\doc\96\07\houtest.htm
\doc\96\07\houstest.wk1
houstest.wk1School District
Exhibit 0-20
Mean PSAT Scores by Ethnicity and Gender for HISD Students
1994-945
Verbal
Math
Ethnicity
African American 42.4 41.1
Asian 42.4 54.4
Hispanic 42.0 41.8
White 53.1 52.1
Native American/Other 49.8 47.5
Gender
Male 47.1 48.6
Female 46.0 44.2
Houston PSAT Math W1.00 B-1.26 H-1.23 A 1.04 N-1.09
Houston PSAT Verbal W1.00 B-1.25 H-1.25 A-1.25 N-1.08
Source: HISD Research & Evaluation
In algebra, only 8 percent of all students tested earned a
passing score in fall of 1995. The percentage of females (6 percent),
African American (5 percent), Hispanic (6 percent), Economically
Disadvantaged (4 percent), Chapter 1 (None), Migrant (None), Limited
English (None), E** SL (None), At-Risk (2 percent), Career/Technology
(7 percent) was less than the district average. The highest scale
score was among White students (1423) and the lowest among those
categorized as Migrant students (1274).
Biology Score Index
Native Am
Asian 1467 -1.14
AfAm 1501 -1.11
Hispanic 1500 -1.11
White 1676 1.00
Algebra 1 Texas End-of-Course
Data Summary - Fall 1995 pass
Group tested %pass score index
White 145 28 1423 1.00
Gifted & Tale 39 18 1414 -1.56
No Informatio 73 19 1406 -1.47
Asian 18 0 1387 0.00
Male 781 10 1355 -2.80
All Students 1677 8 1348 -3.50
Career/Techno 271 7 1347 -4.00
Female 896 6 1342 -4.67
Hispanic 731 6 1339 -4.67
African Ameri 709 5 1335 -5.60
Economically 217 4 1332 -7.00
At-Risk 534 2 1321 -14.00
E** SL 53 0 1318 0.00
Limited Engli 80 0 1317 0.00
Chapter 1 64 0 1286 0.00
Migrant 7 0 1274 0.00
SAT scores Verbal Math Math Index
1993 1994 1993 1994
Puerto Rican 384 430 404 546 1.05
Asian 406 411 525 530 1.02
White 457 467 514 521 1.00
Other 422 396 449 472 -1.10
American Indian 411 400 467 463 -1.13
Mexican American 354 357 420 421 -1.24
Other Hispanic 360 363 423 414 -1.26
African American 341 339 391 388 -1.34
By index W1.00 B-1.34 H-1.24 A1.02 N -1.13
ACT Mean Composite Scores by Ethnic/Racial Background
Ethnicity 1993 1994Index
African American 17.0 17.3 -1.27
Asian 19.9 21.0 -1.05
Hispanic 18.4 18.3 -1.20
White 21.4 22.0 1.00
Other 17.0 18.7 -1.18
W1.00 B-1.27 H-1.20 A-1.05 N-1.18
Mathematics is the area where HISD students exhibit the poorest
performance. Student performance among these students varies across
racial and economic lines. African American students earn the lowest
scores followed by the economically disadvantaged and Mexican
American/Hispanic students.
[[issaquah WA - affluent suburb
http://www.issaquah.wednet.edu/district/testscores.htm
10/3/94 CTBS vs. national precentile
G4 reading W64 B43 H53 A68 H53 N67
math W59 B35 H33 A81 H33 N36
G8 reading W68 B50 H49 A62 H49 N54
math W65 B41 H46 A80 H46 N51
G11 reading W57 B38 H48 A52 H48 N61
math W61 B46 H49 A74 H49 N46
note- black sample is under 5 in each grade, but still low.
White determines district average
Blacks note better at math than Seattle G4 (33), or Boston, but still
below state average of 50 and white average of 60. Asians scoring in
mid-70s and 80s in math vs. white 60.
[[Lake Washington School District
Affluent district covers Microsoft ground zero, Redmond and Kirkland,
not the best in the eastside, but not far behind Bellevue and Mercer
Island, and improving by 5 percentile points in just 2 years before
1997.
Statewide
4th Grade 96-7 97-8 98-9 99-0
Mathematics: 21.4 31.2 37.3 41.8
Reading: 47.9 55.6 59.1 65.8
Writing: 42.8 36.7 32.6 39.4
Listening: 62.3 71.3 71.2 65.3
District
Mathematics: 35.6 47.2 55.3 57.2
Reading: 64.8 75.0 77.4 79.6
Writing: 61.3 49.9 55.7 57.1
Listening: 73.6 82.3 86.1 79.7
AG Bell
4th Grade 96-7 97-8 98-9 99-0
Mathematics: 15.0 32.8 34.6 53.2
Reading: 50.0 74.6 53.8 69.8
Writing: 38.3 34.3 30.8 49.2
Listening: 63.3 83.6 67.3 76.2
Versus state
4th Grade 96-7 97-8 98-9 99-0
Mathematics: -1.43 1.05 -1.08 1.27
Reading: 1.04 1.34 -1.10 1.06
Writing: -1.12 -1.07 -1.06 1.25
Listening: 1.02 1.17 -1.06 1.17
Versus district
Mathematics: -2.37 -1.44 -1.60 -1.08
Reading: -1.30 -1.01 -1.44 -1.14
Writing: -1.60 -1.45 -1.81 -1.16
Listening: -1.16 1.02 -1.28 -1.05
AG Bell was below state average in math at start, now about above
state average, 10% down from district average.
ITBS Math 1999-2000
3rd grade = 63
6th grade = 56
9th grade = 60
Washington state is above average at all 3 grades on ITBS,
yet most are failing to meet minimal state standards for
grade level on WASL??
'97 state assessment puts blacks and Hispanics about equal to state
average except in math, where they are better than state minorites,
but much worse than district Whites and Asians.
CTBS puts blacks at about 30-35, actually worse than Seattle average.
1999 - Don't have exact figures, but principal of Holy Family
Kirkland says they are about mid 80s in test scores, which is about
even with Mercer Island public schools.
\doc\web\98\06\lwtest.txt 1997-8 progress report says
that LW is top 10% nationally and top 10% in state.
\doc\web\97\09\lwsdtest.wk1
4th grade
1997 Washington Assessment of Student Learning
Racial and Ethnic Summary
Lake Washington School District P.O. Box 97039 Redmond WA 98073
Assessment and Evaluation Patricia Crawford
Percent equal or exceeding standard
Mathamatics Reading Writing Listening
CountCountPct StateCountPct StateCountPct StateCountPct State
Asian/PI 135 44 33 24 74 55 47 77 57 50 90 67 56
Black/AfAm 35 6 17 5 21 60 27 17 49 30 22 63 45
Hispanic 50 9 18 5 26 52 19 24 48 20 28 56 37
NativeAm 10 3 30 7 6 60 23 4 40 21 7 70 43
White 1535 588 38 25 1056 69 54 989 64 46 1182 77 67
Index
Mathamatics Reading Writing Listening
CountVSW Pct StateVSW Pct StateVSW Pct StateVSW Pct State
Asian/PI 1.32-1.15 1.38 1.02-1.25 1.17 1.24-1.12 1.14 1.00-1.15 1.20
Black/AfAm -1.47-2.24 3.40 1.11-1.15 2.22 1.07-1.31 1.63-1.06-1.22 1.40
Hispanic -1.39-2.11 3.60-1.04-1.33 2.74 1.04-1.33 2.40-1.20-1.38 1.51
NativeAm 1.20-1.27 4.29 1.11-1.15 2.61-1.15-1.60 1.90 1.04-1.10 1.63
White 1.52 1.00 1.52 1.28 1.00 1.28 1.39 1.00 1.39 1.15 1.00 1.15
VSW = versus state white pct=versus district white State=city vs state
Every group is above state average for the group
Vs. White BlackHisp Asian
Math -2.24-2.11-1.15
Reading -1.15-1.33-1.25
Writing -1.31-1.33-1.12
Listening -1.22-1.38-1.15
Asians are 15-25% worse in every topic
Blacks and Hispanics are much worse in math, much less so in other
subjects
Vs State WhiBlackHisp Asian
Math -1.47-1.38 1.32
Reading 1.11-1.04 1.02
Writing 1.07 1.04 1.24
Listening -1.07-1.19 1
Blacks and Hispanics are close to state whites in Reading, Writing,
and Listening, but significantly behind in math This is still way
behind district whites and Asians.
LAKE WASHINGTON 1997 G4=68 G8=68 G11=65, UP ABOUT 5 PERCENTILE IN 2
YEARS
\doc\web\97\05\lkwash.txt
Lake Washington School District Communique Spring 1997
\doc\95\15\lwctbs.txt
\doc\95\11\LWCTBS.wk1
\doc\95\11\LWCTBS.wk1
Lake Washington CTBS Scores 1994-95
Based on national percentile score 50 = median
Grade 11 Grade 4 Grade 8
Read Math Read Math Read Math
All 58 61 66 58 69 65
Native A 52 48 54 56 57 42
Black 33 30 50 28 49 35
White 59 62 67 58 71 66
Asian 51 67 67 69 62 61
Hispanic 47 54 52 47 51 44
Omit 48 58 66 52 55 54
Lake Wash G8 math W1.00 B-1.85 H-3.33 A-1.08
[[Longview WA
\clip\2000\09\longtest.htm
The Daily News 2000 WASL test results
Grays River 4th grade math 77% pass
[[Los Angeles CA
Los Angeles is a "diverse" area with lots of Hispanics, a good number
of Asians, and famous for an African American population with two big
riots to their "credit", and a couple of fiery "we want ours"
politicians.
Check out comparison of high schools at this site.
http://www.latimes.com/HOME/COMMUN/SCHOOLS/SCORES/
Whitney High
2-Yr CA CG
School/Category Rate Growth Rnk Rnk
4-yr Completion 100.0 n/a 99 99
Career-vocational 9.9 -7.2 8 8
A-F Enrollment 61.0 -9.2 71 36
Calif. Public College 64.2 -6.1 85 77
SAT/ACT above average 100.0 0.0 99 99
[[Lowell Ma
Working class town with lots of Asian refugees
\clip\96\09\lowell.txt
http://www.boston.com/realestate/acomm/school/lowell.htm
SAT 1994 V420 M470 T890
[[Maryland
From: "Patricia Hausman" in Montgomery County,
Maryland, the SAT gap between minority and white students is much
greater at the highly prized magnet schools than at the regular high
schools.
[[Massachusetts
http://www.boston.com/realestate/acomm/retownse.htm
8th grade
Ranked by 8th grade MAEP math score
SATM = SAT math
MHINcome = Median Household Income
--------------------------------------
MAEP SATM White Asian MHIncome
1600 570 Highest dist
1520 550 89.1 4.6 $79,111 Wellesley
1510 557 71.5 13.5 $45,598 Brookline <--- best value
1510 570 80.0 11.8 $67,389 Lexington
1500 $61,394 Acton 4th grade
1500 90.7 3.4 $69,917 Concord
1490 Wayland
1490 Reading
1490 569 82.8 6.2 $59,719 Newton
1480 532 $65,994 Winchester
1450 Sharon
1440 479 90.6 2.4 $42,805 Norwood <-- best suburb val
1430 Woburn
1430 507 94.1 4.8 $53,971 Chelmsford
1420 533 96.1 1.8 $47,299 Harvard
1390 Dedham
1390 Beverly
1390 566 $60,357 Needham
1380 516 93.2 2.8 $49,229 Natick
1380 Melrose
1370 511 71.4 $42,948 Framingham
1370 Arlington
1360 Danvers
1350 488 96.9 Wakefield
1350 Lynnfield
1340 Bellerica
1340 486 93.3 3.1 $44,734 Braintree
1340 478 92.0 1.9 $43,253 Maynard
1330 466 92.6 2.6 Watertown
1320 476 91.3 6.0 Burlington
1320 Stoughton
1320 547 79.1 3.7 Lincoln
----------------------------------------------
1320 476 71.1 Massachusetts
1310 460 62.2 10.6 $43,244 Randolph
1300 427 69.0 4.5 Somerville
1300 Saugus
1290 85.6 2.9 $38,859 Medford
1290 447 71.6 6.0 $38,514 Waltham
1290 411 73.7 11.9 Revere
1270 Salem
1240 411 53.2 3.0 Brockton
1240 Malden
1220 Lynn
1220 470 47.2 3.7 $29,351 Lowell
1180 401 18.5 9.2 $29,180 Boston
1180 365 19.1 10.3 $25,144 Chelsea (No wonder the state took it over)
[[Maryland
\clip\97\23\edclip3.txt October 1997 Washington Post A Mixed Report
Card on Student Testing Being Head of the Class Raises Concerns in
Howard County By Katherine Shaver Washington Post Staff Writer "
"Kids were being sat down in class and told, `This is the kind of
question being asked on the test, this is how you need to answer,' "
said Sheri Fanaroff, of Ellicott City, who served on the parents
panel and whose sixth-grade son took the MSPAP last year. "That to me
is not the same as teaching a child the general principles of math
and science." " Some Virginia teachers have criticized the state's
forthcoming tests as too fact-based, saying they worry they will be
forced to turn from creative teaching to more rote memorization. "
[[Mercer Island WA
Mercer Island sometimes objects to its image as an upper income
stronghold, but it consistently has the 1st or 2nd highest SAT and
other test scores in the state.
NEARLY HALF OF MERCER ISLAND KIDS ARE BELOW STATE STANDARDS???
z52\clip\2001\10\mercwasl.txt
http://seattlep-i.nwsource.com/local/40907_mercer01.shtml WASL tests
trouble Mercer Island Score drop leads affluent school district to
ask if it's doing enough
"Overall, 59.9 percent of the district's fourth-graders met state
standards in all four areas, 64.2 seventh-graders met all four
standards, and 61.3 percent of 10th-graders hit all four marks."
Monday, October 1, 2001
By DEBERA CARLTON HARRELL SEATTLE POST-INTELLIGENCER REPORTER
MERCER ISLAND HI HAS HIGHEST SAT SCORES IN 2000
Eastside SAT Scores Eastside Journal Sept 1, 200 A8
z46\clipim\2000\11\23\eastsat.gif
Math 00 99 98
#1 Mercer Island 593 603 579
#2 International Bellevue 590 590 585
#3 Interlake Bellevue 580 567 555
National 514 511 512
Verbal
#1 International Bellevue 603 601 592
#2 Mercer Island 570 579 565
#3 Newport Bellevue 553 549 548
National 505 505 505
MERCER ISLAND LIVES UP TO SNOBBY IMAGE
http://www.p-i.com/neighbors/mercerisland/hood28a.html
z42\CLIP\2000\07\mercsch.txt
Seattle P-I Neighbors
Island's supreme value is education
By DEBERA CARLTON HARRELL
SEATTLE POST-INTELLIGENCER REPORTER
WASL Seattle Times school guide
'97 '98 math pass
Island Park 59.1 79.2
Lakeridge 59.6 74.3
West Mercer 54.8 43.3
Best test scores of any metro Seattle school district
test: 206-230-6336 Jan Kentnor
Island Park Elementary
http://www.misd.wednet.edu/ADMINWebPage/IPperfreptPg2.html
CTBS
Student Ethnicity
Total Total Total Total
Reading Language Math Battery Black: 8
1992 84 81 87 86 Asian: 110
1993 87 85 87 88 Native American: 1
1994 80 77 81 81 Hispanic: 11
1995 83 80 84 85 White: 465
1996 76 78 81 81
1997 75 76 82 79
\clip\98\07\mercis.txt
http://www.seattletimes.com/news/education/html98/merc_ 040898.html
The Seattle Times Company Education : Wednesday, April 8, 1998 Mercer
Island schools growing fast " On the national Comprehensive Test of
Basic Skills last year, 86 percent of Islander eighth-graders placed
above average in reading and 87 percent above average in math - the
metro area's best ratings.
[[minnesota
\clip\96\09\twindist.txt
\clip\96\09\twindist.wk1
\doc\96\07\twindist.xlw - excel charts
Twin Cities School Districts
Basic facts about 50 Twin Cities school districts.
This city is #2 in math scores with only $11,000 per capita income
District Name(Number-Type):
Belle Plaine ( 0716 -01 )
Address: 220 S. Market St.
City State Zip: Belle Plaine, MN 56011 -1796
Superintendent: Thomas Lubovich
Phone: 612- 873- 2400
Fax: 612- 873- 6909
County(Number): Scott (70)
This is the only mention on the web
http://venus.census.gov/cdrom/lookup/
\doc\96\07\bellplan.txt
White...............................3095
Black..................................0
American Indian, Eskimo, or Aleut.. ..39
Asian or Pacific Islander.............2
Other race...........................13
total................................31
49
German
1st ances 1938
Irish 356
EDUCATIONAL ATTAINMENT
Universe: Persons 25 years and over
Less than 9th grade................... 380
9th to 12th grade, no diploma..........215
High school graduate (includes equivalency)798
Some college, no degree....................210
Associate degree...........................151
Bachelor's degree..........................157
Graduate or professional degree.......... 65
11.2% college 4 yrs
30.1% less than HS grad
Per capita income in 1989......11733
City is nearly all white, 2/3 German ancestry, unremarkable hs grad
and college statistics, yet they rank #2 in math in Twin Cities area.
New Prague is similar, 99% white, 72% Czech (1045) and German (1522)
out of 3563
\clip\96\09\minnscor.htm
ACT scores in 1996 by race and gender
1996 NationalMinnesota Wisconsin
White 21.6 22.2 22.4
Asian-American 21.6 20.6 20.7
American Indian 18.8 20.3 20.0
Mexican-American 18.7 20.3 19.9
Puerto Rican-Hispanic 18.9 20.5 19.7
African-American 17 18.5 17.8
Male 21 22.3 22.4
Female 20.8 21.9 22.0
Minnesota ACT Index W1.0 B-1.18 H-1.09 A-1.07
Wisconsin ACT W1.0 B-1.25 H-1.13 A-1.08
Minnesota ACT scores by subject, 1996
EnglishMath Reading Science
African-American 17.518.4 18.6 19
American Indian 19.119.5 21 20.9
White 21.421.7 22.7 22.7
Mexican-American 19.519.8 20.7 20.7
Asian-American 19.221.5 20.2 20.9
Puerto Rican-Hispanic 19.320.2 21.2 20.9
Male 20.722.4 22.1 23.3
Female 21.620.9 22.8 22
Minnesota ACT Math W1.00 B-1.17-1.09 -1.01
[[Mississippi
\clip\98\04\newscl10.txt 2/16/98 Biloxi Sun Herald Basic skills
scores improve statewide KRISTI RUGGLES THE SUN HERALD Best scores on
coast, with high incomes.
[[Montgomery County, Maryland
MATH SCORE 83 PCTILE IN 2003
http://www.gazette.net/200323/montgomerycty/education/161433-1.html
School system praises rise in CTBS scores for minorities
by Eric Kelderman
Staff Writer
June 4, 2003
the [CTBS] score for mathematics computation rose to the 83rd percentile --
the highest countywide score on any subject.
MONTGOMERY COUNTY AS A NATION WOULD BE 7TH IN WORLD
Gerald Bracey notes 10/2001: Singapore scored the highest in the
world in the recent TIMSS-R--a comparison of only 8th graders. It
scored 604. The international average of 38 nations was 487.
Montgomery kids scored 537, well above average. If Mongomery was a
country it would have ranked 7th in the world among 39 (the 38 actual
countries plus Montgomery). Seventeen percent of Montgomery's kids
scored above the international 90th percentile and 45% scored above
the 75th. By definition, for the international figures, we have 10%
and 25%. 35% minority and 35% eligible for free lunches. It isn't
the homogeneous place it once was.
WEALTHY SUBURB HAS AWFUL BLACK TEST SCORES
http://www.edweek.org/ew/vol-16/19hawkin.h16 2/4/97 Education Week
\clip\98\08\mont.txt When Minority Test Scores Drop "In Maryland last
summer, when the Montgomery County public schools released the
district's SAT scores to the public, scores for African-American
students were found to have dropped by a whopping 21 points, falling
from a composite score of 940 in 1995 to 919 in 1996. [that's
actually about equal to US average, but far below district 1088]" "we
think our district, one of the wealthiest in the nation, is headed
for even rougher times... [race matters too]" In those eight
schools, a mere 18 percent of the black graduates from the class of
1995 scored higher than the SAT average for all students nationwide.
And barely 40 percent scored higher than the SAT average for black
students nationwide. we believe the recent drop in black SAT scores
in our affluent suburban district is not an isolated event [school
ranks right after fairfax county]
Robert Ballard responds national
average is a whole lot better than below average still.
\doc\96\06\dcsat.wk1
1996 SAT scores for greater Wash DC area, College Board
Ranked by combined scores
VerbDiffmathDiffComb
Fairfax County 543 5 553 7 1096
Montgomery County 538 -4 550 3 1088
[[New Jersey
LESS THAN ONE-THIRD OF NJ-OPERATED POOR DISTRICTS PASSED TEST ON 1ST
TRY VS. 77% STATEWIDE
\clip\96\11\njtest.txt New York Times December 5, 1996 Test Scores in
Poor N.J. Districts Still Lagging Three urban districts under state
control -- Jersey City, Paterson and Newark have very poor test scores,
students are required to pass an exam to graduate
NEW JERSY SCHOOL BOOK HAS TEST SCORES GALORE
North New Jersey
School Book / Bergen County Record
\clip\96\11\njsat.htm
5 highest combined SAT scores
Tenafly 1082 = Lowell SF
Northern Highlands 1075
Ridgewood 1055
Pascack Hills 1030
Ramapo 1029
5 lowest
Garfield 753
Dwight Morrow / Englewood 753
John F Kennedy / Paterson 669 = Richmond CA
Eastside / Paterson 616 = Worst Oakland CA
Prince George Cty Md (Most affluent blacks in US) = 785 but
2nd worst scores behind Baltimore.
Masters says federal
busing order and federal programs destroyed traditional
schools in PG county.
\clip\96\11\tenafly.htm - best high school
http://www-leland.stanford.edu/~jmdeng/THS.html Alumni's
unofficial home page
"Year after year, Tenafly High School is ranked among the top 5
public high schools in New Jersey. " The school system has
essentially no blacks or hispanics, 25% Asian, $36,000 PC income, 56%
4 year degree college, $68,000 median income. No wonder. It's
Cupertino East.
[[Philadelphia
HORNBECK'S PHILADELPHIA SCORES UP BY 5 POINTS
\clip\98\01\scoreup.txt Detroit News Friday, January 2, 1998 Philly
school scores climb: Fifth-largest district points way for gains
nationwide By Tamara Henry / USA Today
" From the 1995-96 to the 1996-97 school year, there was a
5-percentage-point gain in the proportion of students scoring at the
basic level and above."
" "I think sometime, someplace there has to be a big-city school
district in which a vast majority of kids succeed. There's never
been. We are determined to be the first," Hornbeck said. "
\clip\97\24\edclip4.txt Boston Globe Philadelphia puts school chief
to test By Michael Grunwald, Globe Staff, 10/19/97 Hornbeck has vowed
that by 2008, an unheard-of 95 percent of Philadelphia's students
will rate ''proficient'' - even better than ''basic'' - on the
Stanford 9. It is quite a stretch, since only 15 percent of them now
qualify in reading, only 6 percent in science, and the national rate
is only 40 percent.
[[piedmont
doc\94\12\bayscore.wk1 vs. CA schools
Ranks in the 99th percentile among state schools in California
G12 R99 W99 M99
[[Minneapolis - large urban city. Asians start out ahead in
math in low grades, but fall behind.
\doc\95\04\minncat.xls Minneapolis CAT Test Scores by Race and Grade
1993 Source: "Districtwide Student Achievement Test Results in Spring
1993" Research and Development Division, Minneapolis Public Schools
Index White = 1.00
Reading Comprehension
Grades IndianAfAm Asian Hisp White Male FemaleTotal
4 -1.91 -2.10 -1.09 -1.30 1.00 1.00 1.20 -1.42
6 -1.92 -2.03 -1.33 -1.47 1.00 1.00 1.17 -1.38
8 -1.42 -1.92 -1.53 -1.39 1.00 1.00 1.05 -1.27
10 -1.57 -1.86 -1.73 -2.16 1.00 1.00 1.04 -1.28
Math Computation
Grades IndianAfAm Asian Hisp White Male FemaleTotal
4 -2.11 -1.90 1.15 -1.37 1.00 1.00 1.11 -1.23
6 -1.88 -1.67 1.12 -1.33 1.00 1.00 1.11 -1.22
8 -2.17 -2.26 1.08 -1.53 1.00 1.00 1.08 -1.41
10 -1.61 -1.87 -1.02 -1.41 1.00 1.00 1.06 -1.16
Math Concepts and Applications
Grades IndianAfAm Asian Hisp White Male FemaleTotal
4 -1.92 -2.22 1.01 -1.31 1.00 1.00 1.02 -1.37
6 -1.93 -2.08 -1.16 -1.34 1.00 1.00 -1.03 -1.34
8 -1.57 -2.14 -1.15 -1.38 1.00 1.00 1.03 -1.31
10 -1.36 -1.83 -1.12 -1.79 1.00 1.00 -1.10 -1.14
Asians start out in G4 slightly worse than Whites in reading, but by
grade 10 are nearly as poor as Blacks. Hispanics show a similar pattern
starting at -1.3, and ending worse than Blacks. This is probably due to
higher numbers of immigrants with poor or no english experience in
higher grades (American born number is fixed, but immigrants increase
each year) There is only a slight decline for Asians in math. Girls
generally do as well or better than boys in math
[[national
\doc\96\06\fairsat2.htm
National 1996 SAT
Verb Math Comb
White 526 523 1049
Black 434 422 856
Hispanic 459 460 919
Asian 496 558 1054
[[New York city -
Large urban center with lot of blacks and immigrants. Asians better
at math, but blacks aren't far from average in reading, and they are
at 50th percentile in some grades. Whites do extremely well, better
than Seattle suburbs in reading.
http://www.educationnews.org/13th-bracey-report-on-the-condition.htm
13th Bracey Report
Gerald Bracey points out that the press makes out New York to be the
worst school system in the nation, but by race, " Yet white and black
students in New York City scored only a single point lower than their
peers in the nation, Hispanics scored two points higher, and Asians
scored 12 points higher. "
z55\clip\2002\03\nytest.txt
http://www.nytimes.com/2002/03/28/education/28SCOR.html?ex=1018293517&ei=1&en=da6f180f5274fedc
Analysis Finds Race Disparity in School Tests March 28, 2002 By
ANEMONA HARTOCOLLIS
In eighth-grade English statewide, 55 percent of whites met
standards, compared with 24 percent of blacks, 26 percent of
Hispanics and 59 percent of Asians. In eighth grade English for New
York City, 57 percent of whites, 24 percent of blacks, 25 percent of
Hispanics and 56 percent of Asians met standards.
Asians do better than whites everywhere except in New York City,
where they do marginally worse than whites. Successful middle-class
schools like P.S. 87 on the Upper West Side of Manhattan can still
suffer from a race gap.
New York State has broken down elementary and middle school
standardized test scores by race and ethnicity for the
first time and found that white and Asian students do much
better than black and Hispanic students in English and
mathematics.
NYC LAGS STATE, BUT STILL BETTER THAN UPSTATE CITIES
http://www.nypost.com/news/regionalnews/32447.htm
z53\clip\2001\10\nytest.txt
KIDS MISS THE MARK
By KENNETH LOVETT and CARL CAMPANILE
--------------------------------------------------------------------------------
Statewide eighth-grade test results were also flat - but they were
still 15 percentage points higher than in the city. However, Big
Apple test scores were better than in the four largest upstate
cities.
22.8% 8TH GRADERS AT MATH STANDARD, 51.4% 4TH GRADERS
NYC STUDENTS 60.4% OF GRADE3-8 ABOVE GRADE LEVEL, WELL ABOVE NATIONAL URBAN
AVERAGE
\clip\97\16\nymath.txt
New York Times June 24, 1997 Schoolchildren Improve Slightly on Math
Test By SOMINI SENGUPTA
NY CHANCELLOR SET GOAL OF 100% READING ABOVE GRADE LEVEL IN 1 YEAR,
UP 3 PTS TO 47.3%
Source: \clip\97\15\nyread.txt New York Times June 10, 1997 Despite
Slight Rise, Reading Scores Fall Far Short of Goal Despite Slight
Rise, Reading Scores Fall Far Short of Goal
Comment - it's an absurd goal to have 100% above reading level when
the statistical definition of grade level is the 50th percentile, and
only the richest communities, if any, would be able to meet such a
goal. Everybody can't be above average. With a diverse population
with many poor minorities and immigrants, they're lucky to be near
50% average, with scores up 3 points to 47.3% above grade level. Rudy
Crew is the new African American chancellor that just moved up from
Tacoma Wa where he was heralded for improvements there in test scores.
FUNDING, CLASS SIZE, POVERTY DON'T MATTER - NYC IS WORSE, BUT WHAT
ABOUT RACE?
\clip\97\01\nystud.txt New York Times January 3, 1997 New York City
Students Lag in Reading and Math "Only 30 percent of third graders
read at or above grade level in New York City, half the statewide
rate. The gap narrows, but does not disappear, when students from
similar backgrounds are compared. Third graders in New York City
scored 3.4 percentage points behind their counterparts elsewhere on
tests given last spring. The gap grew to 6 points in sixth grade
reading and climbed to almost 15 percentage points in high school
English. "
Comment: Nobody mentions race as the "unknown factor". Blacks perform
poorly even in the best districts, or with high incomes, or high
parental education.
NYC G8-11 (46-49) while Asians excel 74-81 vs. whites 59-65
d:\doc\94\15\nytest1.wk1
Percent scored above grade level
White Black Hisp Asian
Reading 70.4% 42.7% 36.7% 64.7%
Math CAT 74.0% 40.6% 42.5% 76.6%
Reading 1.00 -1.65 -1.92 -1.09
Math CAT 1.00 -1.82 -1.74 1.04
Asians 10% worse on reading but 4% better at math
Note that blacks aren't far short of national average = 50
[[Nassau County, New York State
Excel Nassau County School Report
Cards 1996-1997
9th Grade Math Passing
92.0 Jericho
91.9 Syosset
88.6 Great Neck
85.1 Roslyn
84.8 Herricks
--------------
8.1 Hempstead
Percent AP Scholars
51.3 Jericho
35.4 East Williston
30.6 Manhasset
23.4 Roslyn
----------------
0.0 Westbury
0.0 Hempstead
From: GCruz29176
Date sent: Wed, 1 Apr 1998 22:43:57 EST
To: arthurhu @ hufamily.com (no space)
Subject: Re: preferences boundary="part0_891407590_boundary"
From: GCruz29176 damn right Art, Hempstead and Westbury are heavily
black, strange though its neighbor Old Westbury is rich,white old
money, and Jericho, Syosset, Great Neck, Roslyn have sizable
concentrations of Asians , I'm saying this because i've seen the
demographic data.
[[Oakland CA
Predominantly black, but affluent whites are in the hills
OAKLAND - RICH SCHOOLS GOOD, POOR BAD TEST SCORES (DUH) [No mention
of race, which is even more important than socioeconomics, firing
staff won't solve the problem of poorly performing black students,
not the school.]
c:\clip\97\16\oakscore.txt
http://www.sfgate.com/cgi-bin/chronicle/article.cgi?file= MN24567.DTL&direct
ory=/chronicle/archive/1997/06/19
Thursday, June 19, 1997 · Page A15 ©1997 San Francisco Chronicle
Oakland Schools To Get Tough on Low Test Scores Superintendent says
faculties at some sites may be replaced
[[Ohio
z68\clip\2003\06\ohgap.txt z68\clipim\2003\06\23\ohgap\ohgap.htm
http://ee.dispatch.com/Default/Scripting/ArticleWin.asp?
From=Archive&Source=Page&Skin=Columbus&BaseHref=TCD/2003/06/22&EntityId=Ar01702&ViewMode=HTML
PROFICIENCY TESTS Districts targeting racial gaps in scores Schools’
ratings will fall if scores don’t rise to meet federal rules for
progress By Mary C . Bridgman THE COLUMBUS DISPATCH 6/22/2003
" The Reynoldsburg schools, which are more than 23 percent nonwhite,
have done the best job of closing the achievement gap in Franklin
County" [No, they just have the most affluent of both races!]
Pass rates on Ohio proficiency test 2001-02 Franklin County
black city white failure ratio
78 B Reynoldsburg 92W 1:1.5
75 B Worthington 90W 1:1.5
Bexley 88W
New Albany Plain 88W
Upper Arlington 88W
58 B Canal Winchester 77W 1:1.8
55 B Hilliard 82W
52 B Groveport Madison 73W
48 B Gahanna Jefferson 81W
44 B Hamilton 66W
38 B Columbus 58W 1:1.5
30 B South-Western 64W
30 B Whitehall 55W 1:1.6
Blacks in best white districts only above average
Blacks in very good districts only about average
Failure ratio is about 1:1.5 in most districts.
Ohio Dept of Education. Chart by Columbus Dispatch
z68\doc\web\2003\06\ohgap2.txt La
Griffe comments on pass ratios.
[[Prince George County Md
Large middle class mostly black school system with relatively awful
test scores despite economics.
2002 Demographics:
school system web page (it is a PDF file you would have to download
for system statistics):
African American 77.2
White American 11.5
Hispanic 7.5
Asian/Pac Islnder 3.3
Nat Amverican 0.5
http://www.washingtonpost.com/ac2/wp-dyn?pagename=article&node=&contentId=A2910-2003Jun16¬Found=true
For New Schools Chief, a Time of Tough Breaks By Karin Chenoweth
Thursday, June 19, 2003; Page PG08 The average score for the county on
the state's 2002 high school algebra assessment, for instance, was in
the 28th percentile of state scores. The average score on the English
high school exam was in the 34th percentile.
http://www.washingtonpost.com/wp-dyn/articles/A1886-2003Jul2.html
Test Scores Disappoint Pr. George's School Officials
By Nancy Trejos
Washington Post Staff Writer
Thursday, July 3, 2003; Page B04
Prince George's County schools often rank second to last in the state
on standardized tests. Since 2000, second-graders have made some
significant gains, including a 20 percentile point increase in math
computation and a 19 percentile point increase in math.
Fourth-graders scored better on the 1math portion of the exam, moving
from the 38th percentile to the 42nd percentile. Scores in other
sections dropped slightly.
z68\clipim\2003\07\19\pgscore.bmp
2nd Grade
Language 37 45 45 43
Math 32 44 44 51
4th Grade
Language 42 41 49 48
Math 35 38 38 42
6th Grade
Reading 43 43 46 42
Language 40 45 49 44
Lang Mech 43 43 43 43
Math 42 41 42 42
Math Comp 44 48 48 48
bracey Says Prince George once was
national average on test with norms that were too easy in 1980s,
switching tests put them back at 15th percentile.
WHITES COMPLAIN IN MOSTLY BLACK COUNTY
Prince George County, Md.--------------------------11/6/2000
"Anger at Pr. George's Deepens Racial Schism"
"It was never meant to be a matter of race."......"But somehow
the debate in this Prince George's city – one of the few remain-
ing majority white enclaves in what has become a majority black
county – is all about race."...
..."School board member Robert J. Callahan (Bowie), who is
white, puts it more bluntly: "There's a feeling here of reverse
discrimination against us."
http://www.washingtonpost.com/ac2/wp-dyn/A20359-2000Nov5?
z49\clip\2001\04\pgspend.txt More Money Is Not Answer to County
Schools' Plight Washington Post, Prince George's Extra - Forum
Thursday, April 12, 2001; Page PG04 The fiscal 2001 appropriation was
$6,794 per pupil, an increase in six years of $1,225 (22 percent).
the Prince George's County test scores in all grades and in all
subjects were persistently less than half of the 70 percent score
that the state Board of Education established as a satisfactory
standard.
MSAP PRINCE GEORGE AND BALTIMORE SCORE AT BOTTOM
ONLY 44% PASS
\clip\98\18\msap.txt
Maryland Students Boost Test Scores But Less Than Half Rated
'Satisfactory' On Spring Exams By Amy Argetsinger Washington Post
Staff Writer Wednesday, December 9, 1998; Page B01
Washington Post Oct 1997 A Mixed Report Card on Student Testing Being
Head of the Class Raises Concerns in Howard County By Katherine
Shaver Washington Post Staff Writer " In Prince George's, where
schools are trying to bolster some of the lowest test scores in
Maryland, anticipation of the MSPAP drives everything from the
curriculum to classroom decor. "
percentage of public school students in each county who scored
satisfactory or better on the state's reading, writing, language
usage, math, science and social studies tests.
top and bottom 5
1998 ranking and percentage
1. Howard 60.1
2. Harford 58.3
3. Carroll 56.4
4. Montgomery 55.2
5. Kent 54.7
/913317405=
/913317414=
/913317419=
/913317560=
/DB=C90STF3A
/F0=FIPS.STATE
/F1=FIPS.COUNTY90
/F2=STUB.GEO
/LEV=COUNTY90
/SEL=24,019,Dorchester+County
/T=P1
/T=P8
/T=P9
/T=P54
/T=P55
/T=P80A
20. Dorchester 41.2
21. Wicomico 38.2 \clip\98\18\wico.htm $28,512
22. Somerset 33.7
23. Prince George's 32.1
24. City of Baltimore 16.1
State average = 44
Black = Baltimore = 16.1
MARYLAND THREATENS TO TAKE OVER MANY OF PRINCE GEORGE SCHOOLS
\clip\98\03\edclip4.txt 1/27/98 Pr. George's Schools To Get Ultimatum
Worst Must Improve or Face Md. Takeover By DeNeen L. Brown Washington
Post Staff Writer Prince George's public schools posted the
second-worst performance of all Maryland jurisdictions on the
Maryland State Performance Assessment Program last year, behind only
Baltimore schools. Only 29 percent of Prince George's public school
students scored "satisfactory" or better on the tests. Clark and
other school officials have said that the county's large number of
children living in poverty and other factors (race? naaah.) have
lowered test scores.
\priv\96B\03\PGIMAG.HTM Critics of P.G. Schools' PR Idea Say
Sprucing Up Image Isn't Everything By Lisa Frazier Washington Post
Staff Writer Sunday, May 26 1996; Page B01 The Washington Post.
Parents often tell Prince George's school board Chairwoman Marcy C.
Canavan they wouldn't dare send their children to the county's public
schools, that student performance is too low and that crime is too
high. Prince George's students still rank near the bottom in the
state -- 22nd out of 24 school districts.
Comment - the place that
disinvited Clarence Thomas is the most affluent black community in
the nation with a $51,000 median income. Yet performance is no better
than Oakland CA, and the only thing that sticks out is that it is 71%
black - so its performance is good only in that it is slightly above
the national black average, but not by much. This is the best
evidence that race, not income is the determining factor.
[[reno nevada
\clip\96\02\traner.txt Want the Primer on At-Risk Kids? Ask Raul
Hernandez By TOM GARDNER Aug 20, 1996 Associated Press Writer
Middle school is 60% minority , test scores raised from 38 to
43rd percentile.
[[renton, WA \doc\96\01\renttest.wk1
http://www.k12.wa.us/edprofile/schoolReport.asp?sReport=schoolWASLTrend&DistID=17403&SchID=3034
Campbell Hill Renton Elementary (high minority population)
4th Grade 1996-1997 1997-1998 1998-1999 1999-2000
Mathematics: 2.7 9.5 20.0 20.0
Reading: 25.7 36.5 50.0 45.0
Writing: 31.1 31.7 27.4 31.7
Listening: 45.9 54.0 59.7 45.0
Students School District State
Enrollment
October 1999 Headcount: 313 12,699 1,003,701
Ethnicity
Asian or Pacific Islander: 26.2% 18.3% 7.2%
American Indian or Alaska Native: 1.6% 1.4% 2.7%
Black: 50.2% 17.8% 5.2%
Hispanic: 3.8% 6.1% 9.6%
White: 18.2% 56.5% 75.3%
Free or Reduced Lunch: 55.4% 31.9% 31.1%
doc\95\15\renttest.txt
CTBS/4 Grade 8 Renton
Read Lang Math Sci SocS
AmInd 31 31 36 27 26
Black 34 32 34 22 33
White 60 53 62 54 54
Asian/P 55 58 74 50 55
Hisp 40 32 35 33 33
Omit 47 49 44 40 44
Grade 1 math Grade 8 ranked by math
Math Math Index
Asian/P 69 Asian/P 74 1.19
White 52 White 62 1.00
Hisp 40 Omit 44 -1.41
Black 27 AmInd 36 -1.72
Omit 14 Hisp 35 -1.77
AmInd 10 Black 34 -1.82
[[Roosevelt Union Free School District Long Island NY
BLACK SUBURBAN DISTRICT IN NEW YORK
Suburban almost totally black district, some hispanics. District has
low test scores in high school, but some good scoring elementary
schools. Has been taken over by state for low performance, school
board dissolved.
50% free lunch, but 1989 househhold income $45,512 is greater than
state $32,954, per capita $13,414 comparable to $16,501. They pay
their superintendent $150,000 a year but they only have 1 high /
middle school, and only 3,000 students vs 47,000 in Seattle. (that's
$50 / student!). $33M budget vs 334M for Seattle
z60\priv\2002\10\roos.txt
http://www.nytimes.com/2002/10/02/education/02ROOS.html
October 2, 2002 Changes Beginning to Appear at Schools Albany Took
Over By ELISSA GOOTMAN
In a school where things were so bad in spring 2001 that
administrators canceled classes for two days after a rash of fights
and bomb threats, nobody takes the improvements for granted. The
seats in the auditorium are newly upholstered and free of graffiti.
Uniformed security guards whisk students into classrooms and out of
the hallways, which are virtually empty when class is in session.
91% black school district \priv\95\07\roos.txt NYT
6/8/95 91% B 8% H <1% W Yet the Roosevelt School Board ostensibly
spends almost as much - $10,000 per pupil - as the average for Nassau
County, Domenech said.
http://www.roughridersedu.net/ dist home page
HAHHAHAHAHAH The Mission of Roosevelt School District, is to act as
an eclectic environment, that provides interactive, motivational, and
culturally enriching skills to cultivate students to reach their
highest possibilities therefore, empowering them to contribute to the
transformation of the universe.
http://www.nyu.edu/education/metrocenter/csrd/csrdmodellist.html all
the schools in New York State in Phase I of the CSRD program divided
by model
America's Choice Daniels Primary Center (K-3) Ulysses Byas (K-6)
Early Literacy
Learning Initiative (ELLI) Centennial Elementary (K-6)
pretty unremarkable income and risk factors
income: \doc\web\2001\04\roosvelt.txt here state
1989 Average Household Income 45512 32965
1989 per Capita Income 13414 16501
% of Households on Public Assistance 14 9
% Unemployed Age 16 and Over 6 4
% Dropouts Ages 16-19 13 10
% Dropouts Ages 20 and Over 26 24
% with Bachelors Degree Ages 20 and Over 13 22
% Enrolled in Non Public Schools 16 18
Children Speaking Language Other Than English
% Speaking Language Other than
English at Home 7 24
% Not Speaking English Well 1 3
Youth at Risk
% Ages 0-5 at Risk 13 8
% Ages 6-19 at Risk 5 6
% at Risk, Ages 4-5 Not Enrolled 35 47
% at Risk With Mother Who Speaks Language
Other Than English at Home
Ages 0-5 0 46
Ages 6-19 0 51
Report card
http://www.emsc.nysed.gov/repcrd2001/d_280208.html
z48\clipim\2001\04\11\roosevelt.... .htm
Grade 4 -
reading level 2 /4 (needs help)
math 653 = 3/4 meets standards
Grade 8 math 656 1/4 (stinks) read 676 2/4 (lags)
$11,845 per student spent
2,908 students 259 teachers
Interesting: students vs 1990 pop - 3/4 of population not in school at
17
----------------------------------------
K 282 243 1.0
4 274 332
8 181 250 72% -1.55
10 142 224 63% -1.98 Lost 1/2 of students
12 75 272 27% -3.76 Lost 3/4 of students
-------------------------------------------
english learners 8.4%
free lunch 53%
0.2 NatAm
85% Black
14.6% Hisp
0.2% White
0% Asian
Class size 20K Eng grade 8 26
Science G10 13 SS G10 21
Earning regent diploma 6%
54% 4 yr college
14% 2 yr college
3% military
19% employment
10% other
25% pass math, 72 tested
49% pass science 85 tested
38% US hist 42 tested
Only 1 combined mid/high school
vs andover central rural g8 math is lev 2 (below std)
total enrollment 405, about 30 stud in every grade level k-12
27% free lunch 98.5% white
Popul = 15,030 3,849 households 16.8% nonfamily
58%/49.9 two-family 33%/20.4 female headed single 75.5%/52.2 owner occupied
W1,185/7.9% B13,331/88.7% A58/0.4% H1,309/8.7%
4 persons/apartment 3.84/house
city/state median house $136,000/133k rent $661/$400
11.8% private 4,389 enrolled, 2,917 in K12, 1,192 college
71.9%/74.8 hs grad 12.9%/23.1 college grad 68.4% from NY
med $43k income p.c. 12,955 569 public assistance
11.3%/13 poverty all 14%/18.8 child poverty 10.6%/15.8 family w child
22% female householder with children
74% in labor force over 16 vs 63.6 state
Health services largest industry employer
http://www.newsday.com/az/ndlun99.htm
z49\clipim\2001\04\17\ndlun99.htm ndist99.xls
1997-98 Nassau School District Report Cards, Listed by % Eligible for
Free Lunch 3rd highest @ 50% (vs 72, 88%)
6th grade 98% above min (20/53), 77% above grade level, 39% advanced (worst in cnty, but above average)
65% 4 year college
Horace Williams superintendent
z49\clip\2001\04\byas.txt AROUND THE ISLAND / EDUCATION / CLASS WORK
/ Stellar Test Scores Are No Accident Here BY: John Hildebrand
EDITION: NASSAU AND SUFFOLK SECTION: News DATE: 11-16-1999 A37 Byas
school far exceeds state averages in math-a showing consistent with
that reported last spring from fourth-grade tests in English. ..is
located in Roosevelt, the first and only district ever taken over by
the state, due to low academic achievement and other troubles. Most
of those troubles occurred at the district's high school, which is
slowly improving.
The district operates a pre-school program for selected 3 and 4 years
olds, a primary center for grades K-3, three K-6 elementary schools
and a 7-12 junior-senior high school.
z56\clip\2002\05\roose.txt May 9, 2002 School Board Ousted in
Roosevelt by State By THE NEW YORK TIMES the state education
commissioner, Richard P. Mills, ousted the entire board of the
distressed [mostly black] Roosevelt school district yesterday,
clearing the way for the first takeover of a local school system in
New York.
webmaster 21 South 13@roughridersedu.net Telephone: 516
867-8616Facsimile: 516 867-8616 Postal Address: 1 Wagner Ave.
Roosevelt N.Y. 11575
[[Sacramento CA
\clip\98\04\newcli7.txt 2/13/98 Leaders vow to improve schools: City
district adopts 3-year reform plan By Deborah Anderluh Sacramento Bee
Staff Writer
At present, district students read and compute on
average at the nation's 35th percentile; half the ninth-graders go on
to graduate; and only one-quarter of kindergartners have attended
child development programs.
[[Seattle
ASIANS LAG WHITES IN SEATTLE WASL, WHITES-BLACK GAP IS 5X
Racial Gap
"but white students continue to outperform all other groups
at all levels and in all subjects, particularly onthe 10th
grade WASL"
Seattle Post-Intelligencer A6 Oct 13, 2005 "Test Scores: 'Everybody's feeling the
pressure'
Percent of Seattle Students who met WASL standard by race
White: 52%
Asian 37% -1.40
Native American: 29% -1.79
Latino 19% -2.73
African American: 10% -5.2
Source: Seattle Schools
Comment - whites out-pass blacks by a factor of 5, that's HUGE.
Even half of whites
failed, even though whites in Seattle outscore all districts except Mercer
Island. Whites even outperform Asians by 1.4, even though Asians nationally
match or outscore whites on the NAEP on both math and verbal
There were 4 letters responding to this article, all dismissing the WASL
as a worthless piece of garbage, and one calling for all parents to rise up
and abolish the WASL requirement. Time to start that anti-WASL
initiative.
z60\clipim\2002\10\23\waslrace\waslrace.htm
OSPI Race report
http://www.k12.wa.us/edprofile/stateReport.asp?sReport=stateReportCard#Race
2002 Results:
- State gains are wildly inflated. ITBS shows only 4%
gain by percentile
- Thurgood marshall went from 0 passing to dist average,
while ITBS is stable to declining.
ITBS rank 2002
71 Seattle
50 Thurgood Marshall mostly black
22 TT Minor black
WASL reading rank
97 Mercer Island Asian
89 Mercer Island White
82 Lake Wash white
68 Lake Wash black
32 T Marshall (black)
29 Seattle black
29 TTMinor (black)
thurgood marshall shows fishy improvement on WASL
decline on ITBS
z60\clipim\2002\10\22\thur\thuritbs.htm thurwasl.htm
http://www.k12.wa.us/edprofile/schoolReport.asp?sReport=schoolITBSTrend&DistID=17001&SchID=2141
No correlation to ITBS!
4th grade math 96-97 to 2001-02 5.4 0.0 0.0 10.8 9.8 45.5
reading 16.2 7.0 22.6 27.0 51.2 60.6
ITBS math 53 40 60 45
reading 61 42 44 32
SeaTimes September 05, 2002 Despite gains, Seattle schools still
falling short on WASL "Thurgood Marshall Elementary, where math
instruction has been revamped with the help of advisers from the
University of Washington, the number of fourth-graders passing the
math test rose from 9.8 percent in 2001 to 45.5 percent last spring."
SEATTLE SCHOOL DIST 1
T.T. MINOR SHOWS ITBS IMPROVEMENT, DECLINE TO 0 ON WASL
4th Grade 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02
Reading: 19.0 20.6 12.5 28.1 14.8
Mathematics: 9.5 8.8 4.2 9.4 0.0
Writing: 28.6 8.8 4.2 25.0 18.5
Listening: 26.1 23.5 33.3 46.9 29.6
3rd Grade 1998-1999 1999-2000 2000-2001 2001-2002
Reading: 24 19 28 29
Mathematics: 17 17 21 22
Reading/Mathematics Composite: 20 18 24 25
District WASL Scores Trend by Ethnicity
SEATTLE SCHOOL DIST 1
4th Grade WASL
Reading: 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02
American Indian 42.9 49.0 52.3 67.0 54.7
Asian 48.7 49.0 62.0 61.6 66.9
Black 30.6 33.5 40.3 41.3 43.4
Hispanic 40.2 42.8 50.7 48.0 51.9
White 72.3 77.0 81.4 82.3 80.6
District ITBS/ITED Trends
in Mean National Percentile Rank
SEATTLE SCHOOL DIST 1
3rd Grade 1998-1999 1999-2000 2000-2001 2001-2002
Reading: 59 60 60 61
Mathematics: 69 69 68 71
Reading/Mathematics Composite: 64 65 64 66
District WASL Scores Trend by Ethnicity
LAKE WASHINGTON SCH DIST 414
Lake Washington 4th Grade reading
Reading: 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02
American Indian 41.7 50.0 78.9 66.7
Asian 73.0 73.5 72.0 74.3 79.3
Black 58.2 60.0 76.1 60.5 67.9
Hispanic 61.7 35.9 56.0 67.9 33.6
White 76.4 80.6 82.3 83.6 81.5
Mercer Island WASL
Reading: 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02
Asian 92.3 92.5 87.0 80.9 97.1
White 86.1 93.3 94.5 91.8 88.5
RENTON SCH DIST 403
4th Grade
Reading: 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02
American Indian 58.3 55.0 52.6 35.7 70.6
Asian 59.9 64.2 66.7 70.8 67.8
Black 30.5 42.6 51.7 45.1 52.4
Hispanic 43.1 41.3 45.1 43.2 44.9
White 68.7 69.4 76.0 78.2 68.7
4th Grade shows 36% gain on WASL vs 4% on ITBS
State Reading: 1997-98 1998-99 1999-00 2000-01 2001-02
American Indian 33.0 37.3 46.9 48.7 50.9
Asian 54.1 59.5 66.7 66.4 70.6 +15
Black 35.4 39.3 47.7 48.2 49.3 +15
Hispanic 27.6 31.3 39.4 40.4 42.0 +15
White 61.5 65.3 71.8 72.1 71.2 +10
State WASL Trend
4th Grade 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02
Reading: 47.9 55.6 59.1 65.8 66.1 65.6 36% gain??
Mathematics: 21.4 31.2 37.3 41.8 43.4 51.8
Writing: 42.8 36.7 32.6 39.4 43.3 49.5
Listening: 62.3 71.3 71.2 65.3 72.4 66.6
Blacks in 2002 as good as state average in 1996-97??
State ITBS/ITED Trends only up by 4%
in Mean National Percentile Rank
3rd Grade 1998-1999 1999-2000 2000-2001 2001-2002
Reading: 55 56 57 57 2/55 = 3.6% increase
Mathematics: 60 63 64 66
Reading/Mathematics Composite: 58 60 61 62
ONLY 28% 10TH GRADERS PASSING WASL, NONE AT TT MINOR
z57\clip\2002\09\seawasl.txt
September 05, 2002
Despite gains, Seattle schools still falling short on WASL
By Keith Ervin
Seattle Times staff reporter
T.T. Minor Elementary, where businessman
Stuart Sloan is contributing $1 million a year for reform efforts,
showed declines in math, reading and writing. Not a single student
there passed the math test.
AFRICAN AMERICAN ACADEMY MIDDLE SCHOOL NEAR GRADE LEVEL
www.seattletimes.com
z51\clip\2001\09\naacp.txt The Seattle Times Company December 12,
1999 Racial gap in test scores focus of NAACP meeting
Lynee K. Varner. African American academy in middle
score scored 47th percentile vs 35th for all black students. White
elementary 71 to 73 vs. 37 for black students. "There is nothing
magical about students achieving a higher academic level" says
Phyllis Beaumonte, retired teacher from Rainier Beach.
z48\clipim\2001\04\11\sps.pdf Seattle Pub Schools annual report
47,609 total 23,956 el 10,187 mid 13,466 high school 10 hs 60 es
\doc\95\05\seadata.wk1 - Disproportionality in Seattle Schools
Rank by Math under 25th Pct, Hig
Math
Un 25 pcIndex S
Gypsy 0.0% 0.00
Japanese 1.0% 22.80
LatinoAsian 6.1% 3.74
Chinese 6.3% 3.62
Korean 7.7% 2.96
Total 14.0% 1.63
EastIndian 16.7% 1.37
Asian 17.8% 1.28
Filipino 18.3% 1.25
AlaskaNat 20.0% 1.14
Vietnamese 22.7% 1.00
White 22.8% 1.00
NatAmerican 23.6% -1.04
AmIndian 24.2% -1.06
OtherAsian 26.1% -1.14
Other SEAsian 27.1% -1.19
LatinoWhite 27.1% -1.19
Latino 37.0% -1.62
LatinoBlack 43.1% -1.89
AmIndianAll 43.8% -1.92
Black 43.8% -1.92
LatinoIndian 49.2% -2.16
Samoan 59.6% -2.61
Rank by Reading Under 25th pct, hig
Reading
Un 25 pctIndex
Gypsy 0.0% 0.00
White 7.5% 1.00
Japanese 9.2% -1.23
AmIndian 10.2% -1.36
AmIndianAll 11.5% -1.53
NatAmerican 14.3% -1.91
AlaskaNat 14.7% -1.96
LatinoWhite 22.8% -3.04
LatinoAsian 23.5% -3.13
EastIndian 25.0% -3.33
Total 25.7% -3.43
Korean 27.3% -3.64
Filipino 28.3% -3.77
LatinoBlack 29.4% -3.92
Black 34.9% -4.65
OtherAsian 36.4% -4.85
Chinese 36.7% -4.89
Latino 37.6% -5.01
Asian 42.6% -5.68
Other SEAsian 44.3% -5.91
Samoan 53.6% -7.15
LatinoIndian 55.2% -7.36
Vietnamese 68.5% -9.13
Seattle WASL math
4th Grade
Mathematics: 1996-1997 1997-1998 1998-1999 1999-2000
American Indian x 23.8 24.0 x
Asian x 33.3 33.4 x
Black x 14.2 12.0 x
Hispanic x 23.5 23.0 x
White x 52.5 55.1 x
Note Seattle Asians are only 33% passing vs 55% of white! They
are actually closer in writing than math!
Reading: 1996-1997 1997-1998 1998-1999 1999-2000
American Indian 42.9 49.0
Asian 48.7 49.0
Black 30.6 33.5
Hispanic 40.2 42.8
White 72.3 77.0
Writing: 1996-1997 1997-1998 1998-1999 1999-2000
American Indian 26.7 25.5
Asian 41.4 40.5
Black 23.0 22.1
Hispanic 30.1 26.5
White 51.6 51.5
7th Grade - Blacks have 98% and 95% failure rate in 7th grade math!
Mathematics: 1996-1997 1997-1998 1998-1999 1999-2000
American Indian 16.2 12.2
Asian 21.9 23.5
Black 2.3 4.7
Hispanic 10.9 15.4
White 35.0 46.5
Reading: 1996-1997 1997-1998 1998-1999 1999-2000
American Indian 22.4 24.4
Asian 27.7 33.8
Black 12.2 16.7
Hispanic 20.8 28.1
White 53.1 62.6
Writing: 1996-1997 1997-1998 1998-1999 1999-2000
American Indian 15.9 23.3
Asian 31.4 37.7
Black 13.5 15.5
Hispanic 19.7 26.3
White 43.8 52.3
Listening: 1996-1997 1997-1998 1998-1999 1999-2000
American Indian 63.6 77.8
Asian 67.6 82.9
Black 53.8 76.0
Hispanic 60.8 81.1
White 82.9 92.7
10th Grade - 95% failure rate for blacks in math
Mathematics: 1996-1997 1997-1998 *1998-1999 1999-2000
American Indian 17.2
Asian 25.3
Black 5.4
Hispanic 10.9
White 41.3
Reading: 1996-1997 1997-1998 *1998-1999 1999-2000
American Indian 31.0
Asian 34.6
Black 15.9
Hispanic 20.4
White 54.7
Writing: 1996-1997 1997-1998 *1998-1999 1999-2000
American Indian 23.5
Asian 34.6
Black 15.1
Hispanic 17.9
White 46.4
Listening: 1996-1997 1997-1998 1998-1999 1999-2000
American Indian 56.3
Asian 58.4
Black 46.5
Hispanic 44.3
White 74.8
African American Academy WASL
4th Grade 1996-1997 1997-1998 1998-1999 1999-2000
Mathematics: x 11.4 5.6 2.3
Reading: x 34.3 24.1 18.2
Writing: x 20.0 22.2 11.4
Listening: x 68.6 46.3 36.4
(looks like years are reversed??)
Students School District State
Enrollment
October 1999 Headcount: 450 47,989 1,003,701
Ethnicity
Asian or Pacific Islander: 0.9% 24.1% 7.2%
American Indian or Alaska Native: 0.4% 2.9% 2.7%
Black: 90.9% 23.2% 5.2%
Hispanic: 2.7% 9.7% 9.6%
White: 5.1% 40.2% 75.3%
Free or Reduced Lunch: 86.8% 40.8% 31.1%
[[St Louis
clip\97\30\estlou.txt 10-31-97 St. Louis Post-Dispatch *East St.
Louis Pupils Fall Lower on State Tests; More than 70 Percent Aren*t
Meeting Illinois Goals* [64% of 6th graders could not meet state
reading goals, compared to 37% statewide]
http://web3.stlnet.com/archives/pdarc97.nsf/ ce5cb66cf17fd8b686256363005212c
4/ d8a842eabb971dfc86256542005a6c85?OpenDocument
The districtwide composite ACT score dipped to 16.6 from 16.7. The
1997 statewide composite score was 21.3.
US Black = 17.1 (there's your problem!)
[[St Paul
\clip\98\05\newsl03.txt 2/18/98 Minneapolis St. Paul Pioneer Press
Test scores show gains slow for students of color PAUL TOSTO STAFF
WRITER
Metro Achievement Test MAT7 test
Below Avg Above
National 23 54 23
White 21 1.00
Hispanic 44 -2.10
AmIndian 44 -2.10
Black 50 -2.38
Asian 53 -2.52
W1.00 B-2.38 H-2.10 A-2.52
Asians score WORST in St Paul. This appears to be the only place
where Asians score worse than African Americans!
[[San Diego
BASIC SKILLS NOT DESEGREGATION RAISED TEST SCORES, WHOLE LANGUAGE
HARMFUL TO MINORITIES \clip\98\09\sandieg.txt San Diego
Union-Tribune, Dec. 20, 1995. Was court oversight of schools worth
it? SHARON L. JONES Staff Writer
According to 1980 figures, only 18 percent of third-graders attending
court-identified racially isolated schools scored at or above the
national median in reading; nearly 28 percent of those pupils scored
at or above the national median in math. About one-quarter of the
10th-graders at the same schools scored at or above the national
median in reading in the same year, while about one-third did so in
math.
By 1986, 53 percent of third-graders in the court-identified racially
isolated schools scored at or above the national median in math,
while 38 percent hit the national median in reading. About 46 percent
of 10th-graders at those schools scored at the national average in
reading and nearly 76 percent in math.
About 57 percent
of third-graders in the racially isolated schools scored at or above
the national norm in 1992, compared to 47 percent in 1995.
Eighth-graders hit their peak in reading in 1985 when 45 percent
scored at or above the national norm, compared to 34 percent in 1995.
[[san francisco -
WHITES SCORE ON TOP, EVEN ON MATH IN SF SAT
SAT Scores Up in SF Schools Asian Week Sept 9, 1999 p. 17
By Race 1999
Comb Math Verb
White 1156 588 568
API 992 535 457
Latino 911 451 460
Black 820 405 415
city is +3 vs state,6 national, but verbal is -34 state, -42 national
MATHLAND BLAME FOR SCORE DECLINE IN SF Thursday, Aug. 15, 1996 · Page
A 4 San Francisco Examiner Mixed math test results leading S.F.
district to rethink methods Students in City's elementary, high
schools lose ground on basic skills test; superintendent cites new
curriculum Venise Wagner San Francisco students scored 50.3 in
reading and 53.7 in math vs. national 50 Elementary math scores fell
to 50.5 this year from 50.8 in 1995. High school scores dropped to
57.1 from 57.7. African Americans scored 36.7, down from 38.6 in
1995; Filipinos scored 50.7, down from 52. Nearly 50 percent of
African American students were at the bottom 25 percent in math.
About 57 percent of African American second-graders were at the
bottom 25 percent. In the fifth grade the percentage was 52.8.
http://www.sfgate.com/cgi-bin/examiner/article.cgi?article= NEWS36.dtl&year=
1997&month=08&day=13
\clip\97\26\sfscore.txt
TheSan Francisco Examiner
Wednesday, Aug. 13, 1997 · Page A 1
S.F. kids improve in math, reading
Test scores rise for 5th straight year, top national average
All= 50.8 read 55.3 math, 50=natl average
AfAm=39.5 read 38.0 math
Latn=43.1 read 42.6 math
Lowl=76.0 read 80.8 math
Julian Guthrie OF THE EXAMINER STAFF Diana Walsh and Emily Gurnon
of The Examiner staff
Only Japanese better than whites in reading,
Asians better in math.
\priv\96\20\MISSTEST.HTM Mission High School - On a 99-point scale,
with 50 as the national average, test scores ranged from 26 to 36
points, on average. Last year, scores ranged from 16 to 28 points.
Two-thirds of the school's 1,200 students come from low-income
families, and entering freshmen generally score 48 percent lower in
reading and 40 percent lower in math than the average of all public
high school students in the city.
\priv\95\12\sftest.htm - test scores rise in '95 for 3 years in a row.
Blacks at 40+ isn't bad for an urban area.
d:\doc\94\20\sftest.xls
San Francisco Unified School District
CTBS California Test of Basic Skills Scores Spring 1990
Districtwide by School Level and Ethnicity
Elementary Reading W57.2 B38.7 H37.8 CHIN 49.4 JAPN 59.4 N46.8
Elementary Math W62.7 B42.4 H47.5 CHIN 67.8 JAPN 72.7 N54.9
San Francisco El Math W1.00 B-1.5 H-1.3 A1.07
doc93b\sftest.xls - San Francisco CBTS tests Relative to White
Reading
Japan 0.8
OthWhite 0.0
Korean -3.7
AmInd -10.8
Chinese -10.8
Filipino-13.1
Total -13.7
ONWhite -15.4
Black -21.3
SpanSur -21.7
Mathematics
Japan 10.7 (72.7)
Korean 9.0 (72.6)
Chinese 7.2 (70.8)
OthWhite 0.0 (63.6)
ONWhite -3.5
Total -5.8
Filipino-6.9
AmInd -10.0
SpanSur -17.8
Black -22.4
[[santa clara county
d:\priv\95\01\write2.txt writing scores
d:\priv\95\01\cap90.txt writing scores in Alum Rock
[[Seattle Area
\doc\96\02\seaconc.txt - Seattle conclusions:
Asians in Mercer Island and Richland are the best (nuclear
scientists), but Asians in moderately affluent schools also do better
than richer whites. No whites scored less than 50 in the cities
surveyed. Asians are 42 at worst, Blacks are 41 at best large
district (Issaquah). There are only 1-4 blacks in each grade in
Mercer Island, averages about 70, but one 8th grader students scored
99. Affluent school districts do _not_ result in impressive minority
test scores.
SEATTLE SAT SCORES DOWN AFTER STANFORD
REFORMS Average SAT math scores fall 1 point, but they're 9
points higher than in 1989 Anjetta McQueen Associated Press Seattle
School district, down 3 points in verbal to 527 and down four points
in math to 526, district officials says 5 year rate shows upward
trend verbal up 24 and math up 14
Garfield #1 seattle sat, dist =
state avg
\doc\96\07\scorspec.txt - SAT, CLAS and CTBS spectrums together
http:/www.arthurhu.com/arthurhu/index/test.htm#washscore
============================================================= ======
Percentile Test Score Spectrum
1992-94 Washington State Comprehensive Test of Basic Skills (CTBS)
Total Battery Scores for Issaquah, state and 4 Neighboring Dist
mean national percentiles. Newton Mass from Boston Globe
Not all test scores are completely comparable across grades or parts
of the country, but still useful for a rough comparison.
xx%/$xx percent 4+ college / $1,000 per-capita income
G4 G8
------------------------------------------------------------------------------
1 black MerIsl 99 the only student in g8 scored this high
Owen Elem Detroit 98 Heritage report G4
Hillsdale Academy Mich 97 ITBS
Seattle Lakeside 95 estimate
Whitney Young Chicago 90 estimate, best predominantly black HS in US.
Lowell HS SanF G11 90 <-Best in SF
Mercer Isl As 89 90 <-Best race in any city in wash 59%/$21k
Evergreen Acad G4 88 Private elem Seattle suburb
Newton Mass 88
Richland Asian G11 87 64%/$16k
MercIsland Wh 83 84 60%/$31k
Home School White 87 NHERI claims
Home School Black 87
Mercer Island 83 (#1/98.3 ranked district in state)
Bellevue Asian 73 82 Bellevue Asian equal to Mercer Island 56%/$16k
Northshore Asian 80 2nd ranked Asians = 1st ranked district
Issaquah Asian 80
Parkview, Gwinnett GA 79 Best in Metro Atlanta, 94% white
Mark Lewis G2/G3 DC 75 Inner city success story
G10 White middle(2) 75
G10 Asian middle(2) 74
Renton Asian 74 Renton Asians better than Bellevue Average
G11 Yakima Asian 73 Maybe Japanese Asians own some farms?
---Best 73+-------------- Suburban Asians equal to best districts
Mays HS Atlanta GA G11 73 Black magnet school
Wildwood Elem Fed Way 70 Most improved school in King Co.
Richland White G11 70 Nuclear physicists 34%/$17k
Seattle MadronaElem 70 Gifted program
Sea Garfield HS G11 69
Chicago Catholic 69-75
MercIsland Bl G11 68 Only 4 students
NorthShore W/All 67 2nd rank with Issaquah after Mercer Island
Lk Wash 61 67 (#10/82.8)
Bellevue 64 67 (#12/79.3) 45%/$23k
92 SeatleWhite 63 66
Issaquah 61 65 (#13/56.9)
Lake Wash 61
Seattle White 61
Lake Washington Asian 61
---Better 61-73 -------------- Seattle whites nearly as good as eastside
G10 Hisp Middle (2) 59
Renton 41 59
Riverview 57 58
G11 State Asian CFAS 57
------------------------------ Best black school in WA
G11 Richland Black 56
G2 P.George03 MathComp 56 CTBS Most affluent black county in US
WA State 50 55
Atlanta CAT 51-55 68% minority, mostly black
Black Zion Academy 55 (private elementary school for poorer black children)
G11 Spokane White 55
G11 State CFAS 53
G11 Yakima White 53
G11 Pasco White 53 <-Worst White in Wa, none below 50
G11 Spokane Asian 52
---Average----------------
Harlem Family AcademyG3 51 <- New York City95 up from 8% over GradeLev
Northshore black '95 51 <- Best black in state after Mercer Island
Boston, NYC Black G4 50 Grade level for blacks in Boston and NYC
Seattle Overall 50 1996
Newton Mass METCO 50
Seattle NatAm 92 35 50
Seattle 92 48 50
Chicago Garvey 50 Est state avg = 50
G5 Arkansas white 50 Stanford 9 1999
---Below Average 41-50------ All blacks worse than state average 26-41
Seattle Asian 93 49 Seattle and Tacoma Asians relatively weak
G6 P George Math Comp 48 CTBS 2003
Sea Rainier Beach(1) 47 <- Worst high school in Seattle, 38% black 38% asian
G7 SeaAfrAmAcademy 47 vs 35 citywide black is nearly average.
G11 Atlanta 47
G10 Black WA Middle 45
G10 Arkansas White 45 Stanford 9 1999
G11 Spokane Hisp 44
Mukilteo G4 White 44 95% White/Asian
Sea Afr-Am Academy 43 virtually same as dist black = 40
G11 Richland Hisp 43
G11 Tacoma Asian 42 ::Worst Asian in state is better than Issaquah black
Issaquah Black 41
---Inner City ---------------------------
Seattle Black 93 40
Arkansas 5th grade 99 39 Stanford 9
Edmonds 94 G4 White 37 95% White/Asian (Worst white?)
Lake Wash Black 35
G7 Seattle Black 99 35
G4 P. George00 CTBS 35 : 42 in '03, affluent black
Arkansas 7th grade 99 35 Stanford 9
Bellevue Black 34 31%/$14k - like richl
and whites
Renton Black 34
G11 Seattle Black CFAS 32
G11 Spokane Black 32
G2 Math Compton S9 30
G9 Atlanta 30 Lowest score of all grades, G1=59, G11=47
G11 Seattle Hisp 28
G4 Seattle AfAm 92 24 27
G11 Tacoma Black 27
G11 Wash Black CFAS 26
G11 Tacoma Hisp 25
G11 Richland Black 23
G2 Reading Compton 22 Stanford 9
Mercer Island Hisp 21 Hisp do poorly in best district
G11 Pasco Black 20
G11 Math Compton (Black)19 Stanford 9
G11 Yakima Black 17
G11 Compton reading 98 13
(1) poorest area in Seattle \priv\96B\03\RAINIERB.HTM 38% Asian 38%
black, 45% free/reduced lunch, yet 47th percentile on math
(2) middle class = ITBS 1998 computer in home, mother has
4+ college degree SeaTimes 8/13/99
In general, the best scores are for whites in the most affluent
cities, Asians one step down in affluence, the worst are for blacks
and Hispanics in rural / agricultural areas. It is unfair to make
comparisons such as Jonathan Kozol does between wealthy whites and
poor blacks since not even working class whites perform at the levels
of the richest whites, and no one advocates busing children from the
raunchiest white neighborhoods like Revere into wealthy suburbs
because they are constitutionally guaranteed an "equal" education.
Race, not neighborhood matters the most as whites and blacks broken
out do about as well in the affluent suburb of Bellevue as they do in
the diverse city of Seattle. Asians only fare worse than whites in
areas like Seattle, where poor Asians are matched with over-educated
whites. In the suburbs, Asians generally do as well as whites in
communities one notch up in affluence. Blacks in the near-top
eastside perform no better than Seattle at worst, and no better than
the 50th percentile at best, and the same in the SF Bay area.
The DC suburb of Prince George County has the nation's most affluent
black community with a $50,000 median income, yet their test scores
are no better than Oakland which has among the worst districts and
poorest black communities in the SF bay area.
Exceptions to the poverty and affluence rule are that poor Asians
perform at near national average without any special intervention.
Poor blacks in the Zion academy and other special schools appear to
be able to hit the 50 to 55 percentile. Blacks selected in magnet
schools in Chicago, Detroit, and Georgia perform at levels comparable
to the best Asian schools like Lowell.
Whites and Asians in Richland WA with otherwise undistinguised
incomes perform as well on math as students in the far more affluent
Seattle Eastside suburbs ($17k vs. $23k in Bellevue pci) because
their parents service the high-tech Hanford nuclear reservation on
government paychecks. Areas near Air Force bases also get very good
test scores.
news stuff here
------------------------------------------------
WASL Spectrum 1998 4th grade math
% passing
85.0 Lk Wash Peter Kirk Elementary
79.2 Mercer Island Island Park
78.6 Seattle Montlake
74.3 Mercer Island Lakeridge
66.7 Issaquah Cougar Ridge
52.5 Seattle White
48.4 Bellevue Asian
44.1 Bellevue Overall
36.1 Seattle Overall
33.1 Seattle Asian
-------------------------------------
32.8 Lk Wash A.G. Bell
31.3 State Overall
23.8 Seattle AmIndian
21.8 Sultan Gold Bar
20.4 Bellevue Black
17.9 Bellevue Hispanic
14.2 Seattle Black
12.5 Seattle MultiRacial
11.4 Seattle African American Academy
9.5 Renton Campbell Hill
4.8 Seattle High Point Elem
4.3 Seattle ML King
Seattle has some of state's worst minority students, yet district is
above state average. Since Mercer Island is only district higher than
Bellevue in scores, Seattle may be #2 only to Mercer Island in
quality of white students! Minorities do poorly, whites and Asians
do average or better regardless of whether they are in suburb or
urban school district.
------------------------------------------------------------- ------
SEATTLE AREA TEST SCORES RANK ORDER SIMILAR TO HOUSE VALUE
\doc\web\99\05\seavalue.prn
Academic test scores are roughly comparable to
rank order of residence values
8th grade
Residence Values x $1,00Test Scores percentile
Mercer Island 492 83
Bellevue 274 67
Issaquah 234 65
Kirkland 227 61
Redmond 220 61
Seattle 209 50
Renton 151 59
Tukwila 120 (among lowest WASL)
The only places that violate this tend to be affluent black
neighborhoods such as Prince George County (low scores) or Asian
inner city areas (high scores). Blacks do poorly even in districts
with high test scores regardless of the city.
Dearborn Park is a failing
"open model" school.
z43\clip\2000\07\itbs.txt
http://seattlep-i.nwsource.com/local/test22.shtml Seattle schools'
test scores show no major changes Thursday, June 22, 2000 By REBEKAH
DENN SEATTLE POST-INTELLIGENCER REPORTER
Seattle students scored above the state average in all areas of the
ITBS in third and sixth grades.
scores for students in the Seattle Public Schools showed no major
changes for better or worse when scores for two standardized tests
were released yesterday. Both the ITBS and DWA are considered
important markers, but neither carries the weight of the other major
standardized test used by the Seattle district, the Washington
Assessment of Student Learning (WASL), which will eventually be used
as a prerequisite for high school graduation.
SEATTLE STUDENTS AS GOOD OR BETTER THAN STATE FOR MOST RACES
\doc\web\99\04\seatwasl.wk1
images: \clipim\99\03\01\seawasl4.tif seawasl7.tif
Figures compiled by Seattle Public Schools Student Information
Services Office 206-298-7143 Comment and analysis by Arthur Hu
Common wisdom is that minorities perform poorly because they good to
bad school urban school districts such as Seattle. Yet for Grade 4,
and with exception of Asians and African Americans in G7, most races
in the district perform as well or above state average for their
group.
In 7th grade, 23.7 of girls vs 19.6 percent of boys, statewide 21 vs
19.2 passed math, the reverse of traditional boy advantage in math,
raising bias questions. In 4th grade, the Asian average is below, but
above whites in the 7th grade.
SEATTLE BEATS STATE AVERAGE FOR ALMOST EVERY RACE in G4
1998 WASL 4th Grade State Comparisons
Subgroup Performance
Percentage of students meeting standard
Math Reading Writing Listening
Gender Seattle State Seattle State Seattle State Seattle State
Males 36.8 31.9 50.7 54.2 33.4 29.5 70.6 71.8
Females 35.6 30.6 57.4 60.4 47.6 44.3 69.4 70.8
Overall 36.2 31.3
EthnicitMath Reading Writing Listening Math
vs state
Seattle State Seattle State Seattle State Seattle State
AmInd/AN 23.8 13.9 42.9 32.9 26.7 21.3 63.8 59.4 1
.712
Asian/PI 33.1 33.5 48.5 54.0 41.2 43.9 61.6 67.7 -1
.012
AfrAm 14.2 13.0 31.6 35.3 22.9 25.4 58.8 60.0 1
.092
Hispanic 23.4 11.3 40.1 27.4 30.0 18.3 63.7 48.1 2
.071
White 52.5 35.3 72.3 61.4 51.6 39.7 82.3 75.6 1
.487
MultiRac 12.5 24.5 50.0 49.9 25.0 29.7 62.5 70.2 -1
.960***
Total 36.1 31.2 53.8 55.6 40.2 36.7 69.9 71.3 1
.157
*** only exception
SEATTLE TO FOCUS ON MINORITY STUDENTS' LOW TEST SCORES Dick Lilly,
"Seattle schools to focus on gaps in test scores" The Seattle Times,
September 3, 1998, B3 Seattle Public Schools will try to improve
student test scores and further reduce the gap in scores between
white and minority students. Most have been narrowing the gap except
for Nat Ams.
SEATTLE SAT SCORES AHEAD OF STATE AND NATIONAL AVERAGES Ruth
Schubert, "Seattle SAT scores take a big jump" Seattle
Post-Intelligencer, September 2, 1998, B1 went up for the third year
in a row. The scores are higher than both the state and national
average scores. The average verbal score was 530, up from 503 four
years ago. The average math score reached 530 also, up from 512 four
years ago.
SEATTLE CTBS SCORES UP TO ABOVE NATIONAL AVERAGE
\clip\97\29\testup.txt Seattle Times Tuesday, Dec. 2, 1997 Test
scores keep climbing among Seattle students by Dick Lilly Seattle
Times staff reporter [This is the score people should pay attention
to, not "failing" new assessment with expectations set to unrealistic
"higher" levels]
SEATTLE TIMES RANKINGS TOP AND BOTTOM 15
www.seatimes.com - school guide
\clip\97\27\searank\searank.htm
"Already it takes a 3.7 GPA and 1,200 SAT score for a high school
student to be automatically admitted to the UW. Only 18 percent of
WA students who took the SAT did that well." Seattle Times Sept 5, 2003 A16
UW to limit 2-year transfers Tan Vinh
UNIVERSITY OF WASHINGTON GPA RATINGS
http://www.seattletimes.com/extra/browse/html97/rank_110297. html
\clip\97\25\uwfresh.txt The Seattle Times Company Sunday, Nov. 2,
1997 Checking up on UW freshmen by Roberto Sanchez Seattle Times
staff reporter
\clip\97\25\uwfresh0.tif "How freshmen do at UW Nov 2, 1997 (GPA at
University of Washington by Seattle area high school)
\clip\97\23\sea4test.gif "Fourth-graders will get passel of tests
this year" CTBS, ITBS, Wash Assessment of Student Learning, signed up
for Clinton's new national test too. CTBS is 30 min per day for 3
days, ITBS takes 90 minutes over several days, WA test takes 1/2 to 2
hrs per day for 3 to 5 days.
http://www.seattletimes.com/extra/browse/html97/test_053097. html
\clip\97\14\itbs.txt [The Seattle Times Extra] Copyright © 1997 The
Seattle Times Company Friday, May 30, 1997 Seattle school's test
scores rise - for everyone by Dick Lilly Seattle Times staff reporter
Test scores for Seattle Public Schools students have moved up on all
three districtwide tests given this year.
\clip\96\12\cheifs.txt
http://www.seattletimes.com/extra/browse/html97/skul_050497. html
Seattle Times Sunday, May 4, 1997 Inside an urban school: Chief
Sealth changing course
Demographics
Chief Sealth W29.2 HB19.6 L16.5 A31.2 N3.5
All high schools W38.9 B23.2 L7.7 A27.2 N3.0
Live with both Parents 49.1 43.3
Free/Red Lunch 50.9 34.5
Non-English Backg 19.1 14.2
Short/Long Term susp 16.5 10.1
Dropouts 13.8% 12.5%
Avg Attendence 82.9% 86.1%
HS GPA 2.5 2.7
Percentile Test 42/43/45 52/51/53
read/lang/ math
Source: Seattle School District Profile Nov 1996
Chief Sealth students entering college
Percent of class of 1995 enrolled in 4-year 21
2-year college 31
vocational school 2
national merit scholars, 1995, 1996 0
Average SAT scores of 68 tested in 1996 V453 M460
SEATTLE WEEKLY POSTS HIGHEST AND
LOWEST READING SCHOOLS
BEST SEATTLE ELM SCHOOLS HAVE MOST WHITES OR ASIANS WORST HAVE MOST
BLACKS. POOR ASIANS ALSO DO POORLY.
Seattle Elementary Schools By Race and
Test Score Schools with the most blacks have below average test
scores. Some schools with lots of Asians have low math test scores,
but most are above average. Almost every school over 50% white has
above average math test scores.
Ranked by Math ITBS scores
Percent
Race Average ITBS sco
Percent Free/Red
School Natam Black Hisp Asian White W+asian Reading Math
Below 25Lunch
Top 5
Madrona 1.3 29.7 5.4 10.3 53.3 63.6 73 70
11.0 30.0
Whittier 3.4 9.2 5.6 13.7 68.0 81.7 67 66
7.9 22.7
Montlake 0.9 19.0 4.8 10.4 64.9 75.3 63 65
62.0 7.8
Broadview 2.4 11.3 10.9 26.5 48.9 75.4 56 62
13.0 41.0
Laurelhurst 1.3 7.7 12.5 25.3 53.2 78.5 60 61
10.6 26.3
Bottom 5
Highland Par 4.3 17.7 19.4 25.9 32.8 58.7 37 39
28.9 66.4
King 0.0 53.7 3.2 5.8 37.4 43.2 41 39
16.3 55.8
Minor 2.5 69.8 6.9 3.0 17.8 20.8 40 39
24.8 78.7
High Point 4.1 39.0 13.4 23.6 19.9 43.5 38 37
20.9 89.4
Rainier View 1.9 54.4 2.8 19.0 21.8 40.8 32 35
22.3 62.1
Top 5 Asian Population
Rank by Asian: * are schools where Math is below 47, typically FRLunch is ab
ove 70%
School Natam Black Hisp Asian White W+asian Reading Math
Below 25FRLunch
Maple 2.4 10.8 9.3 57.6 19.9 77.5 45 51
15.8 49.1
Van asselt* 1.7 23.4 7.3 56.3 11.2 67.5 37 41
* 21.3 81.5
Kimball 0.4 8.5 8.9 53.0 29.3 82.3 47 50
20.7 39.2
Beacon Hill 2.5 16.1 15.1 48.4 17.9 66.3 48 54
15.0 63.0
Dearborn Par 1.7 28.2 3.3 48.1 18.7 66.8 46 46
* 19.1 66.0
Wing Luke* 0.0 25.5 5.3 47.9 21.3 69.2 43 43
* 25.1 71.1
Top 5 Black Population
Rank by Black - schools 39% black and over range from 35 to 48 Math
School Natam Black Hisp Asian White W+asian Reading Math
Below 25FRLunch
Minor 2.5 69.8 6.9 3.0 17.8 20.8 40 39
24.8 78.7
Rainier View 1.9 54.4 2.8 19.0 21.8 40.8 32 35
22.3 62.1
Muir 1.8 54.2 4.7 13.9 25.3 39.2 49 46
24.5 60.8
King 0.0 53.7 3.2 5.8 37.4 43.2 41 39
16.3 55.8
Emerson 2.1 52.7 4.2 20.1 10.8 30.9 41 39
21.2 69.3
Thurgood Mar 1.7 51.7 8.0 15.6 22.9 38.5 41 40
22.9 67.4
Top 5 White Population
Rank by White: Only 2 schools over 50% white have math scores below 50
School Natam Black Hisp Asian White W+asian Reading Math
Below 25FRLunch
Whittier 3.4 9.2 5.6 13.7 68.0 81.7 67 66
7.9 22.7
Wedgewood 2.0 7.6 5.9 18.4 66.1 84.5 65 61
9.0 17.5
Montlake 0.9 19.0 4.8 10.4 64.9 75.3 63 65
62.0 7.8
Blaine 1.8 13.4 7.9 15.1 62.0 77.1 54 51
16.0 29.0
BF Day* 1.8 13.4 7.8 15.1 62.0 77.1 43 44
* 21.0 29.0
------------------------------------------------------------- ---
"Fourth graders's test scores shoot up" Seattle Times Nov 23, 1996 pl
A9 F112396-1. But relative to 1991, scores are flat or down
4th grade 8th grade
91 95 96 91 95 96
Reading 52 50 52 52 49 49
language 50 49 53 51 50 51
math 50 45 50 52 48 50
scienc 49 53 44 45
social stud 51 55 51 52
SEATTLE RANKS LOWER IN CTBS THAN ANY EASTSIDE CITY, BUT THIS DOES NOT
BREAK DOWN SCORES BY RACE!
\doc\96\07\ctbs96.wk1, .prn
1996 CTBS Ranking Seattle Vs. Eastside
If you look at districts overall, it appears that districts in the
suburbs get higher test scores, and the minorities should be doing
better there.
Total Math Home Price
4th 8th 4th 8th
Mercer Island 84 86 84 83 $377,775
Bellevue 65 70 65 74 $275,700
Lake Washington 68 68 65 70 $221,714
Issaquah 72 69 72 69 $195,000
Northshore 71 69 70 69 $191,943
Snoqualmie Vall 65 61 61 60
Riverview 67 63 62 59
Seattle 50 50 $150-$300
But if you break down test scores by race, we find that urban Asians
in Seattle and Tacoma lag whites, while Asians in suburbs generally
score as well as communities one notch up Renton->Bellevue,
Bellevue->Mercer Island, Mercer Island -> Lakeside, while blacks with
the exception of Northshore and Mercer Island peform at 35-40. Even
those at Northshore do worse than Whites in Seattle at 51.
Total Math
4th 8th 4th 8th
Mercer Island 84 86 84 83
Bellevue Asian 82
Issaquah Asian 80
Bellevue 65 70 65 74
Renton Asian 74
Lake Washington 68 68 65 70
Issaquah 72 69 72 69
Northshore 71 69 70 69
Mercer Isl Black 68
Seattle White 66
Snoqualmie Vall 65 61 61 60
Riverview 67 63 62 59
Renton 59
Nothshore Black 51
Seattle 50 50
Seattle Asian 49
Tacoma Asian 42
Issaqauah Black 41
Seattle Black 40
Lake Wash Black 35
Bellevue Black 34
Renton Black 34
Eastside test scores on the rise Seattle Times Nov 26, 1996 f120196
Every district between Issaquah and the Snohomish county line scored
above average in tests this fall.
Fourth-grader's test scores shoot up Seattle Times Nov 23, 1996 p. A9
f112396
Test scores are percentiles based on national norms California Test
of Basic Skills
"Survey tracks average home price by location" Seattle Times Dec 1,
1996 p. F1 F120496-1
The newspapers rarely print race-breakdowns that would show this
trend, I had to call up school district offices to get these numbers.
\clip\96\09\ctbs96.txt Seattle Times Nov. 26, 1996 2 districts
improve in basic skills Pupils in Edmonds and Monroe post higher
scores by Nancy Montgomery Seattle Times Snohomish County bureau
Results of an annual statewide basic-skills test show continued
improvement for some local school districts this year.
\doc\94\02\kidnow2.txt Wash NAEP vs. National
Key Facts from NAEP 1994
4th Grade Reading Assessment
>
Washington 4th Graders
44 percent below Basic level; same as national rate
22 percent at or above Proficient, vs. 24 nationally
only 3 percent at or above Advanced, vs. 4 percent nationally
Race/ethnic differences:
Average Proficiency Scores
Ranked by quality relative to US average
Washington U.S. Wa. vs U.S.
-------------- --------- --------------
Black 199. . . . . . . .187 +12
Native American 208. . . . . . . .201 + 7
Hispanic 191. . . . . . . .190 + 1
White 218. . . . . . . .223 - 5
Pacific Islander 209. . . . . . . .217 - 8
Asian 221. . . . . . . .231 - 10
WA NAEP Reading W1.00 B-1.19 H-1.14 A1.06 N-1.10
\doc\96\02\seaatl.txt Seattle Vs. Atlanta test and poverty
51-55% CAT percentile, 58.4% minority 40% f/r lunch 14% esl
\doc\95\05\seadata.wk1 - Disproportionality in Seattle Schools
shows that Chinese, Asian, and vietnamese violate poverty=performance
rule, but 2 parent family rule is more predictive.
ST 11/22/95 - Test scores ranges are given for Seattle 49-51,
Eastside 60-69, Mercer Island 83. Low scores blamed on high poverty
in Seattle, but poor Asians get excellent grade point averages.
- Asians in Renton score higher than average for Bellevue, best
school district in the state.
- Mercer Island is the best district in the state
\doc\96\04\mercisld.wk1 Mercer Island Wa CTBS scores by race
Mercer Island Schools
Oct 1995 CTBS/4 test scores by grade
Note - Black and Hispanic students are less than 5 per grade
Grade 11 Read/LA Hist/SS Math Science Number
White 80 81 79 77 234
Black 58 72 68 47 4
Hisp 86 92 71 85 5
Asian 73 74 81 69 30
NatAm 0 0 0 0 0
Note - only one black student in G4 and G8
Blacks only 47 in G11 science
\doc\96\02\watest.wk1
Ranked by White scores
Math 1993 CTBS Grade 11
City Black Amind Asian Hispani NHWhit
Richland 23 60 87 43 70
Spokane 32 36 52 44 55
Pasco 20 24 44 31 53
Yakima 17 43 73 29 53
Tacoma 27 45 42 25 51
Seattle 25 35 60 28 51
Richland WA mathG11 W1.00 B-3.04 H-1.62 A1.24 N-1.16
Pasco WA math G11 W1.00 B-2.65 H-1.70 A-1.20 N-2.20
There is no correlation between black test scores, and whites in the
same school district.
\doc\95\02\testrank.wk1 -
Puget Sound Test Ranking Mercer Island, Bainbridge Island, Northshore
and Lake Washington on top in Puget Sound Washington
Test score rankings for Puget Sound Area
Districts
4th Grade Rank (range 1-Percentile (range 1-100)
Mercer Island 1 98.3%
Bainbridge Islan 3 94.8%
Northshore 6 89.7%
Lake Washington 10 82.8%
Shoreline 11 81.0%
Issaquah 12 79.3%
Bellevue 13 77.6%
Auburn 16 72.4%
Kent 17 70.7%
Renton 18 69.0%
Puyallup 20 65.5%
Mukilteo 20 65.5%
Federal Way 21 63.8%
Everett 22 62.1%
Seattle 25 56.9%
Edmonds 26 55.2%
Highline 26 55.2%
Clover Park 26 55.2%
Tacoma 27 53.4%
Bethel 30 48.3%
Fall 1993 scores, tests are given every year. There are
58 ranks among 296 school districts because of
duplicate scores
Based on table in Seattle Post-Intelligencer Feb 17, 1995 p A6
Test Score Rankings for Washington State districts, grade 8
\doc\96\04\ctbsrank.wk1
CTBS Test Results, Fall 1995
Total Battery Score (reading, language arts, math & science)
Ranked by Grade 8 average
District 4th 8th
-------------------------------------------
Mercer Island 83 83 Outstanding
-------------------------------------------
Bellevue 65 69 Very Good
Issaquah 68 69
Northshore 71 69
Sequim 60 69
Bainbridge-isl 70 68
Pullman 68 67
Lake-Washingto 64 66
Mead 57 66
Olympia 56 66
Bellingham 56 65
Central-Kitsap 58 64
Enumclaw 51 64
Fife 61 NA
Ferndale 65 64
Puyallup 55 64
Richland 63 64
Shoreline 64 63
---------------------------------
Ellensburg. 55 62
Kent 55 61
Peninsula 60 61
Lynden 68 60
Snohomish 54 60
Sumner 59 60
Anacortes 62 59
Central-Valley 54 59
Stanwood 52 59
West-Valley(Ya 51 59
Federal-Way 55 58
Medical Lake 61 58
North-Kitsap 61 58
OakHabor 49 58
Port-Angeles 56 58
Burlington-Edi 42 57
East-Valley (Y 51 57
Tumwater 52 57
Cheney 53 56
--------------------------
Auburn 54 55
Clarkston 43 55
South-Whidbey 54 55
Spokane 52 55
Ephrata 45 54
South-Kitsap 55 54
Vancouver 53 54
All-Districts 50 54
Kelso 35 53
Kennewick 51 53
North-Thurston 51 53
Renton 53 53
Selah 43 53
Walla Walla 46 53
Wenatchee 43 53
Edmonds 44 52
Everee 51 52
Evergreen-(Cla 48 52
Highline 45 52
Battle-Ground 45 51
Longview 44 51
Tacoma 49 51
East-Valley (S 47 50
Hoquiam 40 50
Marysville 50 50
Aberdeen 47 49
Chehalis 54 49
Seattle 48 49
Clover-Park 41 48
Eastmont 51 48
West-Valley(Sp 51 48
Yelm 57 46
Centralia 40 45
Sedro-Wooley 50 45
South-Cental 46 45
Mount-Vernon 36 43
Pasco 44 43
Yakima 30 40
Prosser 52 37
Moses Lake 39 36
Othello 24 33
Sunnyside 28 29
d:\doc\94\18\seatest.wk1 - Seattle 1993 Test results
All Schools Math W1.00 B-1.44 H-1.22 A-1.05 NA-1.15
G8
1993 Percentile Index
Middle Reading LanguageMath Reading LanguageMath
AfriAm 43 43 40 -1.51 -1.44 -1.55
Asian 48 54 49 -1.35 -1.15 -1.27
Hisp 49 46 47 -1.33 -1.35 -1.32
NatAm 60 55 55 -1.08 -1.13 -1.13
White 65 62 61 1.00 1.00 -1.02
Total 55 54 55 -1.18 -1.15 -1.13
\doc\95\11\LWCTBS.wk1
Seattle vs. Washington State CFAS, Grade 11
Language Math
LKWash Seattle LKWash Seattle
White 53 57 53 53
Black 29 35 26 32
Hispanic 27 44 29 40
Asian 41 38 57 48
NativeAm 35 53 34 49
Overall 49 47 51 47
Whites do just as well or better in Seattle than Lake Washington,
while blacks do just as poorly or worse, even though Lake Washington
serves affluent suburbs, and Seattle large inner city areas.
Ranked by Seattle performance relative to state average
Washington = 1.00 Language Math
Hispanic 1.63 1.38
NativeAm 1.51 1.44
Black 1.21 1.23
White 1.08 1.00
Overall -1.04 -1.09<- due to Asians!
Asian -1.08<- -1.19<-
Of all the races, only Asians perform worse in Seattle than state
average, contrary to view that Blacks and Hispanics perform
especially poorly in large urban schools. Evidently rural Hispanics
score much worse than rural ones. Asians do poorly compared to
affluent Asians who live in the suburbs.
The proportion of minorites, especially Asians seem to account for
the lower overall showing.
d:\doc\94\16\seatest.wk1 - seattle test scores ST12/24/92
Asians higher in some cities, but lower in Seattle thanwhite
Seattle vs. NAEP
black = national avg G4:21 G8:24 vs. 22
asian far below national avg G4:50 G8:56 vs 71 / 67
hisp 33/32 vs national 30/30 is about equal
white 57/61 vs national 57/58 about equal
All races about equal to national NAEP averages except for the
Asians! Asians equal or better than national average in Boston and
NYC and SF, but not Seattle. Seattle is only city where whites do
better than Asians, but also only city where whites are better
educated
--------------------------------
1992 SEATTLE SCHOOLS TEST SCORES
--------------------------------
Percentile vs Ntl Averages
Reading Language Math
Grade Level
4 8 4 8 4 8
NatAm 42 56 32 45 32 48
AsAm 47 42 50 50 50 56
AfAm 29 31 27 31 21 24
Latino 42 38 41 38 33 32
White 66 70 62 63 57 61
Dist 51 51 48 50 44 48
Total Science SocStud
skills
4 8 4 8 4 8
NatAm 35 50 42 45 42 53
AsAm 49 49 43 40 51 50
AfAm 24 27 23 22 27 31
Latino 38 35 37 29 44 41
White 63 66 65 61 66 67
Dist 48 50 47 43 51 52
Reading Language Math
Grade Level
4 8 4 8 4 8
NatAm -1.6 -1.3 -1.9 -1.4 -1.8 -1.3
AsAm -1.4 -1.7 -1.2 -1.3 -1.1 -1.1
AfAm -2.3 -2.3 -2.3 -2.0 -2.7 -2.5
Latino -1.6 -1.8 -1.5 -1.7 -1.7 -1.9
White 1.0 1.0 1.0 1.0 1.0 1.0
Dist -1.3 -1.4 -1.3 -1.3 -1.3 -1.3
Total Science SocStud
skills
4 8 4 8 4 8
NatAm -1.8 -1.3 -1.5 -1.4 -1.6 -1.3
AsAm -1.3 -1.3 -1.5 -1.5 -1.3 -1.3
AfAm -2.6 -2.4 -2.8 -2.8 -2.4 -2.2
Latino -1.7 -1.9 -1.8 -2.1 -1.5 -1.6
White 1.0 1.0 1.0 1.0 1.0 1.0
Dist -1.3 -1.3 -1.4 -1.4 -1.3 -1.3
Asians are worse in all field, including math!
Asians closest in math, down by 10%
Farthest down G8 reading -1.7
White are above ntl average on everything
Index Renton Renton SCentr 91 92 Highline
4 8 4 8 8 4
White 1.0 1.0 1.0 1.0 1.0 1.0
Black -1.5 -1.8 -1.9 -1.9 -1.3 -1.5
Hisp -1.4 -1.3 #N/A #N/A ##### -1.4
Asian 1.2 1.1 1.0 ##### ##### -1.1
NatAm ##### ##### ##### ##### ##### -1.5
Asians slightly better in Renton, slightly
worse in Highline
d:\doc\94\17\isstest.wk1 - Test results for Issaquah etc.
Test Results
1992-94 Washington State Comprehensive Test of Basic Skills (CTBS)
Total Battery Scores for Issaquah, state and 4 Neighboring Dist
mean national percentiles
G4 G8
Mercer Island 83 (#1/98.3 ranked district in state)
Bellevue Asian 73 82
Issaquah Asian 80
Renton Asian 74
-------------------------- Suburban Asians equal to best districts
Lk Wash 61 67 (#10/82.8)
Bellevue 64 67 (#12/79.3)
Issaquah 61 65 (#13/56.9)
Lake Wash 61
Seattle White 61
Lake Washington Asian 61
--------------------------- Seattle whites nearly as good as eastside
Renton 41 59
Riverview 57 58
G11 State Asian CFAS 57
Seattle Asian 56
State 50 55
G11 State CFAS 53
--------------------------
Seattle Asian 93 49 Seattle Asians relatively weak
-------------------------- All blacks worse than state average
Issaquah Black 41
Seattle Black 93 40
Lake Wash Black 35
Bellevue Black 34
Renton Black 34
G11 Seattle Black CFAS 32
G11 Wash Black CFAS 26
Asian Renton 4 - 63 = Bellevue
Asian Renton 8 - 71 > Bellevue
(d:\doc\94\16\seatest.wk1 - seattle test scores ST12/24/92)
These results are similar to California bay area, blacks in the best
districts perform no better than state average for all students,
students in integrated areas perform no better than state average for
minorities or predominantly minority districts. Washington has not
predominantly black districts, however, the African American school
in Seattle is similar to the district in performance.
This is counter to the theory that minorities do more poorly
simply because they go to inferior quality school districts when
you split them out by race, whites and Asians do relatively well,
and blacks do relatively poorly regardless of the overall rank
of the district.
asian.education.test.spokane
[[Spokane - In Spokane, Asians are less educated than African
Americans, and African Americans are not under-represented among
school principals, yet Asians still get the best math scores.
d:\doc\94\10\spoktest.wk1
Compared to White
Grade 4
Read Lang Math Sci SocStu
AmInd 6% -14 -14 -12 -11 -14
Asian 3% 5 11 10 10 4
Black 4% -16 -18 -16 -20 -15
Hispanic 2% -21 -22 -21 -21 -21
White 84% 0 0 0 0 0
Omit 2%
Asians lead in all fields in Grade 4
Grade 8
Read Lang Math Sci SocStu
AmInd 4% -24 -23 -28 -22 -21
Asian 4% -7 6 7 -4 0
Black 4% -21 -13 -20 -23 -17
Hispanic 2% -13 -10 -20 -20 -12
White 83% 0 0 0 0 0
Omit 2%
Asians lag only in reading and science in grade 8 due to immigrants
Male 51% -5 -10 -6 -1 -3
Female 47% 2 8 1 -34 -1
Girls lag in science, boys lag in reading and even in math
[[Tacoma WA
206-596-1000 Joe Willhoft will dig up GPA scores
360-668-7030 Jerry Litzenberger Snohomish Director of Graduate
Followup Study. He did a study over the 90's of several Puget Sound
school districts of data broken down by race, and found very similar
patterns - if you broke out race separately, blacks did more poorly
even in the better ranked districts.
360-753-3449 Bob Silverman Wa state has report of school district
CBTS scores.
[[Tennessee
link
[[Texas
http://www.tea.state.tx.us/perfreport/account/98/state.html
1998 Texas Accountability report
% Passing above "criterion"
W34.6 B7.1 H10.9 All26.6
% Passing Exit-level TAAS
W54.4 B21.1 H26.4 All42.4
% Passing math on TAAS G3-8, 10 1997
W89.5 B64.1 H71.8 All80.1
% Passing math on TAAS
http://www.tea.state.tx.us/cgi/broker?_service=hogg&_program=teasampl.accmp9
8.sas&search=campname&namenum=wesley
Wesley Elementary
W100.0 B83.8 H79.2 All83.5
[[Tukwila
City has one of worst elementary school math scores of any seattle
district. (south central) Also horrible WASL
http://www.seattletimes.com
\clip\98\04\tukwila.txt The Seattle Times Company Education : Monday,
February 9, 1998 Tukwila high school is true cultural melting pot by
Dionne Searcey Seattle Times South bureau
[[us
d:\doc\95\02\achievem.wk1 - Achievement tests
Achievement: 8th Grade Students, United States 1988
White Black Hisp Asian/P NatAm
Percent in Upper Half, White = 1.00 1/2 = -2.00
History 1.00 -2.19 -1.72 1.02 -2.22
Math 1.00 -2.58 -1.88 1.07 -2.34
Reading 1.00 -2.21 -1.75 -1.05 -2.25
Science 1.00 -2.63 -1.85 -1.06 -2.27
Blacks are furthest behind, followed by Native Americans and then
Hispanics Asians lead in History and Math but lag in Reading and
Science
[[Virginia
Virgina Literacy Passport test results by county
\doc\web\97\04\littest.wk1
Virginia School Divisions: Standardized Test Scores for the 1994-95
school year - 11th grade
Mean percentile scores for Tests of Achievement and Proficiency.
Scores are better, or the same as, scores for this percentage of test
takers nationwide
Literacy Passport Test Results
Percentage of sixth grade students who passed all three parts.
School LIncome*
ce***
School 1992-93 1993-94 1994-95 Score/Inc
Patrick 92% 88% 91% 0 0.37 27.70%$24, 502
Radford 90% 83% 84% 1 0.42 19.30%$19, 766
Manassas 83% 85% 83% 2 0.16 16.70%$50, 895
Fairfax 84% 84% 81% 3 0.15 16.30%$54, 369
Highland 70% 70% 81% 4 0.34 32.70%$23, 531
Middlesex 79% 79% 79% 5 0.29 34.30%$27, 500
West Point 93% 85% 77% 7 0.22 16.00%$35, 782
Salem 79% 84% 77% 6 0.24 17.70%$31, 828
Stafford 76% 77% 76% 9 0.15 13.00%$51, 754
Mathews 69% 72% 76% 8 0.24 26.30%$31, 613
Loudoun 79% 80% 75% 11 0.13 10.00%$59, 510
Falls Church 84% 89% 75% 10 0.13 11.30%$55, 605
Best
Prince George 71% 75% 67% 49 0.16 25.30%$40, 970
Worst
Accomack 50% 57% 42%121 0.18 56.70%$22, 888
Hopewell 50% 53% 41%123 0.14 51.30%$29, 848
Greensville 48% 51% 40%124 0.16 57.00%$25, 362
Sussex 40% 49% 39%125 0.16 73.30%$23, 654
Richmond City 37% 38% 36%127 0.14 65.30%$26, 480
Northampton 42% 57% 36%126 0.18 58.00%$20, 513
Brunswick 45% 40% 30%128 0.14 72.30%$22, 117
Cumberland 35% 41% 27%129 0.10 64.70%$26, 166
Charles City 43% 48% 24%130 0.07 43.00%$34, 441
Source: Virginia Department of Education
Prince George Count is top 25 in income, but only 50/100 in overall literacy
Top 25 in grade 11 math literacy
RICHMOND ISN'T BETTER THAN SOME SUBURBS ACCORDING TO EXPECETED
RESULTS \clip\97\13\beatodds.txt 12/10/95 Beating the odds School
analysis bucks conventional wisdom BY WILLIAM RUBERRY AND MOLLIE GORE
Richmond (VA) Times-Dispatch Staff Writers
[[Washington DC.
ANOTHER NORMAL DAY AT A DC SCHOOL
z63\clip\2003\01\techsue.txt
http://www.city-journal.org/html/13_1_how_i_joined.html Winter 2003 |
Vol. 13, No. 1 How I Joined Teach for America-and Got Sued for $20
Million Joshua Kaplowitz D.C. Public Schools grade kids on a highly
subjective 1 to 4 scale, 4 being the highest. Most of my students
entered fifth grade with grave academic deficiencies, yet their
cumulative records revealed fair to excellent grades, making clear
that social promotion was standard practice at Emery. ...several of
their parents intimated to my colleagues that they didn't think a
white teacher had any business teaching their children ...Raynard had
told her that I had violently shoved him in the chest out the door of
my classroom, injuring his head and back. His mother had dialed 911
don't have to be ...with their poor administration and lack of
parental support, their misguided focus on children's rights, their
anti-white racism, and their lawsuit-crazed culture.
DC SCHOOLS 16TH PERCENTILE ON SAT, MANY SCHOOLS AT 5TH PERCENTILE
Gerald Bracey 7/2000:
We've got some schools here in DC where 25% of the kids take the SAT and get
an average score putting them at the 5th percentile--on the recentered
scale. The DC SAT average is at the 16th percentile, a full hundred points
lower than the national average. It is that high only because of a single
relatively high-scoring school (522 math, 553 verbal).
\clip\97\25\dctest.txt ap 10/30/97 About 40 percent of second- and
third-graders tested in District of Columbia public schools last
spring would have had to repeat their grade if tougher promotion
requirements proposed by the school system were in effect, 10th- and
11th-graders who took the Stanford 9 Achievement Test last spring,
more than half scored far below grade level in reading and less than
15 percent read proficiently. Math scores were even lower. [below
basic was higher, basic was equal, above grade level was far lower
than national average]
[[Washington State
Washington state consistently tests above national average on norm
referenced tests, even as the WASL flunks 50-80%.
63 2000 3rd grade math
58 2004 6th grade math
56 2000 3rd grade reading
\
------------------------------------------------------------------
BLACKS IN 3RD GRADE 2004 AT 50TH PERCENTILE IN MATH
DESPITE POOR WASL PERFORMANCE
State Results on Iowa Tests
G3
All Reading Math
2002 2004 2002 2004
All 57 58 66 67
Native Am 47 58 51 50
Asian 53 57 72 75
AfAm 44 46 48 49
Hispanic 31 32 42 43
White 62 63 70 72
sixth grade
All Reading Math
2002 2004 2002 2004
All 54 55 58 58
Native Am 39 42 42 43
Asian 52 54 66 68
AfAm 37 39 37 38
Hispanic 29 31 36 37
White 60 61 61 62
Seattle Times / OSPI
June 16, 2004 - Page updated at 12:00 A.M.
State students' scores show little change in basic skills
By Linda Shaw
Seattle Times staff reporter
http://seattletimes.nwsource.com/news/local/html98/fout08m_20000808.html
Tuesday, August 8, 2000, 12:00 a.m. Pacific
State's public schools to face rating system
by Linda Shaw Seattle Times staff reporter
Jeff Fouts, a data-minded professor and director of the new Washington
School Research Center, recently finished setting up his office and started
work on what he describes as a kind of Consumer Reports for education, a Web
site that will compare each school to its highest-scoring peers - schools
with equal or greater levels of poor and immigrant students.
SAN JUAN ISLAND WELL OVER AVERAGE z44\clip\2000\08\sanjuan.txt
Journal of the San Juan Islands Vol. 94 Iss. 38: Sept. 15 ,1999
Navigation San Juan students score high marks on state exam By Jim
Kadyk Students on San Juan Island exceeded the state average in every
category in each grade tested. The 49 percent of 7th grade math who
did meet the standard were more than double the statewide average of
24 percent. Every other category was over 50%
WA STUDENTS DO GREAT ON NORMED TESTS EVEN AS THEY FLUNK THE WASL
z43\clip\2000\07\tactest.txt Students' test scores on the rise Tacoma
News Tribune June 23, 2000 State schools superintendent calls results
on standardized Iowa tests 'great news' Debby Abe ; Staff writers
Lisa Cosmillo and Sean Robinson contributed to this report.;
The state's third-graders were at the 56th percentile in reading on
the Iowa test, meaning their basic reading skills were as high or
higher than 56 percent of other U.S. kids taking the test. That was 1
percentile point higher than last year's third-grade class.
This year's youngsters scored in the 63rd percentile in math,
compared with the 60th percentile last year.
SPI BERGESON: ABOVE AVERAGE IS "NOWHERE NEAR WE WANT TO BE"
\clipim\99\06\25\itbs.gif State's students beat national tests'
median associated press Seattle Times June 23, 1999
Bergeson - "cool results but nowhere near where we want to be, there
are dismal disparities between white and minority students"
Grades 3, 8, 11 in March vs. 50th percentile national median.
Grade 3 55 reading 60 math
Grade 8 52 reading 52 lang arts 52 math
Grade 11 not available
Hispanic 3rd 28 reading 36 math
Hispanic 8th 24 reading 33 math
test costs $3 per student paid by state, 200,000 pupils tested.
\clipim\99\03\08\wasl4.gif 4th grade wasl test broken down by ethnicity
WA 8TH GRADERS ABOVE AVERAGE ON NAEP MATH SCIENCE
http://www.spokane.net/stories/1998/Jan/30/S340065.asp
\clip\98\04\washtest.txt Friday January 30, 1998 Spokane Spokesman
Review Washington kids score in math, science The average score for
all U.S. students was 271 points out of 500. The average score for
Washington students was 276 points.
Fall 1996 scores Latinos score
worst, Asians often best in G4, G8, only better in math in G11.
\doc\web\97\06\wascore.wk1
Test Scores in WA State by Race Index
NatAmAsianAfrAmLatinWhiteAll NatAmAsianAfrAmLatinWhiteAll
Grade 4
Reading CTBS 36 54 35 28 56 52-1.56-1.04-1.60-2.00 1.00-1.08
Math 33 63 31 28 56 52-1.70 1.13-1.81-2.00 1.00-1.08
Language 33 60 34 28 56 52-1.70 1.07-1.65-2.00 1.00-1.08
Grade 8 CTBS
Reading 38 51 34 29 60 55-1.58-1.18-1.76-2.07 1.00-1.09
Math 35 66 32 29 58 55-1.66 1.14-1.81-2.00 1.00-1.05
Language 37 60 37 32 57 54-1.54 1.05-1.54-1.78 1.00-1.06
Grade 11 CFAS
Eng/LangArts 37 44 32 27 55 51-1.49-1.25-1.72-2.04 1.00-1.08
Hist/SocSci 37 45 29 28 53 50-1.43-1.18-1.83-1.89 1.00-1.06
Math 38 59 30 29 55 53-1.45 1.07-1.83-1.90 1.00-1.04
Science 40 47 29 30 57 53-1.43-1.21-1.97-1.90 1.00-1.08
Source: Office of the Superintendent of Public Instruction
Based on table in Seattle Times July 6, 1997
Article noted that Hispanics are the lowest scoring ethnic group, just below
African Americans
Asians lead whites in G4 and G8 math and language
\doc\95\02\currfram.txt - Whites 1st, Asians 2nd in Wash proficiency test
"New system tests 11th graders" Seattle Post Intelligencer
Feb 24, 1995 p. B3. John Iwasaki
Above proficiency:
31% white
27% asian/pi
15% am indian/an
12% hispanic
9% blacks
\priv\95\02\washtest.doc
State students continue at 'average' Seattle
Post Intelligencer Jan 26, 1995 p. B2 By Lynne K. Varner
Abstract - 1995 Comprehensive Test of Basic skills show that Blacks,
Hispanic, Native Americans score 10-25 percentile below average in 4th
and 8th grade, 6 to 24 below in 11th grade. Whites scored up to 10
points above in 4th and 8th grade, but equal in 4th grade math.
Asian/Pacific Islander scored above norm in 4th and 8th in all
subjects, but lag 6 to 9 points in English, history and science. The
ethnic gap remains a "mystery" though state officials believe poverty
is the cause.
@@CAT
doc\94\12\indoch01.txt - caplan study of indochina refugees and excellence
CAT 54th percentile
in math 50% in top 25% group
27% in top 10%, 3X better than national norm
@@Coaching
It is claimed that SAT tests are unfair because only the rich can
afford coaching classes. However a study showed that effects are
small overall, only a few show large differences.
COACHING OVERALL HAS ONLY SMALL EFFECTS
\CLIP\98\17\SATCOACH.TXT Study Questions SAT Coaching's Impact By
Linda Perlstein Washington Post Staff Writer The Washington Post,
Wednesday, November 25, 1998; Page A2
The coaching benefit averaged 18 points on the math section and eight
points on the verbal section. That is well within the SAT's 30-point
standard error of measurement, the extent to which a test-taker's
score is expected to vary on any given day from his or her "true
score." 16 percent of coached students improved 100 or more points
on math, and 12 percent improved that much on verbal. Eight percent
of uncoached students showed similar increases. However, 28 percent
of students in math and 36 percent in verbal got the same or worse
scores after being coached.
@@Cognitive Skills Assessment Battery Test
South Carolina page - shows all counties
http://www.state.sc.us/sde/reports/csab99/fiveyear.htm
z47\clip\2000\12\csab.htm
Tests for "readiness" of entering first graders
z47\CLIP\2000\12\firtest.txt
http://www.charlotte.com/observer/local/pub/fillerb1216.htm Published
Saturday, December 16, 2000 1St-graders score well on S.C. test
Associated Press COLUMBIA -- For the fifth year in a row, the number
of S.C. first-graders deemed ready for school has set a record. 85.2
state Bamberg 96.8 highest York county 71.1 worst.
@@College Ready
HALF DON'T MEET ACT COLLEGE READY READING, 25% DO NOT PASS ALL 4 BENCHMARKS
clip\2005\08\collbench.txt
Many Going to College Aren't Ready, Report Finds http://www.nytimes.com/2005/08/17/education/17scores.html
New York Times
Only about half of this year's high school graduates have the reading
skills they need to succeed in college. ACT reports, 1.2 million
students in all, also found that fewer than one in four met the
college-readiness benchmarks in all four subjects tested: reading
comprehension, English, math and science.
@@Collegiate Learning Assessment
http://online.wsj.com/article/SB10001424052748704754304576095912537891034.html?mod=WSJ_article_related
JANUARY 22, 2011
College Test Leaves Questions Unanswered
Universities are falling down on the job, a new study attests, failing to teach America's college students the crucial skills they need to succeed throughout their lives.
The study, summarized in the new book "Academically Adrift" and in a paper out this week from the Social Science Research Council, tracked several thousand college students' performance on a critical-thinking test from their first year on campus through their fourth year. Some 45% of students showed no significant improvement after two years of college, and 36% didn't improve after four years—troubling numbers that made headlines this week.
@@Computer based tests
\clip\98\05\comptest.txt The San Francisco Chronicle PAGE ONE --
Computers Are the Future For College Entrance Exams Pamela Burdman,
Chronicle Staff Writer ˜ Tuesday,˜February 24, 1998
STUDENTS WHO WRITE ON COMPUTERS DO WORSE ON PAPER TESTS LIKE MCAS
z47\clipim\2001\01\24\writtest.htm
http://www.tcrecord.org/Content.asp?ContentID=10709 young people who
have gone to school with computers perform significantly better on
open-ended (that is, not multiple choice) questions administered via
computer as compared to the same questions administered via
paper-and-pencil (Russell, 1999; Russell & Haney, 1997). Effects of
Computer Versus Paper Administration of a State-Mandated Writing
Assessment Michael Russell National Board on Educational Testing and
Public Policy, Boston College Tom Plati Wellesley Public Schools ...
under-perform on the MCAS Language Arts test by four to eight points
on an eighty point scale.
@@CRESST
From: "Richard G. Innes" <70224.434@compuserve.com> I have been a fan
of the CRESST web site for some time. This is the place to go for
the latest reports from the national testing experts.
CRESST just added a PARENT AREA with a nice collection of information. The
"stuff" in this section isn't as esoteric as some of the rest of the site.
There is a good glossary and so forth.
The CRESST parent area is listed as a NEW area on the top of the CRESST
home page:
http://www.cresst96.cse.ucla.edu/index.htm
If you are interested in cutting edge reports on testing and assessment,
you will find them in this site. Some of the reading gets pretty heavy and
technical, but a surprising number are not that hard to read, especially
the summaries.
One note: Check the back of some reports for the summary. For some
reason, CRESST writers don't always do the summary at the beginning of the
report.
You need to have Adobe Acrobat to get maximum use of this site, but the
site has a button to allow free downloading of the Acrobat Reader. Much
of the education material on the web is now in Acrobat format, so getting
the reader is really a good idea if you want to do more than minimal
reading on education topics.
Richard Innes
@@Critic
ANTI-TESTERS OPPOSE SHORT ANSWER, SAYS DON'T MEASURE "HIGHER ORDER
THINKING" AND HARMS POOR AND MINORITIES.
\clip\97\20\notest.txt
CLINTON WANTS FEDERAL BOARD TO ADMINISTER 'NATIONAL TESTING' OF
SCHOOLCHILDREN...
By Steve Holland
"EDGARTOWN, Mass. (Reuter) - As 53 million schoolchildren prepared to
return to class, President Clinton vowed on Saturday to fight a
Republican-led drive to bar proposed federal reading and math tests. "
Summary - The National Center for Fair & Open Testing which also
fought Bush led call for testing opposes "mostly multiple-choice and
short-answer" tests which "will not measure higher order thinking,
which is the real weak link in U.S. schooling,'' Monty Neill,
associate director of the Cambridge, Mass.-based group, said in a
statement.
Comment - the new tests try to tackle "higher order thinking" when
the kids haven't even mastered the basics, it's just sidestepping the
question why so many of the poor and minorities can't even master
simple questions.
@@Cut Points
The new tests reject the normal curve, and declare levels of outcome
based "proficiency", sometimes declaring the 50 percentile to be at a
zero proficiency level, such as Washington's 1997 assessment test in
math. George K. Cunningham of University of Louisville EDUCATION
CONSUMERS CLEARINGHOUSE declares such cut points to be arbitrary and
meaningless.
CUT-POINTS LIKE "BASIC" AND "PROFICIENT" ARE ARBITRARY AND
MEANINGLESS. \doc\web\97\08\prof.txt Achievement performance is
defined by a continuum and student status with regard to that
continuum is defined by the number of correct items. Arbitrary
cut-points used to define "basic" and "proficient" are essentially
meaningless.
@@Driving
Women are better drivers - in theory
z49\clip\2001\05\drivtest.txt
UK News Electronic Telegraph
Thursday 27 February 1997
UK: new theory test for learner drivers, women had a higher pass rate
than
men. Out of the first 750,000 tests taken since July last year, 75.1
per cent of women passed, compared with 69.7 per cent of men.
However, the picture was reversed in the most recent results for
practical driving tests. In 1995/96, men passed the driving test at
a
rate of 51.5 per cent, compared with 42 per cent for women.
z46\clip\2000\11\spantest.txt
http://www0.mercurycenter.com/premium/local/docs/dmvside24.htm
Nov. 24, 2000, in the San Jose Mercury News
Test in Spanish also generates alarmingly high failure rates
SPANISH TEST FLUNKS 87% VS 67% ENGLISH 1ST TIMERS San Jose Mercury
(California) 11/24/00 Test in Spanish also generates alarmingly high
failure rates California's new written driving tests, flunked by more
than three-quarters of first-time applicants who take the test in
English, are being translated into Spanish. On the previous test, a
whopping 87 percent of applicants taking the Spanish-language test
for the first time failed, compared with 67 percent of English-test
first-timers, 1999 DMV study found.
@@Educational Testing Service
\priv\95\12\greasort.txt Atlantic Sept 95 THE GREAT SORTING (part 1)
SAT succeeds by claiming not to be an IQ test, but it is.
@@Education Week
AGRICULTURAL AREAS WORST IN WA STATE, SEATTLE ON PAR AND BETTER THAN
MOST URBAN CITIES.
\clip\97\01\teststud.txt Education Week study of states in education:
Official Quality Counts Survey
@@english
http://www.asianweek.com/2008/08/26/asians-score-higher-than-white-s-in-english-attain-highest-scores-in-ca-standards-tests/
AsianWeek » Asians Score Higher Than Whites in English Attain highest
scores in CA Standards Tests. Asian students scored highest in most
categories of the California Standards Tests over the past six years,
according to new data on ...
Since 2003, Asian students have topped all other races and ethnicities
in attaining proficient and advanced status in English-language arts
and math; 69 percent of Asian students received that designation in
those subjects this year.
In comparison, 64 percent of whites, 62 percent of Filipinos, 33
percent of African Americans and 32 percent of Latinos tested
proficient and advanced in English–language arts in 2008. In math, 55
percent of Filipinos, 54 percent of whites, 33 percent of Latinos, 28
percent of blacks scored in that highest level this year.
(Filip about = or better than white)
@@Equal Scores
BLACKS GIVEN TEST PREP SCORE EQUAL TO WHITES ON LSAT???
http://magazines.enews.com/magazines/tnr/current/trb041398. html
\clip\98\07\examques.txt The New Republic April 13, 1998 TRB FROM
WASHINGTON: EXAM QUESTION By Charles Lane " Princeton Review recently
offered a $375 lsat prep course to a small group of students at
historically black Florida A&M. Those who went on to take the lsat
achieved scores equal to the national average for whites." [so we
give more test prep to minorities? Asians have LOWER incomes to
afford test prep than whites, yet their test scores are HIGHER]
@@Essay
\clip\99\03\erate.txt
http://www.nytimes.com/library/tech/99/01/biztech/articles/27grade.html
New York Times January 27, 1999 High Tech Comes to the Classroom:
Machines That Grade Essays By WILLIAM H. HONAN
\clip\98\08\satafac.txt http://www.edweek.org/ew/vol-17/24kiesl.h17
Affirmative Action and the SAT By Charles A. Kiesler Psychologists
first became interested in multiple-choice questions because they are
more objective and more reliable to grade and to score. Essays,
whether on a predictive test or on homework, are difficult to grade
and tend to be unreliable. (Recent work increasing the reliability of
essay tests has thus far been prohibitively expensive.) With essay
questions, people don't necessarily agree on what the right answer is
and who gave it. To the degree that that is true, the test is
unreliable. If a test is unreliable, it can't be used validly to
predict anything else.
\clip\98\08\sathist.txt http://www.edweek.org/ew/current/31weiss.h17
4/15/98 Education Week The SAT: Public-Spirited or Preserving
Privilege? By Julian Weissglass Exploring elitist historical
assumptions that still underly the SAT. Until 1926, when what was
then called the Scholastic Aptitude Test appeared, College Board
exams were essay tests. [implies that multiple choice tests were
adopted in order to exclude undesirable minorities]
@@Family Structure
NORTH DAKOTA FIRST IN MATH, 2ND IN 2 PARENT FAMILY, DC WORST
z54\CLIP\2002\01\famgrade.txt
http://www.townhall.com/columnists/georgewill/gw20020107.shtml
townhall.com
George Will (back to story)
January 7, 2002
Waiting for real education reform
A decade ago Paul Barton, then with the Educational Testing Service,
estimated that about 90 percent of the difference among the average
proficiency of the various states' schools could be explained by five
factors: number of days absent from school, number of hours spent
watching television, number of pages read for homework, quantity and
quality of reading material in the home and the presence of two
parents in the home.
When Barton wrote his study,
``America's Smallest School: The Family,'' North Dakota ranked first
in math scores and second in the percentage of children in two-parent
families. The District of Columbia ranked next to last in math scores
and last in the family composition scale.
@@Filipinos
Filipinos are considered disadvantaged, but while they aren't as
strong as Chinese or Japanese, they are near or above average.
Thursday, Aug. 15, 1996 · Page A 4 San Francisco Examiner Mixed math
test results leading S.F. district to rethink methods Students in
City's elementary, high schools lose ground on basic skills test;
superintendent cites new curriculum Venise Wagner Filipinos scored
50.7, down from 52.
@@Fitness
PE TEST THAT FLUNKS EVERYBODY
z74\clip\2003\10\fat.txt Tuesday, September 23, 2003, 12:00 a.m.
Pacific Daily PE classes? Fat chance, kids By Vicki Kemper Los Angeles
Times Only 24 percent of the California's fifth seventh and ninth
grade students met minimal fitntess standards last year.
@@Four-Fifths Rule
http://isteve.blogspot.com/2009/07/every-single-ap-test-fails-eeocs-four.html
July 13, 2009 Every single AP Test fails EEOC's Four-Fifths Regulation
... the Equal Employment Opportunity
Commission's Four-Fifths Rule.
...This regulation says that on any employment test, the lowest
scoring ethnic group better pass at a rate at least 80% as high as the
highest scoring ethnic group.
But what about just those more elite students who bother to take AP
tests? ... The gaps are smaller, but not a single AP exam would pass
the EEOC's Four-Fifth's Rule, as the table below shows. (And many
colleges require not just scores of 3, but 4s or 5s, which make the
racial gaps substantially larger.)
Passing Rates White Asian Black Hispanic Min / Max
Total Exams 62% 64% 26% 42% 40%
Italian 47% 28% 19% 66% 29%
Econ: Macro 56% 62% 21% 27% 34%
Hum Geography 59% 61% 21% 34% 34%
Enviro Sci 60% 58% 20% 31% 34%
World History 55% 59% 20% 27% 34%
Chemistry 57% 65% 23% 30% 35%
Econ: Micro 66% 70% 25% 36% 35%
Statistics 63% 68% 24% 34% 35%
English Lit 69% 63% 24% 36% 35%
Spanish 53% 55% 28% 80% 35%
Biology 54% 59% 21% 26% 36%
US History 53% 56% 21% 27% 38%
English Compos. 67% 64% 27% 33% 40%
Gov: US 57% 54% 23% 28% 40%
Comp Sci A 61% 61% 25% 35% 41%
Comp Sci AB 73% 78% 32% 61% 42%
Physics B 64% 64% 27% 31% 42%
Gov: Compar. 64% 67% 30% 42% 44%
Chinese 77% 99% 75% 44% 45%
Music Theory 71% 78% 36% 46% 46%
Calculus AB 65% 66% 30% 39% 46%
Japanese 57% 84% 44% 40% 48%
Art: History 62% 57% 31% 43% 51%
Euro History 65% 65% 33% 40% 51%
Psychology 72% 71% 38% 48% 53%
French Lit 70% 71% 38% 48% 53%
Physics C: Mech 75% 76% 44% 50% 58%
Latin Lit 67% 69% 42% 52% 60%
Studio Art: Drawing 70% 77% 48% 56% 61%
Latin: Vergil 62% 69% 47% 44% 63%
German 66% 73% 46% 60% 64%
Physics C: E&M 70% 73% 47% 55% 64%
Calculus BC 82% 82% 55% 63% 67%
Studio Art: 2-D 70% 72% 52% 59% 72%
Spanish Lit 70% 77% 56% 60% 73%
Studio Art: 3-D 64% 67% 50% 49% 73%
French 57% 57% 49% 42% 74%
@@gap, gender
z45\clip\2000\08\testgap.txt Academe Today Friday, August 25, 2000
Girls Catch Up With Boys in Math, Report Finds, but Overall Student
Gains Have Slowed By JULIANNE BASINGER Thirteen percent of female
17-year-olds taking the test in 1999 had enrolled in pre-calculus or
calculus courses, compared with 4 percent in 1978. More than half the
young women taking the test in 1999 had taken advanced algebra, while
only 37 percent of those in 1978 had done so.
Report says gender gap
has been erased but table show 0.2-0.3 SD gap still
remains.
http://nces.ed.gov/nationsreportcard/tables/LTT1999/NTM31017.SHTML.
Here are the percentages of male and female 17-yr-olds with "scale
scores" at or above the 350 level (multi-step problem solving), for
1994, 1996 and 1999, respectively.
1994: Male = 9%; Female = 6%
1996: Male = 9%; Female = 5%
1999: Male = 10%; Female = 7%
With a few mild assumptions it is possible from these percentages to
estimate male/female mean differences. Here they are:
1994: 0.2 SD
1996: 0.3 SD
1999: 0.2 SD
The gap between the average mathematics scores of male and female
17-year-olds on national tests has disappeared, according to a federal
report released Thursday on trends in the academic performance of
schoolchildren over the past 30 years.
@@gap, race
Everyone complains about the gap between the races. See the SAT test
and the test score spectrum that shows that rich blacks score as well
as poor whites, and that black scores at affluent districts aren't
any better than average or poor whites. Even liberals are now citing these
facts. The bell curve gap occurs across nearly all known tests that have
bell curves, with a gap of 1 SD, even in tests which claim to narrow the
gap in terms of point differences.
In terms of a gap in years, many studies based on the NAEP reading
scores put African Americans about 4 years behind whites. That can be
contrasted with math scores of Asians in other nations or Asian
Americans one or two years ahead of other Americans, consistent with a
Asian-White math gap that is consistenly about one-third the size of
the White-Black gap which is rarely noted.
source: N.Y. Times August 25, 2000 Gap Widens Again on Tests Given to
Blacks and Whites By KATE ZERNIKE "according to results released
yesterday by the federal Department of Education, with the average
black 17-year-old reading only about as well as the average white
13-year-old."
see spectrum of impact
Spectrum
% White % Black Passing Ratio
------------------------------------
1.4W .1B 13:1 SAT 750 1995 (MIT)
13.4W 2B 6.5:1 SAT 650 1995 (Harvard)
54W 12B 4.5:1 Seattle 4th Grade Math WASL Pass
49W 16B 3.1:1 SAT 500 1995 (National Average)
57W 21B 3.0:1 MEAP Pass Michigan Science 5th Grade 2002
68w 25B 2.7:1 TAKS 2001
100W 100B 1:1 SAT 250 (Historically Black College)
%%Academics
z47\clipim\2001\01\16\MTN_Fulbright.pdf
Michael T Nettles
"The status and consequences of admissions test
performance for the nation's demographically diverse
population of aspiring students"
http://www.nettlesmillett.ORG/presentations_events/MTN_Fulbright.pdf
Oct 27, 2000
Preschooler test scores p. 6
African White
Motor Social 100.0 102.6 Equal
Verbal Memory 96.2 97.7 Equal
Vocabulary 74.6 98.2 Way lower
National Longitudinal Study of Youth
US Population 18-24 in 1999 p. 23 Census estimate
W66% B14% H15% A4% NA 1%
ACT race 1999 W75 B11 H5 A3 N1 Other 2% NonCit 3%
SAT race 1999 W65 B10 H7 A6 N1 Other 3% NonCit 8%
Full Time Freshmen Attending 4 year colleges & Univ 1997
black Asian Hisp White
US Pop18-24 14.3 2.8 13.7 68.2
1st time fresh 11.3 6.1 6.0 73.8
Most Comp 6.6 13.3 6.0 69.1
Highly Comp 5.2 9.9 5.3 76.9
Very Comp 6.0 9.0 6.7 75.5
Competitieve 10.4 4.5 5.3 77.0
Less Comp 21.4 4.1 7.0 64.9
Non-Comp 22.6 2.1 6.7 66.1
ACT Mean 1999 Asians highest, AfAm lowest, 1991 too
Asian Am 22.38
White 21.75
Total 21.01
Other 20.64
NonCit 19.29
Hispanic 19.12
NatAm 18.98
African 17.07
p. 32 ETS 1999 unpublished figures
Test score of blacks over $100,000 income = 900
= White or Asian at $15,000
= Hispanic at $60,000
SAT/ACT equivalent by race / ethnic and selectivity
Inst Tot AfAm AsAm Hisp White Gap
Most. Comp 48 1248 1090 1299 1177 1252 -162
Highly Comp 72 1117 904 1168 1020 1127 -223
Very Comp 222 1012 882 1039 940 1024 -142
Comp 642 934 798 896 849 953 -155
Less & Non 410 856 715 880 764 894 -179
Note: Comp= Competitive
(Gap at highest college is just as big where there isn't any
affirmative action)
Top 1999 ACT Scores by race
29 to 31 32 and above
N Col. % Row % N Col. % Row %
African American 536 1.1% 0.5% 65 0.5% 0.1%
Asian American 2,162 4.4% 8.9% 873 6.3% 3.6%
Hispanic/ Latino 956 1.9% 2.1% 194 1.4% 0.4%
Native American 241 0.5% 2.3% 50 0.4% 0.5%
White 43,500 88.2% 6.1% 12,027 87.4% 1.7%
Other Citizen 1,014 2.1% 4.4% 290 2.1% 1.3%
Non- Citizen 887 1.8% 3.1% 259 1.9% 0.9%
Total 49,296 100% 5.2% 13,758 100% 1.4%
Blacks are only 0.5% of the top 1.4%, 1% of the top 5%
Asians double to 6%.
Top SAT Scores 1999
1300 to 1390 1400 and above
N Col. % Row % N Col. % Row %
African American 1,037 1.6% 0.9% 382 1.0% 0.3%
Asian American 5,825 9.0% 9.6% 5,204 13.0% 8.5%
Hispanic/ Latino 1,884 2.9% 2.3% 840 2.1% 1.0%
Native American 287 0.4% 3.5% 125 0.3% 1.5%
White 48,333 74.4% 6.8% 28,222 70.6% 4.0%
Other Citizen 2,321 3.6% 7.5% 1,523 3.8% 5.0%
Non- Citizen 5,234 8.1% 5.7% 3,666 9.2% 4.0%
Total 64,921 100% 5.9% 39,962 100% 3.7%
Selectivity SAT African Amer. %of Test- Takers
College average vs actual African Americans
Test Taker Enrolled
Most Comp 1310> 1.2% (1,260) (2%) 2,862
Highly Comp 1230 to 1310 1.8% (1,961) (4%) 4,712
Very Comp 1140 to 1230 4.2% (4,434) (11%) 13,685
Comp 1010 to 1140 12.7% (13,503) (36%) 44,531
Less Comp <1000 80.2% (85,415) (30%) 36,035
Non- Comp Not required (12%) 14,755
Special/ Unknown
Best colleges enroll more blacks than actually score as high as the
college average at competitive schools - Only 1.2% of test takers are
above 1310, but 2% of blacks are enrolled in the most competitive
colleges.
Ranking of top 10 colleges by test score
in 1995 College by Test Score
California Institute of Tech. 1
Harvard University 2
Massachusetts Inst Technology 3
Deep Springs College N/A 3
Yale University 5
Harvey Mudd College 6
Princeton University 6
Stanford University 8
Rice University 9
Williams College 10
z47\doc\web\2001\01\collgrad.wk1
1992 Entering Cohort 6 Year Graduation Rate
College Total AfAm AsAm Hisp Int'l White
1 95% 86% 97% 91% 86% 96%
2 94% 86% 96% 88% 94% 96%
Index
1 -1.25 -3.50 1.33 -2.25 -3.50 96%
2 -1.50 -3.50 1.00 -3.00 -1.50 96%
3 -1.40 -3.20 2.50 -3.80 -5.00 95%
4 -1.14 -3.43 1.40 -1.14 -1.14 93%
5 -1.06 -1.11 -1.11 -1.67 -1.28 82%
6 -1.29 -1.94 -1.18 -3.12 -1.71 83%
7 -1.10 -2.30 -1.30 -1.15 2.00 80%
8 1.00 -1.21 1.17 1.40 1.04 72%
Asians usually have better graduation rates
Blacks and Hispanics are amost always worse except where
everybody has low grad rate, drop out rate is nearly 4
times higher at best colleges.
Undergrad Grade Point Average 1992/1993
GPA total AfAm Ratio
3.5 + 28.0 11.3 2.47
3.00 to 3.49 42.0 34.4 1.22
Less than 3.0 30.0 54.3 -1.81
Source: Baccalarueate and Beyond Study First Follow Up
GRE up from 10,000 in 1981 to 20,000 in 1995
+127% 1984-1985
LSAT from 5,000 in 1985 to nearly 10,000 in 1995
doubled
MCAT up 58% 1984-1995
Average GRE 1997
AfAm White
Verbal 393 498
Quantitative 411 535
Analytic 423 558
LSAT 1998 law school applicants
153.5 White
152.7 Asian
151.4 Total
148.8 Mexican
148.5 NatAm
147.1 Other
142.7 AfAm
139.0 Puerto Rican
FOR MINORITY ACHIEVEMENT, FIX ACADEMICS, NOT SOCIAL
POLICY z45\doc\web\2000\10\lamp.txt
Martin Kozloff Searching Under Street Lamps? Let the Educationists
Point the Way "the major independent variable--the variable that has
the most direct, proximal, and strongest effect on achievement--the
variable that is the easiest and least expensive to change--is (hold
on tight!) curriculum and instruction. That is, what is taught and
how it is taught. "
%%Affluent
MINORITIES SCORE POORLY EVEN AT HIGH SCORING SCHOOLS
z60\clip\2002\11\supgap.txt
http://www.chicagotribune.com/news/local/chi-0211130369nov13,0,6530278.story?coll=chi%2Dnewslocal%2Dhed
Scores reveal surprise gap
Minority failures could bode badly for even top schools
By Stephanie Banchero and Darnell Little, Tribune staff reporters.
Tribune staff reporter Meg Breslin contributed to this report
Published November 13, 2002
"At Naperville Central High School, for example, 88 percent of white
juniors passed state math tests, compared with 36 percent of
African-Americans. At Barrington High School, 85 percent of white
students met standards in reading, versus 27 percent of Hispanics.
..Highland Park High School 5 percent of Hispanics passed math test,
and 12 percent met the reading goals.. 84 percent of whites passed"
Poor and minority students at many of the premier public schools in
the region continue to fail standardized tests while their classmates
flourish, as stark new data show that schools have done little to
close the decades-old achievement gap.
%%Black
z75\clip\2003\10\racegap.txt
Efforts pay off to close achievement gap
Monday, October 27, 2003
Raleigh News and Observer
Encouraged by a big jump in this year's test scores among minority students,
a growing number of educators say North Carolina could eliminate the racial
achievement gap in the next few years. The predictions are based not on the
current gap, which is still quite large, but on the steady rise in the
percentage of children performing at grade level in nearly every school
district during the past few years.
Scores in Durham were up across the board this year. More than 65
percent of Durham's black students and 59 percent of its Hispanic
students scored at grade level in both reading and math. The passing
rate for white students was 92 percent.
related
PEARBOTHAMS LAW - NARROWING POINT RACE GAPS ARE A MIRAGE
Z50\clipim\2001\07\pear\pear.htm
http://www.lagriffedulion.f2s.com/adverse.htm La Griffe du Lion July
2001 Pearbotham's Law In this diagram the black-white mean-score
difference remains constant at 1.0 SD, while the apparent gap
(measured in percentage points) varies all over the map, from zero to
near 40. In short: "Pass-rate gaps, when measured by percentage point
differences, can appear to change dramatically without any real
change occurring in the difference between mean scores" We can call
this Pearbotham's Law.
All these rates correspond to a 1 Standard Deviation Bell Curve gap.
Passing Percentages Illustrating
Pearbotham's Law
MSPAP excellent level
white black gap
1993 5.94% 0.260% 5.68%
1994 7.42 0.463 6.96
1995 8.96 0.868 8.09
1996 11.7 0.942 10.8
1997 13.0 1.29 11.7
1998 16.6 1.80 14.8
1999 22.1 2.56 19.5
MSPAP satisfactory level white black gap
1993 48.2% 11.4% 36.8%
1994 53.1 15.3 37.8
1995 54.8 19.0 35.8
1996 57.8 17.2 40.6
1997 60.7 19.5 41.2
1998 61.8 21.3 40.5
1999 64.5 22.2 42.3
CBEST
80.3 37.0 43.3
NBME
87.7 48.9 38.8
Bar Exam white black gap
first try
92% 61% 31%
eventual pass
97 78 19
BLACKS IN UK START OUT AT HEAD, BUT DROP TO BOTTOM BY GCSE
z46\clip\2000\10\ukblack.txt The Electronic Telegraph ISSUE 1981
Friday 27 October 2000 Schools 'failing black children' "In one inner
city borough, African-Caribbean pupils topped the class when they
started school but dropped to the bottom by the time they reached 16,
according to a report it commissioned. One large unnamed urban
authority produced figures showing that black children came top in
the baseline assessments but ended up as the group least likely to
get five A* to C-grades at GCSE. In reception class, they were 20 per
cent above the average. By 11, they were no longer in the top half
and by 16 they were 21 per cent below the average for the borough's
schools. "
%%Civil Rights
NO ONE CAN EXPLAIN MYSTERIOUSLY LOW GRADES AND SCORES FOR BLACKS IN DENVER
z46\clip\2000\11\denver.txt
http://www.rockymountainnews.com/news/1101dps3.shtml Test score probe
sought Rights panel asked to determine why whites seem to outperform
blacks at 4 Denver high schools By Holly Kurtz Denver Rocky Mountain
News Staff Writer "Colorado civil rights commissioners are being
asked to quiz school officials about why whites seem to get better
test scores and grades than do blacks at four Denver high schools."
%%Economics
MOUNT ROYAL IN MD BUCKS TEST GAP
http://www.cnn.com/2000/US/10/26/test.score.gap/index.html#1
z45\clip\2000\10\blscore.txt Educators debate black students' lagging
test scores Some black students excel despite a gap between test
scores of black and white students October 26, 2000 From Wolf Blitzer
CNN Correspondent Mount Royal Elementary in Baltimore, Maryland:
Almost all the school's students are black and come from low-income
families. Yet last year, the schools' fifth graders ranked number one
in the state's math scores.
z45\clip\2000\09\satgap.txt THE SAT SCORING GAP: BLACKS STILL TRAIL
Efforts to diversify top colleges hurt Atlanta Journal Constitution
Alan Judd - Staff Sunday, September 3, 2000 "I don't think it's a
racial issue," said Tawanda Coleman, On average in Georgia this year,
white students scored a combined 1025 on the SAT's verbal and math
portions --- 175 points more than the 850 achieved by black students.
MCWHORTER SAYS GAPS IS BECAUSE BLACKS DEVALUE ACHIEVEMENT AS WHITE
z45\clip\2000\10\mcwhor.txt Wall Street Journal October 12, 2000
Commentary Why Black Students Lag Behind By John H. McWhorter. Mr.
McWhorter, a professor of linguistics at the University of
California, Berkeley, is the author of "Losing the Race:
Self-Sabotage in Black America" (Free Press, 2000). Not long ago the
school board in Nyack, New York, released figures showing that even
in this affluent area -- a suburb located on the = Hudson River north
of New York City -- black students' scholarly achievement scores lag
considerably behind whites'.
%%General
FOUR YEAR READING GAP, MATH SIMILAR
Harvard University professor Stephan Thernstrom's recent essay,
"Minorities in College — Good News, But ...," at Minding the Campus, a
Web site sponsored by the New York-based Manhattan Institute,
commented on the results of the most recent National Assessment of
Education Progress test: The scores "mean that black students aged 17
do not read with any greater facility than whites who are four years
younger and still in junior high. ... Exactly the same glaring gaps
appear in NAEP's tests of basic mathematics skills."
source: http://www.investors.com/NewsAndAnalysis/Article/557312/201012201819/Americas-Real-Education-Disaster.aspx
America's Real Education Disaster
By WALTER WILLIAMS
Posted 12/20/2010 06:19 PM ET
REPORT SHOW 3-4 YEAR GAP, 2 FOR HISPANIC
Average reading scores
Age White Black Hispanic
17 294.6 263.9 270.7
13 266.7 238.2 243.8
9 221.0 185.5 193.0
w13=257 b17=263 h17=270
Average math scores
Age White Black Hispanic
17 314.8 283.3 292.7
13 283.1 251.0 259.2
9 238.8 210.9 212.9
W13=283, B13=238 H13=293
You can download the report from
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000469
BLACK GAP REMAINS, HIGHEST AMONG AFFLUENT, NOT IQ?
z45\clip\2000\08\bltest.txt N.Y. Times August 25, 2000 Gap Widens
Again on Tests Given to Blacks and Whites By KATE ZERNIKE A gap
between test scores of black and white students that had narrowed
through the 1980's widened from 1990 to 1999, according to results
released yesterday by the federal Department of Education, with the
average black 17-year-old reading only about as well as the average
white 13-year-old." the gap is widest among children of the
best-educated parents, where average scores by white students
remained relatively steady while those of blacks fell back" "What I
can say with total confidence is this is not an I.Q. story," said
Abigal Thernstrom,
EVEN AFFLUENT EDUCATED BLACKS GET LOW TEST SCORES,
ANTI-WHITE ANTI-INTELLECTUAL BIAS CITED
z45\clip\2000\08\blakgap.txt Source: Wilson Quarterly, Summer2000,
Vol. 24 Issue 3, p72, 19p, 1 graph, 6bw. EXPLAINING THE BLACK
EDUCATION GAP
By John H. McWhorter
JENCKS TEST SCORE GAP
\clip\98\13\testgap.txt Black-White Test Score Gap Is Not Inevitable
Commentary; Education: We can't accept racial inequality just because
the traditional paths have failed to make significant inroads.; Los
Angeles Times Monday, September 28, 1998 CHRISTOPHER JENCKS and
MEREDITH PHILLIPS Christopher Jencks and Meredith Phillips have
co-edited "The Black-White Test Score Gap," a collection of studies
soon to be published by the Brookings Institution. Jencks teaches at
Harvard University's Kennedy School of Government. Phillips teaches
at UCLA's School of Public Policy and Social Research. This article
is adapted from the September-October issue of the American Prospect
magazine Los Angeles Times September 28, 1998
black children enter preschool with, for example, far smaller
vocabularies than white children.
Phillips Cutright that analyzed the 1964 earnings of men who had
taken the Armed Forces Qualification Test (AFQT) in the early 1950s.
Even black men with AFQT scores above the national average earned
less than two-thirds of what whites earned. by 1993 black men who
scored above the national average on the AFQT were earning only 4%
less than whites with similar scores.
compare blacks and whites with the same 12th-grade test scores,
blacks are more likely than whites to complete college. Once we
equalize test scores, a 16.7% disadvantage in college graduation
rates for blacks turns into a 5.9% advantage.
Experience since then has demonstrated that the [score] gap shrinks
only a little when black and white children attend the same schools.
It also shrinks only a little when black and white families have the
same amount of schooling, the same income and the same wealth.
iq's for whites have risen, the gap for blacks has shrunk the
National Assessment of Educational Progress, which has been testing
17-year-olds since 1971. From 1971 to 1996, the black-white reading
gap shrank by almost half and the math gap by a third.
black children enter preschool with, for example, far smaller
vocabularies than white children.
%%Standards
GLORY OF STANDARDS BASED EDUCATION IS RACIAL EQUALITY
11/00 "If we are teaching the curriculum to all kids, these gaps [in
achievement on AIMS test between minority students and asian/white]
will go away...That's the glory of standards-based education".
--Billie Orr
@@GED
see
@@gender
DIFFERENCES OBSERVED IN PERFORMANCE BETWEEN WOMEN AND MEN (NO!)
http://www.ets.org/research/pic/gender.pdf
z51\clipim\2001\09\03\gender.pdf
- Men better at targeting / darts
- Women better at fine motor / finger skills
- Women remember landmarks along route
- Women better at reading facial and body expresion
- Women better at verbal memory
- Men better at problem solving, reasoning,
- Women better at computation
ETS STUDY SHOWS MORE BOYS AT TOP AND BOTTOM OF TEST CURVE Reason
Magazine, July 1998 RIGGING THE TEST by Michael W. Lynch [psat skewed
towards girls to even out results, but only random drawing will work]
\clip\98\10\rigtest.txt
\priv\95\08\boysbest.txt "School testing: Boys do best - and worst"
Kiro NewsFax July 7, 1995 Boys are 7 to 1 in top math scores, but also
crowd the bottom. Little change over the past 30 years in gender gap.
@@Georgia Regents
QUARTER OF MOST, HALF OF BLACK GA COLLEGES FLUNK REGENTS TEST
http://www.accessatlanta.com/partners/ajc/epaper/editions/today/local_news_b3c2930021d6601200b9.html
Atlanta Journal-Constitution
Students falter on Regents exam James Salzer - Staff Sunday, June 17,
2001
At several colleges, a quarter or more of the students are failing a
section that includes reading blurbs from newsmagazines and answering
questions about the contents. In the state's historically black
colleges, half or more are failing at least one of the two sections
of the Regents Test on the first try.
About 74 percent of the 31,800 first-time test takers passed the
reading and essay sections this past year, down from 75.1 percent two
years ago.
@@Good Tests
\doc\web\99\01\goodtest.txt
Doug and Lynn Fuchs at Peabody College at Vanderbilt have already
created such tests in the area of math [which test for grade level
math skills reliably]. But no one is either buying [in favor of
"higher order thinking" tests]
@@GMAT
Tuesday, April 17, 2001, updated at 1:13AM
http://web.tallahasseedemocrat.com/content/tallahassee/2001/04/17/local/0417
..loc.gmatbox.htm
GMAT: AVERAGE SCORES FOR THE 1999-2000 TESTING YEAR
from http://web.tallahasseedemocrat.com/content/tallahassee/2001/04/17/local/0417
..loc.gmatbox.htm
AVERAGE SCORES FOR THE 1999-2000 TESTING YEAR
Asian: 541
White (non-Hispanic): 538
Nation: 529
Other: 517
American Indian: 496
Florida: 495
Mexican-American/Chicano: 480
Puerto Rican: 461
Other Hispanic: 479
Black: 428
Source: Graduate Management Admissions Council
The Graduate Management Admission Test (GMAT) is the entrance exam
for MBA programs. Length: Four hours Content: Three sections testing
analytical, quantitative and verbal skills Perfect score: 800
@@Grade promotion
Many schools are considering requiring passing a test for grade promotion
New York - proposed
Texas - proposed
Washington - under consideration
Georgia - law passed in 2001
\clip\99\02\edclip06.txt 1/15/99 Governor alters his stance on TAAS reliance
By Lucy Hood San Antonio Express-News Staff Writer A focus of his bid for
re-election was a promise that students in certain grades who didn't
pass the state-mandated Texas Assessment of Academic Skills would be
held back a grade.
@@graduation test
20% OF CUSHY SUBURB HS KIDS FLUNK GED, 40% OF MASS FAIL EXPECTED
MEAP GRADUATION STANDARDS
\clip\96\10\masstest.txt Boston Globe Education poll finds parents
satisfied: High ratings defy failing test scores By Kate Zernike,
Globe Staff, 12/03/96. 40% of 10th graders failed MAEP standards for
graduation. 20% of Lexington and 40% in Lexington failed the GED
test, the state will implement a graduation test. A poll says most
feel no more than 20% will fail the new test.
@@GRE
GRE is the graduate version of SAT. Since it is a more selected
group, it's much harder and any race / gender differences are
even more pronounced at this level.
By 2010, Asians still lagged verbal, ahead in math, but combined
Asians were slightly ahead of whites. The Black math gap was 143
points, but Whites also lag behind Asians by 55 points, about
one-third of the black gap.
GRE ASIAN V+M GREATER THAN WHITE
This is evidenced by examination scores taken for admission to
graduate schools. In 2007, Graduate Record Examination verbal scores
were: whites (493), Asians (485), blacks (395). The math portion
scores were: whites (562), Asians (617)+55 , blacks (419)-143.
Math Black gap is about 1/3 Asian-White gap
Math + verbal
white 1055
asian 1102
source: http://www.investors.com/NewsAndAnalysis/Article/557312/201012201819/Americas-Real-Education-Disaster.aspx
America's Real Education Disaster
By WALTER WILLIAMS
Posted 12/20/2010 06:19 PM ET
z40\clipim\2000\03\13\gre.gif
F/M ratio, SD score differences
for GRE by race
Females outnumber males at every academic
level but the doctorate.
However, on some of the GRE specific tests, like
computer science, the F/M ratio is less <1
** What's the standard difference of -.56 for quantitative mean?
** for asians?
It's the same thing as the effect size or Cohen's d. It means
that the mean male score for males exceeds the female
score by .56 of a SD.
GRE scores by major, ethnicity, gender
z40\clipim\2000\03\19\gre.pdf
As I suspected, Asian women were just about where white men were on
the quantitiative.
black = 417
education major = 428
white men = 588
asian women = 577
noncitizen women = 625
noncitizen women were also much higher than citizen men, I think
half of these are asian.
note that education majors scored the same as "black".
Asian Women
verbal 483
quantative 577
analytical 544
White Males
verbal 493
quant 588
analytical 568
%%Major
Quant Verb
Engineering 703* 463
Physical Sci 675 494
Life Sci 555 470
Humanities 541 482
Business 544 538*
Social Sci 535 447
Education 511- 440-
Education lowest in both, Engineering highest quantitative,
Business highest Verbal
%%Cheat
CHINA TEST PREP CENTER CHEATS WITH ETS QUESTIONS
z48\clip\2001\02\chinchea.txt China's Test-Prep Tempest By Philip P.
Pan Washington Post Foreign Service Wednesday, February 21, 2001;
Page A01 "Cheating on tests has a long history in China, one of the
first societies to pick government officials based on merit, not
class. As early as 1,000 years ago, prospective bureaucrats would
enter imperial exam halls with essays scribbled on their arms and
legs or with documents tucked in their scholars'" Chinese authorities
acting at the behest of ETS raided Yu's New Oriental School and
seized thousands of illegal copies of used exams
z48\clip\2001\02\etschin.txt 2/2001 AMERICAN UNIVERSITIES should
treat with caution the test scores of Chinese students on two
standardized examinations, the Educational Testing Service has
advised admissions offices in a letter. E.T.S., which is suing an
exam-coaching school in China. E.T.S. made specific comments about
only one test, saying that on China's Graduate Record Examination,
scores from October 1999 to September 2000 were suspiciously high.
@@Handicap
VONNEGUT: IN 2081, EVERYONE WILL HAVE EQUAL INTELLIGENCE
z74\doc\web\2003\09\testhand.txt
http://penguinppc.org/~hollis/personal/bergeron.shtml
HARRISON BERGERON
by Kurt Vonnegut, Jr.
THE YEAR WAS 2081, and everybody was finally equal. They weren't only equal
before God and the law. They were equal every which way. Nobody was smarter
than anybody else. Nobody was better looking than anybody else. Nobody was
stronger or quicker than anybody else. All this equality was due to the
211th, 212th, and 213th Amendments to the Constitution, and to the unceasing
vigilance of agents of the United States Handicapper General. (The smart get
radios to reduce their effectiveness)
@@History
filed z56\clip\2002\05\hist.txt
Students, Especially 12th Graders, Do Poorly on History Tests
NYT May 10, 2002
By DIANA JEAN SCHEMO
Only one in 10 high school seniors scored well enough on
the exam, the National Assessment of Educational Progress,
to be considered proficient in American history, while 17
percent of eighth graders and 18 percent of fourth graders
reached that level.
While 13 percent of white 12th graders were
proficient in history, only 3 percent of blacks in that age
group were.
http://www.nytimes.com/2002/05/10/education/10EXAM.html?ex=1022046571&ei=1&en=98
9da7e253223550
http://www.washingtonpost.com/wp-dyn/articles/A63142-2002May9.html
Study: History Still a Mystery to Many Students Six in 10 Seniors Lack
Basic Knowledge; 4th-, 8th-Graders Post Modest Gains By Michael A.
Fletcher Washington Post Staff Writer Friday, May 10, 2002; Page A03
Thirty-six percent of black fourth-graders scored at or above the basic
level in 1994, compared with 74 percent of whites and 62 percent of
Asian Americans. In 2001, 44 percent of black fourth-graders, 79 percent
of whites and 71 percent of Asians scored at or above basic level.
Among 12th-graders, 50 percent of whites were at least at the basic
level in 1994, as were 22 percent of Hispanics. In 2001, 49 percent of
whites and 26 percent of Hispanics scored at least at the basic level.
@@Home Schooling
Home schooling appears to be the only setting where blacks get the
same high scores as whites.
HOME SCHOOLERS SCORE BETWEEN 80-87TH PERCENTILE = BEST PUBLIC OR
PRIVATE SCHOOLS
\CLIP\97\18\HOMESCH.TXT THE WALL STREET JOURNAL
WEDNESDAY, MARCH 5, 1997 Solid Evidence to Support Home Schooling By:
Michael P. Farris "Home-school students score significantly higher on
standardized achievement tests than their public-school counterparts
do. While by definition public school students average at the 50th
percentile on standardized tests, this nationwide study conducted by
Brian Ray, president of the National Home Education Research
Institute, reveals that home schoolers have average scores between
the 80th and 87th percentiles on every subtest (including reading,
listening, language, math, science, social studies and study skills).
The average score on the basic battery of skills is in the 85th
percentile, while the average complete battery score is in the 87th
percentile -- a phenomenal 37-percentile differential."
"Ethnic minorities make up 5% of home-school students, and home
schooled minorities and whites both score on average in the 87th
percentile on reading tests. In public schools, however, whites
significantly outpace minorities in reading scores (whites: 57th
percentile; blacks: 28th percentile; Hispanics: 28th percentile). In
public schools, the disparity in math scores is huge: 58th percentile
for whites; 24th percentile for blacks; and 29th percentile for
Hispanics. "
http://www.arthurhu.com/arthurhu/index/test.htm#iaep
@@IAEP International test comparison
\clip\96\04\wws7216.htm (with chart)
http://www.aft.org//wws/wws7216.htm
\doc\96\06\uniotest.txt
"Where We Stand" New Republic Sept 9, 1996
(ad) Shanker argues that states with strong teacèers unions have test
scores as good or better than average. However, D.C. ranks at the
bottom with strong unions.!though that has more to do with being
predominanvly black than anything0else.
/clip/98/04/world/world.htm (with(chart)
Chart compares 13 yr olds in 1991 countries vs. 8th graders inM
public schools in states:
Iowa = Taiwan 280-290 1st Best US
Korea = N. Dakota 280-290 2nd best US
US Average = CA KY 260
Missmsippi = Jordan 2nd worst
DC = 233 1st worst
This shows that Americans in predominantly white mid-west perform as
well as Asians in Taiwan and Korea. (who perform as!well as Asian
Americans as measured by`the NAEP)
@@Income
BLACK WOMEN EÁRN SQME FOR SAME SCORES, MEN ABÏUT 7-10% LESS
h|tp://www.educationnext.org/20033/79.html Hoover Institution
z68\clip\2003\07\earntest.txt Does the black-white test-score gap
narrow or wyden through the school years? It depends on how you
measure. Imlustration by Janusz Kapusta.
"black and wlite men with similar scores and family backgrounds had
similar wages and, contrary to the findings of Neal aod Johnson,
generally experienced similar employment rates and annual earnings as
wenl. "
Educationil Achievement and Black-White Inequality
By Jonathcn Jacobsen, Cara Olsen, Jennifer King Rice, Stephen
Sweetland, and John Ralph
National Center for Education Statistics, July 2001.
Through the 1960s, African-Imurmcans earned much less than whites—even
when their cognitive abilities (as measured by test scores) were
similar.
@@Indiana
INDIANA TEACHERS UNION LOBBIES FOR 86% FAILURE RATE ON ISTEP TEST
@@Industry
ONE IN 3 LONGSHOREMAN HS GRAD APPLICANTS CAN'T PASS 7TH GRADE MATH
\clip\97\25\testing.txt WSJ Oct 28, 1997 Testing, Testing, 1,2, 4:
Longshore applicants fall short on school skills
@@insult
\priv\95\08\rutger.htm - rutgers president makes insult about
genetic testing ability
@@Law School Admissions
@@LSAT
%%income
ASSOCIATION FOR MEDICAL COLLEGES SAYS ECONOMICS WON'T LEVEL MINORITIES
In 2001, for example, underrepresented minorities from families with
incomes of $80,000 or more averaged 21.9 on the Medical School
Admission Test; whites and Asians from families with incomes under
$30,000 averaged 25.7 and 25.5, respectively. ...asserted in a brief
to the Supreme Court. Wider Fallout Seen From Race-Neutral Admissions
Fewer Minority MDs, Lawyers May Be Result By Michael A. Fletcher
Washington Post Staff Writer Saturday, April 19, 2003; Page A01
See “Standardized Tests: The Interpretation of Racial and Ethnic Gaps”
at:
http://members.xoom.com/griffedulion/testing.htm
z39\clipim\2000\03\testing\testing.htm
@@Lego Test
z39\clip\2000\01\lego.txt CC replaces SAT with Legos By Dave Curtin
Denver Post Higher Education Writer Feb. 1 - Colorado College, in an
effort to attract minority and disadvantaged students, is dumping
those stodgy old college-admission exams in favor of a novel
Lego-building test for a handful of applicants. Instead of coloring
in bubbles with a No. 2 pencil, selected high school seniors are
snapping together colorful Legos
@@Linking International Tests
\clip\98\16\testlink.txt ED WEEK, June 16, 1993 STUDY SHOWS TESTS CAN
BE LINKED TO MAKE COMPARISONS By Debra Viadero ALBUQUERQUE,
N.M--Researchers said here last week that they have demonstrated a
way to link different national and international tests to show how
students in the United States over all, and those in individual
states, compare with students from other countries.
@@Lists
TOO MANY TESTS!
Standardized Test Holdings: Complete List
http://www.bridgew.edu/DEPTS/MAXWELL/testlist.htm
@@Literacy: NALS NATIONAL ADULT \ITERACY SURVEY
@HKentucky
KENTUCKY TEST WIS A DISASTER \doc\web\97\08\kentest.txt From:
gkcunn01@ulkyvm.louisville.edu Date: Sun, 1; Oct 1997 11:57:45 -0400
Lawrunce Picusl a leading finance expurt0has determined that the
Kentucky test costs between $120 and $254 million per year and
between $848!and $1,791 per student tested. the performance
assessment part of the test was eliminated when it was determined
that tasks from year to year could not be equated. The assessment
now consists of ordi~ary essay questions and a writng portfolio> The
contractor for the test, Advanced Systems in Measurement and
Evaluation hASME) was fired because of masóive errors in scïring the
botched performance assessment.
H@Korea
\clip\96\08Ükortest.txt AP 14-Nov=1996 Koreans Stress Over Entrance
Exams
@@Math Tgst Standardw
\clip\97^13\mathstan.htm NEW AFT/NCISE REPORT SHOWS U.S. MATH
STANDARDS TOO LOW http://www.aft.org/kndex.htm (press release) "much
larger0percentages of students i~ France, Germany, and Japan taking
and passing demanding math exams than their Ammrican counterparts."
\clip\97\13\mathtest.txt May 21, 1997 Study: Math courses less
demanding in U.S. than overseas WASHINGTON (AP) -- Teen-agers in
Francm, Germany and Japan uake far
@@MCAT - see medical examination
@@medical Examination
Asians in 2010 scored about the same as white, with other minorities trailing far behind.
MCAT ASIAN=WHITE
In 2010, MCAT scores for admission to medical schools were: whites
(26), Asians (26), blacks (21).
source: http://www.investors.com/NewsAndAnalysis/Article/557312/201012201819/Americas-Real-Education-Disaster.aspx
America's Real Education Disaster
By WALTER WILLIAMS
Posted 12/20/2010 06:19 PM ET
MEDTEST.WK1- National Board of
Medical Examiners Part I Eximination
Summary: Asians have higher GPA, MCAU, SAT, younger, more
science courses, younger graduation but have slightly lwer
board scores"instead of xigher. Only MCAT reading scores
were worse than whites.
Index 1.00 = White; 2.00 = 2 times +better -worse
Summary Men and Women
Asian Hisp Black White All
( PacIs anic
MCAT mean score
Biology 1.03 -1.07 -1.27 1.00 -1.01
Chemistry 1.07 -1.12 -1.32 1.00 -1.01
Physics 1.08 -1.14 -1.37 1.00 -1.01
Reading -1.03 -1.12 -1.30 1.00 -1.01
Ouantitative 1.01 -1.18 -1.48 1.00 -1.02
No. of MCATs taken 1.07 1.13 1.20 1.00 1.00
Undergraduate means
and percentages (++)
Science (BCPM) GPA 1.00 -1.06 -1.21 1.00 -1.01
Nonscience (AO) GPA 1.00 -1.04 -1.10 1.00 -1.01
Science (BCPM) GPA 1.00 1.00 1.02 1.00 1.00
Nonscience hours -1.13 -1.02 1.05 1.00 1.00
Biology major, %(S) 1.10 1.15 1.15 1.00 1.03
Other science major 1.10 -1.18 -1.25 1.00 1.00
Selectivity index(P) 1.04 -1.01 -1.05 1.00 1.00
Age at matriculation, y -1.04 -1.01 1.00 1.00 -1.00
National Board Exam Scores
Asian Hisp Black White All
PacIs anic
Men -1.03 -1.12 -1.27 1.00 -1.04
Women -1.02 -1.21 -1.27 1.00 -1.03
Pass Rates
Men -1.03 -1.25 -1.66 1.00 -1.03
Women -1.07 -1.51 -1.91 1.00 -1.06
Population Parity W=1.0 4.09 -1.93 -1.73 1.08 1.32
http://blog.vdare.com/archives/2009/03/28/medical-school-test-scores-gpas-and-acceptance-rates-by-race/#more-12109
28 March 2009
Medical School Test Scores, GPAs, and Acceptance Rates by Race
[Steve Sailer] @
... So, I said, to myself: I bet the MCAT scores will be a lot like
the LSATs, except for the Asian non-verbal boost that will show up
more in the MCATs than the LSATs.
From the American Association of Medical Colleges, here are the 2007
MCAT scores and GPAs for both applicants and matriculants (i.e.,
people who were accepted and enrolled). I spent some time converting
them from raw mean scores (which you can find at the link above) to
where each group would fall on the white percentile ranking. In other
words, the mean score for whites is set to always be the 50th
percentile. So, the mean score of the Mexican-American applicants on
the MCAT’s Verbal Reasoning subtest would fall at the 21st percentile
of white applicants, the African-American mean would fall at the 10th
percentile, and the Asian-American at the 36th percentile. (This is
based on the means and the standard deviations, so it assumes
normality.
2007 Med School Mex-Am Af-Am Asian-Am White
Total Applicants 1,034 3,133 8,390 24,136
% of total applicants 2.4% 7.4% 19.8% 57.0%
Percentile if White
MCAT Verbal Reason 21% 10% 36% 50%
MCAT Physical Sci 25% 14% 61%+ 50% Asian higher
MCAT Biological Sci 25% 10% 54%+ 50% Asian higher
GPA science 26% 15% 45% 50%
GPA non-science 32% 24% 45% 50%
GPA total 26% 16% 45% 50%
Acceptance rate 43% 36% 42% 44%
Total Matriculants 441 1,139 3,535 10,632
% of total matriculants 2.5% 6.4% 19.9% 59.9%
Percentile if White
MCAT VR 23% 12% 43% 50%
MCAT PS 25% 15% 67% 50%
MCAT BS 27% 14% 61% 50%
GPA science 19% 12% 49% 50%
GPA non-science 29% 24% 48% 50%
GPA total 24% 15% 48% 50%
Obviously, there’s a lot of affirmative action in the med school
racket: the acceptance rate (43%) for Mexican-Americans is virtually
the same as for non-Hispanic Whites (44%) even though Mexican
Americans average around the 26th percentile of the white distribution
in MCATs and college GPA. And 36% of blacks get accepted compared to
44% of whites even though blacks scores and grades are down around the
17th percentile of the white distribution.
In fact, the AAMC posts offical grids showing how much easier it is to
get into medical school for Non-Asian Minorities (NAMs) than for
overall applicants. For example, 32.4% of “self-identified” NAMs get
accepted to medical school with 3.00 to 3.19 GPAs and MCATs of 21-23,
while only 13.4% of overall applicants get in with the same
credentials. For applicants with 3.40 to 3.59 GPAs and 24-26 on the
MCAT, 67.1 of NAMs get in versus 27.5% of the overall applicants (and
somewhat less for Whites/Asians, of course).
There just aren’t many high-scoring NAMS. Only 45 of the 1,682
applicants who scored 39-45 on the MCAT (the highest bracket) were
NAMs. In contrast, NAMs made up 1,731 of the 2,705 in the lowest
scoring bracket of 5-14.
Asians are accepted at a 42% rate versus 44% for whites, which sounds
about right because their test scores are almost exactly the same and
their grades are slightly worse.
One interesting note is that white applicants to med school have
slightly better grades in college than Asians, both in science and
non-science courses.
*** I suspect that whites who apply to med school tend to be
individuals who want to be doctors, while Asian-Americans who apply to
med school tend more than whites to be individuals whose parents want
them to be doctors. ***
Hence, the much higher percentage of Asians who apply to medical
school, and their slightly less impressive college grades.
@@Michigan Educational Assessment Program
Home Page
Fall 1995 Results, by race
Table 1-5. Grade 4 Essential Skills Mathematics Test
Percent of Students by Student
@@Microsoft
z47\clip\2000\12\hsmicro.txt
http://seattlep-i.nwsource.com/local/skul141.shtml Highline High
School giving students a high-tech start 13-year-old girl could be
youngest yet to pass Microsoft exam Thursday, December 14, 2000 By
JOHN IWASAKI SEATTLE POST-INTELLIGENCER STAFF BURIEN -- When Jill
Sullivan passed the Microsoft Certified Professional exam last month,
the 15-year-old sophomore might have been the youngest girl to earn
that credential.
@@National Test (Proposal 1997)
NATIONAL TESTS WOULD GRADE STUDENTS AS PROFICIENT OR NOT
\clip\97\21\natltest.txt AP 09/21/1997 12:44 EST National Tests Would
Be Made Public By ROBERT GREENE AP Education Writer WASHINGTON (AP)
-- If President Clinton has his way, millions of fourth- and
eighth-graders will soon sit down in their classrooms to take tests
measuring how well they can read or do math.
@@NAEP National Assessment of Educational Progress
A nation-wide criterion-based test of math and reading used as
national indicator It is highly regarded, but some (myself and George
Cunningham) question the use of a criterion reference that says that
half of 4th graders aren't proficient when 50% is the definition of
grade level.
The NAEP has also been used to compare races and nations when linked
with the TIMSS. Asians scored higher in 1990 than whites, I believe I
had computed that Asians in the US are just as far ahead of their
classmates as Asian nations, but this is not consistent with the
TIMSS linking. Gerald Bracey says that the more recent NAEP puts
Asians a bit worse in math too, this may be due to the english-loaded
open response questions. Asians consistently score worse in science.
NAEP Home Page
National Assessment Governing
Board
1996 NAEP Mathematics Objectives
%%Average
The NAEP may be the first of a wave of new tests that isn't afraid to
declare average to not be good enough.
IS KANSAS ABOVE AVERAGE OK WHEN NAEP FLUNKS EVERYBODY?
\CLIP\99\09\kansas.txt Kansas City News Date: 03/21/99 01:21 PM
Educators proficient at denying truth By David S. Awbrey [People need
to re-evaluate NAEP "higher standards" that flunk 70% of the population]
The reading skills of 66 percent of Kansas' 4th graders are below
proficiency for their class level. The reading skills of 65 percent of
Kansas' 8th graders are below proficiency for their academic age. And
state educational officials couldn't be prouder.
%%Critic
GERALD BRACEY CONDEMNS NAEP "PROFICIENCY" LEVELS link THE NATIONAL ASSESSMENT
ACHIEVEMENT LEVELS: INAPPROPRIATE STATISTICS UNETHICALLY USED
"beginning in 1988, though, NAEP shifted towards being prescriptive,
to specifying what students should know. To this end, it developed
what it called achievement levels: below basic, basic, proficient and
advanced. These levels are a disaster. The home page of the U. S.
Department of Education currently states that "Just 32% of fourth
graders read proficiently."
The U. S. has a larger proportion of kids in poverty than any other
developed nation. In the most recent international comparison, the
figure for the U. S. was 22%. For second-ranked Australia, 14%. For
Sweden, 3%. The impact of poverty on reading scores is stunning.
In the 2003 reading study, the international average score of the 35
nations was 500 and the top-ranked Swedes garnered a score of 562
while American students attained 543. But look at American scores by
poverty level:
Percent of students
In a school Score
In poverty
Less than 10 589
10 to 25% 567
Sweden 562
25 to 50% 551
America overall 543
50 to 75% 518
75% and up 485
Kids in low poverty schools outscored the top country. Kids in U. S.
schools with 25 to 50 percent poverty scored 551. If these students
constituted a nation, it would rank fourth in the world. The top
three categories, world class all, make up 58% of all students so
we're not talking small numbers here.
NAEP SAYS #1 IN READING IN THE WORLD IS STILL BELOW STANDARD
z48\clipim\2001\03\21\mathach\mathach.htm
http://www.tcrecord.org/Content.asp?ContentID=10376 U.S. Mathematics
and Science Achievement - How Are We Doing? George W. Bohrnstedt
Results from the 1994 NAEP Reading Assessment sent reading educators
in the United States into shock when we learned that 40 percent of
our fourth graders scored at or below the basic level. Yet The
international study of reading literacy showed that U.S.
nine-year-olds read better than students from any of the
participating OECD countries!
cunningham says matrix sampling
is a mistake, and cutoff levels are crazy.
CANCELLED NAEP SCORES SHOWED FALLING WRITING SKILLS
Innes shows NAEP LONG-TERM TREND WRITING SCORES went down, explains why they might
have been dropped.
Year/ Grade 4/ Grade 8/ Grade 11
1984/ 204/ 267/ 290
1988/ 206/ 264/ 291
1990/ 202/ 257/ 287
1992/ 207/ 274/ 287
1994/ 205/ 265/ 285
1996/ 207/ 264/ 283
Source: 'NAEP Facts,' Vol. 3, No. 4, September 1988, NCES, Washington, DC
Innes 3/2000 says NAEP dropped long
term writing data, and has another report on exclusion problems.
http://www.edweek.org/ew/ew_printstory.cfm?slug=27naep.h19
z40\clipim\2000\03\22\write\write.htm
.doc Inness detail report on
NAEP reading scandal, actually test of listening for many
students.
Innes on fradulent rise in NAEP
scores The Troubling Situation With The 1998 National Assessment
of Educational Progress (NAEP) 4th Grade Reading Assessment
MANY STATES INCREASE EXCLUSION RATE = RISING NAEP SCORES
http://www.arthurhu.com/arthurhu/99/04/naepinf.txt \doc\web\99\04\naepinf.txt After
doing some careful checking, I have discovered that the NAEP excluded
10% of our IEP/Student with Disability kids from the testing sample
in 1998. In 1994, the last time the test was given, there were only
4% of IEP/SD excluded! Kentucky's score only went up from a 212 to a
218 from 1994 to 1998, a 1.25% increase on this 500 point possible
test. >From George Cunningham: It seems that KERA, and the KIRIS
test in particular, trained our schools to develop large lists of IEP
students with a need for testing accomodations that made these kids
ineligible for NAEP.
The same kids third graders who didn't
do well by NAEP standards finished 2nd in the world in the most
recent international study of reading among 27 nations.
Proficiency levels are bogus, also agreeing are GAO and CRESST at
UCLA.
BRACEY - LITERACY TEST IS NOT PROOF OF MASSIVE ILLITERACY IN THE US
The Seventh Bracey Report on the Condition of Public Education
\clip\98\08\bracey\bracey.htm Phi Delta Kappan
Magazine Murnane and Levy accept too much at face value the NAEP
performance levels that have been rejected in many quarters as
political tools designed to maintain a sense of crisis about schools.
They use these NAEP results to contend that many high school
graduates now leave schools without the reading and math skills
sufficient to obtain good-paying jobs
Teacher believes that only 5% are
capable of what they are supposed to be able to do based on NAEP
but top 5% by definition is unusual elite!
%%Difficulty
http://www.brookings.edu/gs/brown/bc_report/2004pressrelease.htm New
Study Finds That Math Items on the Nation's Benchmark Exam Are Too
Easy, Don't Adequately Assess Skills Report from Brown Center on
Education Policy Also Finds Too Many Middle School Math Teachers Lack
Sufficient Formal Training in Mathematics (November 18, 2004) — A new
report from the Brown Center on Education Policy at the Brookings
Institution finds that math items on the National Assessment of
Educational Progress (NAEP) math assessment lack challenging
arithmetic, often requiring skills that are several years below grade
level.
powerpoint http://www.brookings.edu/gs/brown/bc_report/2004/2004report_slide.ppt
pdf: http://www.brookings.edu/gs/brown/bc_report/2004/2004report.pdf
%%Essay
thanks to deniz selcuk 4/2009
Asians are slightly better than the whites in essays on NAEP .
http://nces.ed.gov/nationsreportcard/pdf/studies/2005457.pdf
Table 4-4.
Mean scores for students drawn from main NAEP
who took the Writing Online test and for students
responding to the same essays on paper in the
main NAEP writing assessment, by race/ethnicity
and essay, grade 8: 2002
Race/ethnicity
Writing Online
Asian/Pacifi c Islander 3.8 (0.28) 4.0 (0.18)---highest
White 3.7 (0.05) 3.8 (0.04)
Other 3.3 (0.30) 3.4 (0.38)
Hispanic 3.0 (0.09) 3.2 (0.12)
Black 2.9 (0.10) 3.3 (0.08)
Paper and pencil
Asian/Pacifi c Islander 3.8 (0.30) 4.1 (0.18)---highest
White 3.7 (0.06) 3.7 (0.03)
Other 3.4 (0.27) 3.4 (0.18)
Hispanic 2.9 (0.10) 3.1 (0.14)
Black 2.8 (0.09) 3.2 (0.13)
NOTE: WOL = Writing Online. The number of students was 4,133, with 1,255
taking the WOL computer test and 2,878 taking the paper main NAEP
writing assessment. Students were included only if they responded to both
essays and, for main NAEP writing, only if the tasks were administered
in the same order as those in WOL. “Other” category for race/ethnicity
includes American Indian/Alaska Native and unclassifi ed students.
Standard errors are in parentheses.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National
%%Geography
z56\clip\2002\06\geog.txt
http://www.msnbc.com/news/770434.asp
Geography test results a mixed bag
25,000 U.S. students took test, scores up a bit from
1994 ASSOCIATED PRESS
minorities gap in scores shrank considerably for black fourth-graders,
from 50 points in 1994 to 41 points last year. Still, only about 5
percent of black students scored at or above “proficient,” far below
that of white students’ 33 percent proficient rate.
%%Link
Linking state tests to NAEP
have failed, they are not accurate at top or bottom.
%%Math
NAEP is aligned with reform NCTM standards. In 1990, only 1% of blacks
met proficient standard in 4th grade. In 2004, it's still only 10% and
only 43% of whites pass, comparable to many state tests.
NAEP 2009
report: http://nces.ed.gov/nationsreportcard/pdf/main2009/2010451.pdf
analysis: \doc\web\2009\10\NAEP8thgrademath.xls
\doc\web\2009\10\naep8thgrademath.wks
NAEP Results for 2009
http://nces.ed.gov/nationsreportcard/pdf/stt2009/2010454WA8.pdf
Grade 8
National Center for education statistics Institute for Education Sciences
Snapshot State Report
Compare WA, CA and US: WA blacks score higher,
4X likely to be advanced.
Washington State at or above
pct avg basic prof advanced rate
WA black 5 269 60 16 4 -3.00
CA black 6 250 10 10 1 -10.00
US black 15 260 49 12 1 -10.00
Washington State at or above
pct avg scorbasic prof advancedrate
male 51 290 79 41 12 1.00
female 49 288 77 38 10 -1.20
Girls 20% less likely to be advanced
white 68 295 85 46 12 1.00
black 5 269 60 16 4 -3.00
hispanic 15 264 53 13 2 -6.00
asian 8 302 85 53 22 1.83
amind/AN 3 269 58 23 8 -1.50
lunch 37 271 62 20 3 -4.00
no lunch 63 299 88 51 15 1.25
More boys advanced or basic (low)
Asians highest score, 22% advanced vs 12 for white, nearly 2X higher rate
http://nces.ed.gov/nationsreportcard/pdf/stt2009/2010454CA8.pdf
California at or above
pct avg scorbasic prof advancedrate
male 51 272 61 26 6 1.00
female 49 268 58 21 4 -1.50
Girls 1.5x less likely to be advanced
white 28 289 39 39 10 1.00
black 6 250 10 10 1 -10.00
hispanic 51 256 11 11 1 -10.00
asian 13 294 46 46 13 1.30
amind/AN 1
lunch 53 47 12 12 1 -10.00
no lunch 45 74 37 37 10 1.00
California score of 270 was lower than 282 for national average
Minority or lunch program 10x less advanced
Asians 30% more likely to be advanced.
announcement: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010451
65 page report:
http://nces.ed.gov/nationsreportcard/pdf/main2009/2010451.pdf
\clip\2009\10\naep8thgradeus.pdf
US at or above
pct avg scorbasic prof advancedrate
male 283 72 34 8 1.00
female 281 71 31 7 -1.14
Girls 1.5x less likely to be advanced
white 58 292 82 43 10 1.00
black 15 260 49 12 1 -10.00 ** Black down by 10
hispanic 20 266 56 17 2 -5.00
asian 5 300 84 53 20 2.00 ** Asian 2X
amind/AN 1 267 57 20 3 -3.33
lunch 40 266 57 17 2 -5.00
no lunch 54 293 83 45 12 1.20
Asians 2X advanced vs white
Black -10X, Hispanic -5X, NativeAm -3X vs whites
Lunch -5x vs whites
Tables A-18 to A-22
http://www.thenewstribune.com/news/northwest/story/915939.html
Math tests: Wash. eighth-graders improve
By DONNA GORDON BLANKINSHIP; Associated Press Writer
Published: 10/14/09
"The achievement gap is still there," said state schools
Superintendent Randy Dorn. For example, while the average score of
white eighth-graders was 295 out of 500, the average for black
eighth-graders was 269, Hispanic students averaged 264 and American
Indian and Alaska Native students averaged 269."
http://seattletimes.nwsource.com/html/localnews/2010066712_naep15m.html
The achievement gap among ethnic groups did not change in Washington
state or the nation. In Washington, for example, black and Latino
fourth-graders, on average, scored 20 points lower than white
students.
Comment - as usual the Asians are left out of the newspaper article.
WA state report shows that Asian score of 302 was highest of all
racial groups, and 22 percent score advanced vs 12 for whites and 4
for black. However, the gap is far better than it is nationally, where
only 1% of blacks score in the advanced, the figure for WA is 4 times
higher, while the 20% of Asians in WA is about the same as nationally.
Nationally, Asians are the highest scoring group at 300 vs 292. The
actual report mentions "The average score for Asian/Pacific Islander
students was also 8 points higher than the score for White students"
But this small score average difference is not as important as how
many students reach the highest elite level. With 20% advanced for
Asians vs 10 for whites but only 1 for blacks, that means that if you
assembled a class based only test scores, you'd have twice as many
Asians but only 1/10th as many blacks as their population, which has
important affirmative action implications for selective colleges who
hope to set high standards and also achieve "diversity".
In California, although state whites score near the national average,
or score advanced, it is worse for most minorities. The state average
is worse than the national average. Both blacks and hispanics are only
1/10th as likely to score advanced as whites, and just 13 percent of
Asians are advanced vs 20 national.
Blacks in WA much better than CA or USA: 269 vs 260, 16% vs 12% advanced
Popul. Score Basic Prof. AdvancedRate vs white
US black 15 260 49 12 1 -10
CA black 6 250 10 10 1 -10
WA black 5 269 60 16 4 -3
Blacks in 2009 approaching Whites in 1990
1990 2009
white 270 293
black 237 261 -9vs 1990 white
hispanic 246 266 -4
asian 275 301 8vs 2009 white
Blacks lag 1990 whites by same amount as whites lag asians in 2009
30% NAEP PROFICIENT, 10% BLACK, 43% WHITE. 1% BLACK IN 1990
z75\clip\2004\02\neap04.txt
"Thirty-two percent of fourth-graders and 29 percent of eighth-graders
hit at least the proficient mark in math this year, which reflects
significant improvement since 2000. Only 10 percent of black
fourth-graders scored at the proficient level or higher. That’s a
significant increase from 1 percent in 1990, but it trails white
students, 43 percent of whom scored at least at the proficient level
this year." [30-40% proficient is about same as tougher state tests]
Math scores jump on nation's report card
By Fredreka Schouten | Gannett News Service
WASHINGTON — Math scores of elementary and middle school students shot
up to their highest levels in more than a decade this year on an
influential national test.
From: GNSirkin 8/2001 The NAEP has accepted the standards of the
NCTM. It said so in its very first report following the 1989
publication by NCTM. Natalie Sirkin
z45\doc\web\2000\10\naepmath.txt Evidently the medialike there are
two NAEP math tests. One, which reflects the 1989 change in
standards by the National Council of Teachers of Math (NCTM), is a
new test NAEP introduced in 1990. It is oriented to the NCTM’s
new-New Math. Test-takers use calculators. This test is called the
“main” math test.
%%Minority Gap
In 1990, Black 8th graders score about as well as white 4th graders. (4 year gap)
Black 12th graders are about 4 years behind.
In 2010, Asian gap advantage is about 1/3 of black gap, or nearly 1 yr ahead of whites
2010 results
http://www.edweek.org/ew/articles/2010/11/18/13naep.h30.html?tkn=SMPFZT2vSLujmq75dvd3MSEvMLGo3LnphvCg&cmp=clp-edweek
education week
November 18, 2010
Seniors' Reading and Math NAEP Scores on Rise
By Catherine Gewertz
report at http://www.nationsreportcard.gov/
Even within high-scoring states, however, the report shows significant
disparities among subgroups of students. White students in
Connecticut, for instance, produced an average reading score of 301,
while African-American students’ average in that state was 265.
Females in New Hampshire outscored males by 18 points on average, and
Massachusetts students whose parents had graduated from college
outscored those whose parents hadn’t finished high school by 33
points. Similar patterns were seen in the nationwide scores, as the
pool of students taking NAEP grows more diverse.
Achievement gaps among subgroups didn’t shrink between 2005 to 2009 in
either reading or math, even though all racial and ethnic groups and
both males and females turned in higher average math scores than they
did in 2005. Progress was more uneven in reading: the only subgroups
that made gains in the past four years were white students, males, and
Asian-Americans.
The national score report shows that students who wrote long answers
to questions involving reading at least once or twice a month and
those who aspire to complete college or attend graduate school were
much likelier to score well. Similarly, students who took more
advanced math—particularly those who reached the level of
precalculus—were much more likely to do well on NAEP
from report
http://www.nationsreportcard.gov/grade12_2009_report/
p. 2
all groups higher math
white, Asian, male higher reading since 2005
Mass
Math 163 vs 152 national
asian 176
white 167
hispanic 137
black 135
results notes 32 pt black, 30 pt hispanic gap
but not 9 pt Asian gap, about 1/3 of the under-minority gap
p. 11
charts for black, hispanic, but not Asian gap
population asssessed
1992 1994 1998 2002 2005 2009
w 74 75 72 71 67 61
b 15 13 14 12 13 15 not changed significantly
h 7 7 10 10 17 17 (more than black in 2009)
A 3 4 4 5 5 6 doubled since 1992
N 1 1 1
reading results
white 297 293 297 297 292 293 296
black 273 265 271 269 267 267
hisp 279 270 276 275 273 272 274
asian 290 278 288 287 286 287 298* higher than whites in 2009
92 94 98 02 05 09
nat 274 279 283
04 05 09
score pct tested in 12th grade
299 49 Grad from college
287 22 some after high school
276 17 grad high school
269 8 did not finish high school
math
"the average score for Asian / Pacific Islander students
was 14 points higher than for White students"
Year 05 09
white 157 161
black 127 131
hisp 133 138
asian 163 175
na 134 144
scores higher but gap about the same
black gap 31 to 30
hispanic 24 to 23
164 grad college
150 after hs
142 grad hs
135 did not finish hs
score 05 - 09
121 8 5 - alg 1
127 12 10 - geometry
143 41 42 = alg 2/trig
166 21 24 + precalculus
189 18 18 = calculus
p. 45 table 7
naep reading
Asian
298 national
303 Mass
307 New Jersey
White
295 national
279 west virginia - gap of 21 pts
301 Connecticutt
Black
268 national
259 arkansas
273 mass, iowa, illinois
Hispanic
273 us
278 iowa
267 Idaho
\doc\94\20\NAEP90.wk1
Math NEAP comparison by Race
BLACKS 4 GRADE LEVELS BEHIND WHITES AND ASIANS "Across the content
areas, the performance of Asian / Pacific Islanders and White eight
graders tended to be comparable to that of Black and Hispanic twelfth
graders, with Asian / Pacific Islander eighth graders generally
having the highest proficiency levels, particularly in numbers and
operations and data analysis and probability. At grade 12, API
students had the highest average proficiency in all but the
estimation and data analysis, statistics, and probability content
areas, where their performance did not differ from that of White
students "
Advantage and lag measured in grade years
Asian advantage G4=+0.5 G8=+1.0 G12=+1.5
Black lag G4=-2.4 G8=-3.0 G12=-4.3
Asian advantage is about 1/3 Black disadvantage
50th percentile equal to "All" average: = IQ
Grade 12 Percentile W55.7=102 B22.9=89 H29.1=92 A72.3=109 N44.4
Grade 8 Percentile W57.4 B21.7 H30.9 A71.2 N30.4
Grade 4 Percentile W58.5 B21.7 H30.3 A67.1 N42.6
G8 NAEP math W1.00 B-2.65 H-1.85 A1.24
"The State of Mathematics Achievement: NAEP's 1990
Assessment of the Nation" (Washington DC: US Government
Printing Office 1991) p. 108
doc939\NEAP93.xls
doc939\neaplit.doc,.txt - Hu on 1st neap and literacy
d:\doc\94\17\priv\neap94.txt - SJM Math, science scores
are up SJM 8/17/94
BLACK 8TH GRADERS ABOUT EQUAL TO WHITE/ASIAN 4TH GRADE - 4 YRS
Z78\clip\2004\04\neap.txt
http://www.edweek.org/ew/ewstory.cfm?slug=27Achieve.h23 March 17, 2004
'Value Added' Study Finds NAEP Gains For Black Students
By Karla Scoon Reid
Education Week
African-American and Hispanic students failed to show as much learning growth as
their white peers in math between 1996 and 2000. Black students' average 8th grade
math score was only slightly above the average result of 4th grade white and
Asian-American pupils.
Ken Hirsch: My quick impression is that they are comparing things that are not really
comparable. A gain in NAEP score from 200 to 250 is not the same as a gain from 220
to 270. This is a known problem in value-added analysis. See the section "Similar
gain scores are not necessarily comparable" in this article:
http://www.educationnext.org/20022/10.html
I didn't have time to do the math scores, but for the reading scores I did a scatter
plot of score gains vs. 1994 scores. See
http://home.nc.rr.com/kenhirsch/NAEPreading.gif. There's a correlation of -0.66.
So low-scoring states gain more that high-scoring states. That's no reason to
conclude that the schools in the lower-scoring states are better. If you could
compare students in different schools that started at the same levels, then we'd
have something.
TEXAS MINORITES STILL 1-2 YEARS BEHIND WHITES IN NAEP
Z50\clip\2001\08\texnaep.txt
The 2000 Mathematics NAEP reveals Hispanic and African American
students in Texas remain one to two years behind their white
classmates. The failure of minority students to bridge the
achievement gap deserves greater attention than their success in
topping the scores of minority students in other states. While NAEP
scores for Texas’ Hispanic and African American students have
substantially risen, only 12 percent of African American and 14
percent of Hispanic 4th graders were scored as proficient. Of 8th
grade students, only 6 percent of African Americans and 14 percent of
Hispanics were scored as proficient.
%%News
NAEP RATES ONLY 25% PROFICIENT, 1% ADVANCED 15-20% BELOW BASIC
http://www.seattletimes.com/news/education/html98/writ_19990928.html
zip37\clip\99\18\naepwri.txt Tuesday, September 28, World 1999 Only
25% of nation's students show writing proficiency by Joseph Schuman
The Associated Press Only 23 percent of fourth-graders wrote at the
proficient level or above, which meant - in the testers' terms - that
they could deliver a solid academic performance and competently write
about challenging subject matter. Eighty-four percent wrote at the
basic level or above; 16 percent were below the basic level. For
eighth-graders, 27 percent were at least proficient, 84 percent were
at least basic and 16 percent were below basic. For 12th-graders, 22
percent were proficient, 78 percent were basic and 22 percent were
below basic. And in each grade group, 1 percent of students wrote at
an advanced level, which signified a superior performance.
NAEP 1998 Writing Report Card
news
\clip\99\08\edclip01.txt Los Angeles Times Friday, March 5, 1999
California Ranks Second to Last in U.S. Reading Test Education: Only
20% of state's fourth-graders are proficient readers. Officials say
recent reforms have not had time to show results, but they vow to
press ahead. By DUKE HELFAND, Times Staff Writer * Overall, the new
fourth-grade scores showed a 5-point improvement over 1994 scores,
which had dipped from 1992. The new scores pulled the state back to
1992 levels.
California public school fourth-graders who are
proicient readers, based on a national test of
reading skills.
Asian: 31%
White: 29%
California average: 20%
Latino: 8%
Black: 7%
The Scores by State California fourth-graders ranked second to last
in a nationwide assessment of reading skills given last year. Below
are the average scores for each of the 39 states that participated in
the test.
State 1992 1994 1998
Connecticut 222 222 232
Montana -- 222 226
New Hampshire 228 223 226
Maine 227 228 225
Massachusetts 226 223 225
Wisconsin 224 224 224
Iowa 225 223 223
Minnesota 221 218 222
Kansas -- -- 222
Colorado 217 213 222
Oklahoma 220 -- 220
Wyoming 223 221 219
Rhode Island 217 220 218
Kentucky 213 212 218
Virginia 221 213 218
Michigan 216 -- 217
North Carolina 212 214 217
Texas 213 212 217
Washington -- 213 217
West Virginia 216 213 216
Missouri 220 217 216
New York 215 212 216
Maryland 211 210 215
Utah 220 217 215
Oregon -- -- 214
Tennessee 212 213 212
Delaware 213 206 212
Alabama 207 208 211
South Carolina 210 203 210
Georgia 212 207 210
Arkansas 211 209 209
Nevada -- -- 208
Arizona 209 206 207
Florida 208 205 207
New Mexico 211 205 206
Mississippi 199 202 204
Louisiana 204 197 204
California 202 197 202
Hawaii 203 201 200
California ranks slightly higher in percentage of students who are
proficient readers. Here are the states with the highest and lowest
percentages.
% of students
at or above proficiency
State 1992 1994 1998
Connecticut 34 38 46
New Hampshire 38 36 38
Montana -- 35 37
Massachusetts 36 36 37
Maine 36 41 36
Nevada -- -- 21
California 19 18 20
Louisiana 15 15 19
Mississippi 14 18 18
Hawaii 17 19 17
Source: National Center for Education
1999 Reading report released:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=1999500
NAEP TO BE TURNED INTO PERFORMANCE BASED TEST?? \doc\web\98\08\neap.txt ASCD EDUCATION
BULLETIN October 9, 1998 * The current system--which relies largely
on tests with paper and pencil--should be augmented with new
alternative assessment methods, including portfolios and other
samples of student performance, computer-based analyses of student
work, and videotaped observations of students working in the
classroom.
1996 Science Performance Standards Achievement Results for the Nation
and the States http://www.nagb.org/scirpt97.pdf
\clip\97\25\scirpt97.pdf (Sample science problems) Name two useful
properties of metals (4th grade) How would you tell which jar had
salt water (dry one out would be one answer)
NAEP Mathematics
Framework clip/97/25/naep/mathcont.html Skills to be assessesd by
grade level. Says you should not assess conversions even within the
same system in the 4th grade, let alone between systems.
US NAEP 4TH GRADE OK BUT 12TH GRADE SUCKS \CLIP\97\25\NAEPBAD.TXT
NATIONAL REVIEW, October 27, 1997 Right Data, Ed Rubenstein
\clip\97\20\naep.txt Associated Press 08/30/1997 Details of Education
Assessment: Some details from the Education Department's 1996
National Assessment of Educational Progress,
Results 1997
\clip\97\06\naepmath.pdf - complete report
\clip\97\06\naepmath.htm - summary
Grade 4 1996 1990
---------------------
NonPub 237
White 232 220
Catholic 232
Asian/PI 232 228
Maine 232
Minnesota 232
Wash 225
Public 222
AmInd 216 208
Hispanic 206 198
Black 200 189
Guam 188
Dist Col 187
SCIENCE NAEP GETS "PROFICIENT" LEVEL ADDED
\clip\97\24\scitest.txt
http://www.seattletimes.com/extra/browse/html97/scie_102197. html
Seattle Times Tuesday, Oct. 21, 1997 U.S. students lagging on basic
science skills, new test scores show by Eun-Kyung Kim Associated
Press WASHINGTON - More than 40 percent of high-school seniors lack a
basic understanding of science and an equally "disturbing proportion"
of younger students don't understand the subject either, the National
Assessment Governing Board said in a report card on the nation's
schools. The results were released earlier this year but lacked
standards to determine what scores should be considered basic,
proficient or advanced.
NAEP SCIENCE ASIANS BEHIND WHITES,
BLACKS DID BETTER IN MILITARY THAN WHITES, ASIANS OF SOME STATES.
http://www.ed.gov/NCES/naep/y25flk/lttrib.pdf
\images\97\25\naepsci.pdf - 1996 Science test p. 31 has race
comparisons. Table B.2 has race by state
Contrary to the stereotype of Asians in science, they actually lag
whites significantly, only slightly better than the Native Americans.
Blacks lag, but those in the military scored as well as whites in the
worst states, and Asians in many states. Children of all races
scored better in DOD dependent schools than their national
counterparts.
Index Grade 4 W1.00 B-2.75 H-2.35 A-1.23 N-1.46
Index Grade 8 W1.00 B-2.77 H-2.23 A-1.17 N-1.27
Index Grade 12 W1.00 B-2.58 H-2.14 A-1.24 N-1.36
http://www.edweek.org/ew/vol-16/32naep.h16
\images\97\25\neap.htm Education Week May 7, 1997 NAEP Assigns No
Grades on Science Exam By Millicent Lawton
General News:
Test scores for reading show some improvement Feb 11, 1999 Seattle
Times. Test averages up for all grades, 4th from 214 t o217, 8th 4 pt to
264, 12th up 4 to 291. 12th grade at or above basic lower than 1992
girls better. Asians pretty much even with whites. 16% 4th graders
watch 6+ hrs tv / day vs 21% in 94 20% in 192
poor basic expected advanced
g12
1998 23 37 35 6
1992 20 39 36 4
g8
26 41 31 3
23 40 26 3
g4
38 32 24 7
38 34 22 6
\clip\97\06\mathup.txt AP 27-Feb-1997 14:02 EST REF5456 Copyright
1997. The Associated Press. All Rights Reserved. Student Math Scores
Edge Up
- 40% of 8th graders lack "basic" skills, but that's near the average
- religious and private students scored better
http://www.edweek.org/ew/vol-16/07naep.h16
\clip\97\06\mathup.txt NAEP Reports Modest Gains in Math and Science
Scores 10/16/96 Education Week By Jeff Archer
\priv\95\19\ussmart.txt Tests put U.S. students among best - and
worst Tacoma News Tribune Story Number: 56007 12/10/95 Shankar
Vedantam NAEP says 1/3 geography, 1/2 history, 3/4 math lack "basic
skills"
\doc\95\10\usedlow.txt
"Education in the United States Gets Low Marks"
Paul Greenberg
Seatle Post Intelligencer 8/10/95 (ed)
According to the 1994 National Assessment of Educational Progress
(NAEP)
Of high school graduates:
1/3 can read "proficiently"
30% read "below basic", or functionally illiterate, according to
Greenberg.
Only 100,000 of 2.5 million graduates read at the "advanced" level
(that's the top 4%, good enough to get into UC Berkely or UCLA, good
enough for Harvard if you're a minority)
advanced prof below basic
overall 4 33 30
black 1 12 54
hisp 1 18 48
(Like CLAS, half of minorites in failing group, median performance
level is about 30th percentile overall, which isn't terrible)
"Kids's scores for reading 'in trouble'" USA Today
April 28, 1995 p. 8S
Proficient Seniors: W40% A30% H18% B12%
Girls scored 10-14 points higher at all grades
Private schools scored 16 to 22 points better
MARC TUCKER FRIENDS OF NAEP BOARD?
From: ZorroFRR Date sent: Wed, 24 Dec 1997
02:36:43 EST I would be interested, should you have this information,
in learning the names of those individuals who now sit on the NAEP
Board of Directors, and for this reason. Richard Mills, former
Commissioner of Education in Vt, l987-l995, now holding the same
position in N.Y., is unwraveling the N.Y. Regents Examinations as
rapidly as he can. Mills was (is still?) a member of the NAEP Board.
Chester Finn was apponted at the same time. If Mills is still on it,
it would be very bad news indeed and I would have to disagree with
George Cunningham. Mills and Marc Tucker have been VERY close
colleagues for YEARS.... Mills was (is still?) placed on the
governing board of the New Standards Project, (NSP), which is
Co-directed by Resnick and Tucker. Thanks! Fran Rice
%%Private School
http://www.capenet.org/facts.html#anchor1417711
Private School Facts
COUNCIL FOR AMERICAN
PRIVATE EDUCATION
NAEP 1998 Writing Report Card
Percentage of Students in Public and Private Schools
At or Above Various Achievement Levels
Grade 4
Public Private
Basic 83 93
Proficient 22 35
Advanced 1 2
Grade 8
Basic 83 96
Proficient 24 44
Advanced 1 3
Grade 12
Basic 77 90
Proficient 20 35
Advanced 1 2
%%Proficiency Levels
Erich Martel notes: I read in the May 1999 NAEP report for 1998 DC
testing, that according to legislation, NAEP "achievement levels must
be used on a developmental level until the Commissioner of Ed Stats
determines ... that the achievement levels are 'reasonable, valid,
and informative to the public.'" In the opinion of the National
Academy "...appropriate validity evidence for the cut scores is
lacking; and the process has produced unreasonable results."
The wee reform Is Clinton's education plan a big waste of money? BY
NICHOLAS LEMANN AND JOSHUA WOLF SHENK 5/19/97
http://www.usnews.com/usnews/issue/970519/19educ.htm
[reason for national standards] Georgia's math tests in 1994-95 found
83 percent of eighth graders proficient. In 1996, the considerably
tougher National Assessment of Educational Progress found only 16
percent of them met that standard.
...This, in turn, tends to shift the emphasis of instruction from
"progressive" (stressing understanding and discussion) to
"traditional" (focusing on facts and memorization). Clinton's
program, in the best-case scenario, will represent a victory for the
traditionalists.
NAEP SCORING LEVELS ARE BOGUS
Bracey studies by the GAO, by the
Center for Research in Evaluation Student Standards and Testing
(co-based at UCLA and CU-Boulder), and by eminent psychometricians
such as Robert Forsyth at the University of Iowa and Lyle Jones at
the University of North Carolina declared the proficiency levels to
be invalid and misleading. This spring the National Research Council
concluded that "the current process for setting NAEP achievement
levels is fundamentally flawed....[It] should be replaced."
%%Race
US BETTER AT MATH, ASIANS LEAD EVERYBODY ELSE, = WHITES IN READING
National Assessment of Educational Progress
The Nation's Report Card
AP Oct 19, 2005 http://www.msnbc.msn.com/id/9750535
http://nationsreportcard.gov/reading_math_2005/s0026.asp?printver=
AP reports that Americans are doing better in math on the NAEP
nation test. Blacks are "catching up" with whites. But they don't mention
that Asians are still leading whites in math, as Asians have in most years
since 1992. In grade 4, Asians lead whites by about the same margin that
Hispanics lead blacks. Asians are equal to whites in reading at both grade
4 and 8, on most tests like the SAT, Asians tend to lag in verbal scores,
but they appear to be assimilating at these grades, or just studying a lot.
Grade 4
1990 1992 1996 2000 2003 2005 Rank
W 220 227 231 234 243 246 2
B 188 193 199 203 216 220 5
H 200 202 205 208 222 226 34
A NA 231 226 NA 246 251 1
N NA NA NA NA 223 226 34
L 207 208 222 225
L = free / reduced lunch
Asians lead whites by same margin as Hispanics
lead black.
Free/Reduced lunch students score better than black
average.
Grade 8
1990 1992 1996 2000 2003 2005 Rank
W 270 277 281 284 288 289 2
B 237 237 242 244 252 255 5
H 246 249 251 253 259 262 4
A NA 290 NA 287 291 295 1
N NA NA NA NA 263 264 4
Asians score equal to whites in Readng
Grade 4
1990 1992 1996 2000 2002 2003 2005 Rank
W 224 224 226 225 229 229 229 12
B 192 185 193 190 199 198 200 5
H 197 188 195 190 201 200 203 4
A 216 220 221 224 224 226 229 12
N 207 202 204 3
L 203 201 203
Grade 8
1992 1994 1998 2002 2003 2005 Rank
W 268 267 271 272 272 271 12
A 267 265 267 267 270 271 12
N 250 246 249 3
H 241 243 245 250 246 246 4
B 237 236 243 245 244 243 5
NAEP GAP IS 1SD, LIKE IQ TEST
4/7/01
NAEP results: http://nces.ed.gov/nationsreportcard/sitemap.asp
from from
"proficient" "basic"
level % level %
------------------------
1992 1.0 0.99
1994 1.0 1.1
1998 1.0 0.97
2000 0.99 0.95
the 1-SD white-black difference recurs so frequently in so many
contexts, that it might properly be called the fundamental constant
of sociology. By: La Griffe du Lion http://www.lagriffedulion.f2s.com
Asians lead, Blacks lag Poor readers falling behind Seatimes Apr 8,
2001 A14 NAEP since 1992 shows Asians showed most improvement and
have highest scores [usually lagging in verbal] Blacks worst, 63
black, 60 poverty, 47 in urban schools below basic. Overall 32%
proficient, 40% below basic. Paige: "fewer than a third of fourth
graders can read at grade level" [but grade level is 50pctile!] Best
students showed most progress.
TABLES SHOW BLACK 17 YR OLDS READ AS WELL AS WHITE 13
Here are the you can see how black 17 yr olds aren't as good readers
as white 13 yr olds.
FATELVIS CLAIMS 25 YEAR LAG BLACKS TO WHITE
From: FatElvis If you look closely
you will find out that black 17 year olds are at parity now with
where white 13 year olds were 25 years ago in math science and
language.
Tip From:
http://nces.ed.gov/pubs98/condition98/c9816h01.GIF
http://nces.ed.gov/pubs98/condition98/c9818h01.GIF
http://nces.ed.gov/pubs98/condition98/c9819h01.GIF
http://nces.ed.gov/pubs98/condition98/c98003.html
Average reading proficiency (scale scores) by race/ethnicity 1971-96
White Black Hispanic
9 13 17 9 13 17
1971 214 261 291 170 222 239
1996 220 267 294 190 236 265 194 240 265
Black 265@age 17 2 points LOWER than White 267@age 13!
In 1971, the gap was even greater, 239 vs. 261.
FIRST WORLD, THIRD WORLD, ALL
RIGHT HERE AT HOME: HOW INTERNATIONAL COMPARISONS OBSCURE THE TRUE
CONDITION OF EDUCATION
Examine the results of the Third International Mathematics and
Science Study (TIMSS) and what it shows when linked to the National
Assessment of Educational Progress (NAEP). The U. S. Department of
Education commissioned Educational Testing Service to conduct such a
linking and has been curiously quiet about the results.
TABLE 1 HIGH SCORERS ON NAEP AND THE TIMSS MATHEMATICS TEST
NAEP % CORRECT
SINGAPORE 328 79
KOREA 313 73
JAPAN 313 72
HONG KONG 306 70
TOP THIRD,
U. S. SCHOOLS 293 63
SINGAPORE 328 79
JAPAN 313 72
IOWA 284 59
WHITE STUDENTS, U.S. 282 57
ASIAN STUDENTS, U.S. 274, 282
HISPANIC STUDENTS, U. S.251 42
BOTTOM 1/3 U.S. SCHOOLS 244 40
BLACK STUDENTS, U.S. 243 39
DISTRICT OF COLUMBIA 233 33
SOUTH AFRICA 218 24
TABLE 4. TOP SCORERS IN TIMSS-NAEP COMPARISON: 8TH GRADE SCIENCE
NAEP % Correct
Singapore 172 70
Korea 166 66
Japan 164 65
Maine 163 64
White Students, U. S. 159 62
Not eligible for free lunch, U. S. 156 61
Asian Students, U. S. 152 59
Hawaii 135 51
Free lunch eligible, U. S. 133 50
Hispanic Students, U. S. 129 50
Black Students, U. S. Schools 120 45
District of Columbia 113 42
South Africa 81 27
%%Sample Questions
"Parrot Math"
By Thomas C. O'Brien
http://www.pdkintl.org/kappan/kobr9902.htm
\clipim\99\03\25\parrot\parrot.htm
Estimate the answer to 12/13 + 7/8. You will not have time to solve
the problem using paper and pencil.
The fact that both of the fractions were close to 1 -- and that the
answer must thus be close to 2 -- escaped 76% of the 13-year-olds and
63% of the 17-year-olds. So much for blindly applying rote
procedures. The respondents seem to have thought, "Addition of
fractions has something to do with adding numerators (thus the 19) or
denominators (the 21)."
http://www.edweek.org/ew/vol-16/23naeps2.h16
\clip\99\03\naepsamp.txt
(number sentence, divide with remainder, addition)
%%Science
NAEP 2009 Science Test
http://www.asianweek.com/2011/01/25/aiyah-asian-kids-scored-2nd-place-on-naep-science/
AiYah! Asian Kids Scored 2nd Place on NAEP Science!!?
By Arthur Hu– January 25, 2011(Edit Post)
Hu says the "advanced" level is absurdly hard, and that the difficulty
level is needlessly high. The race gap is easily as high as SAT and IQ
tests that are attacked for being unfair to minorities, and it is
unreasonable to set such standards unless they are trying to select
out future top 1 percent Harvard or MIT students.
http://www.edweek.org/ew/articles/2011/01/25/19naep_ep.h30.html?tkn=UPMFFOihMMDH7cZ9cGvRLx5VDlgl5sxArrXD&cmp=clp-edweek
Proficiency Eludes U.S. Students on Science NAEP
By Erik W. Robelen
Most American students are not performing at a level deemed “proficient” in science, results issued today for a revamped national assessment show, with 12th graders posting the weakest scores compared with their elementary and middle-level peers. Only one in five high school seniors scored at least proficient on the exam.
Meanwhile, 34 percent of 4th graders and 30 percent of 8th graders were deemed proficient or better in science on the 2009 National Assessment of Educational Progress, known as “the nation’s report card.”
At the 4th grade, for example, 47 percent of white students scored
proficient or above, compared with 11 percent of African-American and
14 percent of Hispanic students. Meanwhile, only 15 percent of 4th
graders eligible for a free lunch and 25 percent for a reduced-price
lunch scored proficient or higher on the exam, compared with 48
percent of 8th graders ineligible for either.
Another issue Mr. Friedman highlighted in an interview was that hardly
any American students reached the “advanced” level on NAEP, which
represents what the report calls “superior performance.”
Only 1 percent of 4th and 12th graders earned an advanced score, and 2
percent at the 8th grade.
Now it’s true that advanced indicates a high level of mastery and is
difficult to attain,” he added. “But the fact that only one or two
students out of 100 reach this level is disappointing and dangerous
for our future.”
With 9.2 percent of American students meeting the two highest levels
on PISA, the United States was about average among the 34 nations in
the Organization for Economic Cooperation and Development, trailing
more than one-third of those countries, including Finland, Germany,
Japan, Australia, and South Korea.
http://nationsreportcard.gov/science_2009/
http://nationsreportcard.gov/science_2009/index_alt.asp
pdf report:
http://nationsreportcard.gov/science_2009/science_2009_report/
p. 2 "Scores higher for White Asian / Pacific Islander, and male students
at grade 12 "no significant difference in scores for White and Asian
Pacific Islander"
Whites slightly ahead G4 and G8, Asians lead G12
G4 G8 G12
White 163 162 159
Black 127 126 125
Hisp 131 132 134
ASian/PI 160 160 164
AmInd/AN 135 137 144
ranked by G12
G4 G8 G12
ASian/PI 160 160 164
White 163 162 159
AmInd/AN 135 137 144
Hisp 131 132 134
Black 127 126 125
ranked by G8
G4 G8 G12
White 163 162 159
ASian/PI 160 160 164
AmInd/AN 135 137 144
Hisp 131 132 134
Black 127 126 125
Asian female score tops
Gender gaps by race/ethnicity, grade 12
At grade 12, White and Hispanic males outscored their female
counterparts, but other apparent differences between male and female
students within racial/ethnic groups were not significantly different.
male fem
white 162 156
black 127 123
hisp 138 130
a/pi 161 166
rank
166 asian female
162 while male
161 asian male
156 white female
138 hisp male
130 hisp female
127 black male
123 black female
4th grade - half of black / hisp / am indian below basic,
13th percentile for whites
Twice as many asians at top 1% (2%) vs whites, 0 for minority
p. 9 ad prof basic at or above
white 1 47 87 13
black # 11 47 53
hisp # 14 53 47
as/pi 2 45 81 11 Twice as likely to be at top
ai/an # 17 57 43
@@NCAA
steveslr@aol.com Glayde Whitney
posted an AP article about how a judge has ruled that the NCAA's
minimum SAT score requirement for college athletic eligibility is
racially discriminatory, but maybe it would be better to get rid
of minimum SAT scores.
NCAA FORBIDS SAT CUTOFFS FOR ATHLETES, RACIAL DISCRIMINATION
\clip\99\08\ncaa.txt Charlotte Observer March 10, 1999 A test case in
sports: Should SAT be a key to college eligibility? By DIANE
SUCHETKA Staff Writer The NCAA will ask a federal court today to
reverse an order that forbids the organization from using SAT and ACT
scores to decide which freshmen can participate in athletics at
schools with major sports programs.
@@New York Regents
\priv\95\12\regexam.txt - redesigned to get away
from multiple choice, but more expensive, hard to score (like CLAS)
@@Obama Effect
OBAMA INSPIRATION ELIMINATES TEST SCORE GAP (?!)
\clip\2009\01\obtest.txt
http://www.nytimes.com/2009/01/23/education/23gap.html?_r=1&ref=education
By SAM DILLON
Published: January 22, 2009
...researchers have documented what they call an Obama effect,
showing that a performance gap between African-Americans and whites on
a 20-question test administered before Mr. Obama’s nomination all but
disappeared when the exam was administered after his acceptance speech
and again after the presidential election.
@@Oregon
tests are 9 hours long given over several days.
Written explanation, not right answer needed
on ore test.
@@Race
Is it poverty or race that really matters? Most conventional analysis
of cities with poor scores focus on segregation, or poverty, but
completely discount the factor of race.
The fact is that even middle class blacks and blacks in the best
integrated predominantly white schools perform more poorly than
whites, often no better than those in the inner city, no matter which
city you look in.
9/15/97
National Review Education and Race Cover picture: Why Me, Study? Contrary to
assumptions, minorities don't do very well even in the best school
districts, while Asians do much better than average for their
districts. \clip\97\20\natlrevw\natlrevw.htm - cover
\clip\97\20\natlrevw\hu091597.html - article
Gcruz approves, says schools with high
Asians do better than rich schools
\clip\98\05\newcl04.txt Miami Herald 2/19/98 Black pupils' low scores
raise concern By SABRINA WALTERS Herald Staff Writer John Due, the
attorney overseeing Dade's 1969 desegregation court order, said he
doesn't believe economics play a significant role in how well
students learn. ``Black schools serving middle-class children don't
have scores much different from those in the inner-city,'' Due said.
@@Thinking
BRUCE ALBERT WANTS TO TEST FOR THINKING, NOT FACTS
http://www.businessweek.com/1997/40/b3547098.htm
\clip\97\21\badtest.txt A SCIENTIST ASSAULTS THE SCIENCE OF TESTING
Bruce Alberts wants students to interpret data, not parrot it
Business Week Oct 6, 1997
@@Timed Tests
http://www.washingtonpost.com/wp-srv/frompost/features/may97/ timetest.htm
\clip\97\13\timetest.txt Area Students Find Themselves in New Age of
Tests Without Clocks By Jay Mathews Washington Post Staff Writer
Monday, May 19, 1997; Page B01
@@PISA
also see aeduc.htm: PISA
@@TIMSS International Math and Science Study
This was replaced by PISA in 2003
@@Preschool
NANNIES QUITTING OVER 69 EARLY LEARNING TARGETS IN UK
http://www.telegraph.co.uk/education/6494210/Childminders-forced-out-of-business.html
Childminders 'forced out of business' Record numbers of childminders
are being forced out of business, just 12 months after the
introduction of Labour’s compulsory “nappy curriculum”, figures
suggest. By Graeme Paton, Education Editor Published: 10:00PM GMT 03
Nov 2009 Critics blamed the Government’s Early Years Foundation Stage
(EYFS) – a compulsory “curriculum” taught by all nurseries,
pre-schools and childminders. Under rules, which were introduced in
September 2008, children are expected to meet a series of 69 targets
focusing on literacy, numeracy, social development and problem-solving
by their fifth birthday.
-googdoc
@@Real Estate Values
Test Scores Matter, But How Much?
http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/ archive/1998/07/0
6
/MN76650.DTL July 6, 1998 By Lori Olszewski San Francisco Chronicle "If you
wonder why the scores on California's new student achievement test are
important, ask Walnut Creek real estate broker Micky Gill. Gill had to pull
out a tape measure to prove to a worried family that the house they were
about to buy was in the Acalanes High School attendance district in
Lafayette -- a school they wanted because of its scores on various
standardized tests. ``If the house had been a few feet over next door, it
would have been in another school district and they didn't want it,'' said
Gill of Century 21-Hosking. ``Absolutely, school scores affect the
desirability of real estate,'' Gill said, echoing comments of realtors from
Mill Valley to Palo Alto. While the educators and statisticians continue to
caution the public about the limits of the state's controversial STAR exam,
the truth is, the scores matter."
@@Readers Digest
\doc\94\19\readdig.wk1 - Readers Digest Test
Poll of 2130 high school seniors who took an academic test
and answered a list of personal questions
Percent of students scoring 30 or more out of 40 correct
White Black Hisp Asian Girls Boys
Percent 58 16.00 38 58 39 58
Index 1.00 -3.63 -1.53 1.00 -1.49 1.00
http://www.arthurhu.com/arthurhu/test.htm#reform
See washtest.htm
@@Reformed Math Tests:
@@SAT
< name="paid">
@@paid
\clip\96\01\testpaid.txt Study finds that students do better when
paid for correct answers than just urged to do well (AP) July 19,
1996 Being Paid to Play Sometimes Makes for Academic Winners. Harold
F. O'Neil in Journal of Educational Assessment
@@Police Test
See police / test
@@Poverty
WA POST CLAIMS POVERTY OF SCHOOL MATTERS MORE THAN STUDENT
z51\clip\2001\09\povscore.txt
http://www.washingtonpost.com/ac2/wp-dyn/A27602-2001Aug31?language=printer
Pupils' Poverty Drives Achievement Gap
By Brigid Schulte and Dan Keating
Washington Post Staff Writers
Sunday, September 2, 2001; Page A01
The analysis found that poverty was the most influential factor in
predicting a student's performance.
Lower-income students performed their worst at schools where the student
population was overwhelmingly poor. But when lower-income students attended
schools where most of the students were more affluent, they achieved higher
scores -- matching or exceeding the county average.
@@Preparation
BLACKS GIVEN TEST PREP SCORE EQUAL TO WHITES ON LSAT???
http://magazines.enews.com/magazines/tnr/current/trb041398. html
\clip\98\07\examques.txt The New Republic April 13, 1998 TRB FROM
WASHINGTON: EXAM QUESTION By Charles Lane " Princeton Review recently
offered a $375 lsat prep course to a small group of students at
historically black Florida A&M. Those who went on to take the lsat
achieved scores equal to the national average for whites." [so we
give more test prep to minorities? Asians have LOWER incomes to
afford test prep than whites, yet their test scores are HIGHER]
@@preschool
PRESCHOOL TEST: "VASE" AND "HORRIFIED"
z75\clip\2003\10\headtest.txt Now, Standardized Achievement Tests in
Head Start By SARA RIMER www.nytimes.com October 29, 2003 MIDLAND,
Tex. ˜ The new federal emphasis on accountability in education reached
Nate Kidder recently in the form of his first standardized achievement
test. Nate is 4 years old. ....found the question, among others,
ridiculous. " `Horrified' is not a word we teach children," she said.
..many children ..may not have vases in their homes
@@PSAT
The big news is that National Merit Scholarships are based only on
PSAT scores, but boys get more high scores than girls. An added
writing tests closes the gap, but it's still there.
Prince George county requires all students to take PSAT
z75\clip\2003\10\psat.txt
http://www.csmonitor.com/2003/1021/p13s01-legn.html
Putting Students to a Big Test
Pr. George's Middle-Schoolers To Be Required to
Take PSAT
By Nancy Trejos
Washington Post Staff Writer
Thursday, October 16, 2003; Page B01
New Prince George's County schools chief André J. Hornsby
will require students in the eighth and ninth grades to take the
PSAT, a national test designed for 11th-graders preparing for
the SAT college-entrance exam.
Nationally, a small but growing portion of the approximately
2.6 million students who take the PSAT are
middle-schoolers. In 2002, about 47,000 middle-schoolers
took the exam, compared with 16,000 in 1993,
Charles Murray ... national norms
yielded a verbal mean of 376 and a math mean of 411.
http://www.news-star.com/stories/011598/art_psat.html
\clip\98\02\psat.txt Shawnee News Star Thursday, January 15, 1998
Gender gap narrows in PSAT scores [Girls do better on new written
section, but still trail overall, Fairtest still doesn't like it.]
\clip\98\02\psat.txt Tuesday, October 14, 1997 jacksonville Florida
http://www.jacksonville.com/tu-online/stories/101497/1a1PSAT_ .html
Girls taking PSAT today finally getting a break
\clip\96\05\cheachel.txt The Wall Street Journal Interactive Edition
October 3, 1996 Editorial Cheating Chelsea. The PSAT modifies the
test to tilt towards girls, but Fairtest used questionable data to
claim girls were behind when the PSAT says they are nearly even.
Mary Beth Marklein, "Girls outscore boys on PSAT's new writing
portion" USA Today, January 15, 1998, D8
%%Critical
acronin says different regions have
different norms.
some awards given by state, so norms
will be different.
@@Texas TAAS
@@teacher testing
Some teacher tests have been used to enforce draconian accountability
measures like the standards based tests for students. Some teachers
have been forced into retirement or suicide.
CBEST Teacher pass W1.00 B-1.63 H-1.27 A-1.22
Georgia fail W1.00 B-4.00
%%bad
Chicago
horror stories
z48\doc\web\2001\03\paultest.txt
Congressman Paul's
bill to ban national Teacher tests or certification:
http://www.house.gov/paul/congrec/congrec2001/cr030801.htm
Opposing National Teacher Certification or
National Teacher Testing
OPPOSING NATIONAL TEACHER CERTIFICATION OR
NATIONAL TEACHER TESTING -- HON. RON PAUL
(Extensions of Remarks - March 08, 2001)
%%state
San Francisco, Ca.--------------------------------10/31/2000
"Mandatory Test Of Teacher Skills Upheld by Court"
..."The U.S. Court of Appeals in San Francisco rejected a
challenge brought by minority groups and educators who
claimed the California Basic Educational Skills Test, or
CBEST, violated their civil rights."...
..."(minorities) hoping to teach in the state charged that the
test was culturally and racially biased because whites were
passing CBEST at a rate higher than people of other racial
or ethnic groups."...
..."On average, 80 percent of whites pass CBEST on the
first try, compared with 53 percent of Asian Americans, 49
percent of Latinos and 38 percent of African Americans.
http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/2000/10/31/MN40228.DTL
Seattle Times 2/8/1999 Lillian Cady state Board of Education says 50%
of states require some form of testing.
Dallas Morning News
Poor teacher pass rate blamed on test scoring 07/10/2000 Associated
Press OKLAHOMA CITY - Miscalculations in scoring, and not a poor pool
of new teachers, are probably to blame for the failure of about 30
percent of Oklahoma's prospective teachers to pass two of the state's
new teaching tests, officials said
z43\CLIP\2000\07\oktest.txt
http://dallasnews.com/texas_southwest/109167_oktests_10tex..html Poor
teacher pass rate blamed on test scoring
07/10/2000
The teacher easily passed two of the three required exams, but failed
the third – a professional test that gauges how well a teacher
teaches.
%%California
The California Basic Educational Skills Test is used as a minimum
competency test in California for new teachers. Some argue that it is
racist because different groups pass at different rates, and that it
deprives children of color appropriate role models. Others argue that
children are taught better by teachers who meet minimal academic
standards. Interestingly, this is a test where Asians do worse than
Whites, probably because of the emphasis on verbal skills as Asians
generally do better only at math.
Which is more important, race or academics? Tough
question. This test also shows that equal years of education do not
mean equal skills, in contrast to the common position that
differences in black income and unemployment for equal education is
proof of discrimination.
z40\clip\2000\04\cbest.txt Wednesday, March 29, 2000 Court to
Reconsider Claim That Teacher Skills Test Is Biased From Associated
Press
San Francisco, Ca.-----------------------3/29/2000
"Court to Reconsider Claim That Teacher Skills Test Is Biased"
"A federal appeals court has agreed to sreconsider claims by
minority educators that California's teacher-qualifying test is
discriminatory."......
..."The most recent state figures showed that 100,000 people a
year took the test, 70% passed on their first try and 82% to 85%
passed eventually."
"But there were significant differences among ethnic groups,
particularly in first-time passage rates: 80% for whites, 60% for
Asians, 47% for Hispanics and 37% for blacks."
http://www.latimes.com/news/state/20000329/t000029617.html
Compare 80/37 to 80/42 for the SAT - about the same difference
\clip\96\05\cbestok.txt Date: Mon, 23 Sep 1996 06:26:44 -0400 From:
NewsHound@sjmercury.com (NewsHound) Editorial: Teacher test isn't
perfect, but don't lower the standards [Judge Orrick determines that
CBEST test for teachers is neccesary to maintain quality of teachers
even though pass rates are different for different races - finally a
judge that makes sense. On the other hand, this is the same guy that
OK'd quotas on Chinese at San Francisco's Lowell elite high school]
"Will CBEST Survive?" Albert Shanker American Federation of Teachers
Ad 4-8-96. Over 13 years, 86% of 500,000 of passed. Most reading and
math at a 8 to 10th grade level.
13 year cumulative pass rates
group rate Index
white 91.6 1.00
black 55.9 -1.63
hisp 71.6 -1.27
asian 74.9 -1.22
compare to SAT 89.2/61.7
CBEST Teacher W1.00 B-1.63 H-1.27 A-1.22
Even Asians pass at a lower rate than whites.
\priv\96\12\edvalid.htm San Francisco Chronicle Friday, Februay 23,
1996 · Page A23 DEBRA J. SAUNDERS -- Beware Educrats Questioning
Validity WHY DO SOME minority teachers oppose the California Basic
Education Skills Test (CBEST), which ensures that new teachers have
attained 10th-grade proficiency in reading, writing and math?
\priv\96\04\CBEST.TXT - Minority teachers complain biased test is why
most teachers in California are white. first-time passing rates: 80
percent for whites, 38 percent for blacks, 49 percent for Hispanics
and 53 percent for Asian-Americans.
teacher testing doc\94\13\cbest.wk1
"Teachers of Color Bring Suit Against State of California"
Asian Week June 24, 1994 p. 3
Elisa Lee
California Commission on Teacher Credentialing
Pass rate for California Basic Education Skills
Test
Whites Black Latino Asian
1st Time 80% 25% 49% 59%
Cumulative 96% 63% 86% 84%
Index
Whites Black Latino Asian
1st Time 100% 31% 61% 74%
Cumulative 100% 66% 90% 88%
Even Asians are short of White rate
Cumulative Asian rate is less than Latino
%%Georgia
57% BLACK TEACHERS FAIL NEW VS 34% BEFORE, FAIL RATE 4X HIGHER
Grading the teachers
http://www.savannahmorningnews.com/smn/stories/020799/OPEDone.html
Savannah News OPINION "WHEN GEORGIA adopted a new and tougher teacher
certification test two years ago, it knew it could expect higher
rates of failure. Black candidates statewide fail the Praxis II exam
at a rate nearly four times higher than their white counterparts.
That's virtually the same ratio that accompanied the Praxis
predecessor, the Teacher Certification Test. Only now, the aggregate
numbers are higher -- 57 percent of African Americans fail the
Praxis, compared to 34 percent who couldn't pass the TCT. That means
fewer black prospective teachers than ever are qualified to teach in
Georgia classrooms."
\clip\99\04\blackteac.txt downloadable from www.elibrary.com
Doug Cumming, GEORGIA'S TEACHERS: LICENSING EXAMS: Black failure rate
disturbs educators: Search for reasons: Does poor instruction in
lower grades leave black: teacher candidates at disadvantage?., The
Atlanta Journal and Constitution, 01-31-1999, pp A01.
Four times as many blacks as whites fail licensing exam
http://www.azstarnet.com/public/dnews/ua5195.html
Sunday, 31 January 1999 Cox News Service ATLANTA - Black teacher
candidates failed a teacher licensing exam almost four times as often as
their white peers since the state instituted the test in 1997.
The black failure rate at some historically black colleges in Georgia is
more than 80 percent. Statewide, nearly 57 percent of black test-takers
failed the exam, compared with 15 percent among whites.
Experts say black children are more likely to become engaged in
learning if they have at least some black teachers.
%%Massachusetts
\clip\99\06\edclip03.txt Teacher test called unfair and unreliable By
Tina Cassidy, Boston Globe Staff, 02/12/99 A trio of education
specialists yesterday said the Massachusetts Teacher Test is unfair,
defective, and should be scrapped.
TEST FLUNKS 60%, REPUBLICAN GOV WANTS OLD TEACHERS TO PASS OR BE
FIRED Education Week 7/8/98
http://www.edweek.org/ew/vol-17/42mass.h17 \clip\98\18\masstech.txt
Mass. Chief Resigns in Protest Amid Test Flap By Jessica L. Sandham
Coinciding with the board's vote for the higher passing mark, Gov.
Cellucci, a Republican, proposed legislation that would require all
the state's current teachers to pass the test in order to keep their
certification. Teachers who did not pass the test after their second
attempt would have their licenses revoked.
http://www.edweek.org/ew/current/15mass.h18
\clip\98\18\techtest.txt Test Questions From Education Week: December
8. The poor performance of aspiring Massachusetts teachers quickly
became a national joke--fodder for Jay Leno, scolding newspaper
columnists, and critics of public schools. What is less well-known is
the story of the tests' tumultuous birth, a tale in which the
friction between politics and public policy ignited a firestorm that
has burned the Bay State's entire education community.
WHAT HAPPENS WHEN YOU SET PASS POINT TOO HIGH!
\clip\98\13\edclip04.txt Teacher exam authors put to the test By Beth
Daley, Globe Staff, 10/07/98 The designers of the state's new
controversial teacher test were tested themselves yesterday as more
than 50 college officials grilled them in private on the test's
validity, methodology, and fairness. discussions got heated at the
meeting over why an MIT PhD failed the test, most questions focused
on how the test was scored, how passing grades were determined
But with only Harvard and Wellesley colleges showing better than 80
percent passing rates, some suspect part of the blame lies with the
test, or with setting the passing grade too high.
The state Board of Education in September voted to strip colleges of
certification if more than 20 percent of candidates fail in two
consecutive years beginning in 2000. [that means every college except
Harvard and Wellesley will probably lose certification!]
\CLIP\98\14\EDCLILP05.TXT State moves on teacher test failures Extra
exams urged; reviews of programs set By Kate Zernike, Globe Staff,
10/14/98
%%New York
NEW YORK TEACHER TEST JUST BARS SOME GOOD TEACHERS
http://www.edweek.org/ew/vol-17/18weiner.h17 \clip\98\18\last.txt
Education Week 1/14/98 The 'Quick Fix' of Certification Exams By Lois
Weiner But as is true in all standardized tests like the LAST, the
bias is embedded in the test design. The LAST does not measure skills
or knowledge that teacher candidates normally acquire in college or
education courses. Rather, what it assesses most accurately is the
student's social-class background.
in reality all that's accomplished is barring some of the people we
most need as teachers.
%%Virgnia
http://www.washingtonpost.com/wp-srv/WPlate/1998-02/06/170l- 020698-idx.html
\clip\98\04\newscli1.txt 2/6/98 Washington Post Students' Scores Stun
Gilmore Many Education Majors in Virginia Failing in the Basics By
R.H. Melton Washington Post Staff Writer RICHMOND, Feb. 5?Virginia's
future teachers are flunking basic reading, writing and math
proficiency tests at "startling" and unacceptable rates, with as many
as one in three lacking skills they should have learned in high
school, Gov. James S. Gilmore III said today. [Praxis is used by
more than 30 states to assess college students who plan to be
teachers. 35 percent of 1st and 2nd year ed students failed math, 35
failed writing, 20 failed reading tests]
%%Praxis
PRAXIS TEST DRIVES HARMFUL PROGRESSIVE TEACHING PRACTICES
z48\doc\web\2001\03\praxis.txt From: Dr. George Cunningham, Professor
University of Louisville Re: PRAXIS -- Test for Teacher Certification
Date: March 11, 2001 ETS through this test is now able to exert
considerable control over the curriculum of schools of education.
Schools have no choice but to teach what ETS says is important. At
least on the Elementary Education Curriculum, Instruction, and
Assessment, ETS has made a clear and almost total commitment to
progressive education. Reading items are devoted to whole language.
Math is completely NCTM based. Science is strictly inquiry-based.
The distracters or wrong answers tend to refer to direct instruction
practices
PRAXIS TEACHER TESTS USED BY MANY STATES \clip\98\05\newscl02.txt
2/17/98 Boston Globe States raising standards for prospective
teachers By Robert Greene, Associated Press, 02/17/98. Test is run by
ETS, used by 20 states. National average 657, Penn pass = 644,
Maine, New Jersey, New York, RI = highest = 649. Georgia and Delaware
say 520 math 480 verbal on the SAT is good enough, vs. 511 / 505
national avg, and 485 / 479 for ed majors. However, states that face
shortages have eased up on high standards.
\clip\98\05\newscl03.txt 2/18/98 Associated Press A closer look at
testing teachers More detailed information is available at the
testing service web site: http//www.ets.org/praxis (list of states)
@@Science
%%Minority
POVERTY BLAMED FOR LOW MINORITY SCIENCE SCORES [3:1]
z62\clip\2002\12\meapsci.txt
MEAP success less likely for minorities
By KORIE WILKINS , Of The Oakland Press 12/12/2002
December 12, 2002
Minority students were less likely to be proficient on the science
portion of the Michigan Educational Assessment Program test than
their white counterparts, according to a study released by the
Michigan League for Human Services and Michigan's Children.
Of the state's 19 most diverse counties, Oakland had the largest
number of black fifth-graders demonstrating proficiency on the MEAP,
according to the report. Twenty-one percent of black students were
proficient, compared with 57 percent of white fifth-graders.
Twenty-eight percent of Hispanic fifth-graders were proficient.
"African-American children (in Michigan) are three times as likely to
be poor,"
'
%%World
z39\clipim\2000\03\03\ustrail.efx .rtf
US pupils trail English, Japanese in science study Boston Globe Sept
11, 1987, p. 9 US students trail 1st place england in science (about
half as many right), international Association for the Evaluation of
Educational Achievement in 1983, and 2nd phase in 1986. Boys
outscored girls at every grade level every year.
@@Scoring controversy
SCORERS TOLD TO NOT GIVE ANY HIGH "3" SCORES
\YR\09\DOC\WEB\2009\03\taksscore.txt
TAKS SCORING BY PEER PRESSURE -- BY DONNA GARNER -- 3.23.09
Posted by: "Donna Garner"
Mon Mar 23, 2009 5:50 pm (PDT)
"TAKS Scoring by Peer Pressure"
by Donna Garner
March 24, 2009
From time to time, I receive anonymous e-mails from people who read my
reports that are posted on the Internet. Last week I received one such
e-mail. This person said he had seen my 4.15.08 article entitled "An
Exposé of the TAKS Tests." (Please see my three attached reports on
Texas' state-mandated TAKS tests.).
... He said, "There was what I call an 'unspoken no 3 rule' on the
expository portion of a reading comprehension question [open-ended
response questions]. By unspoken, I mean that we weren't explicitly
told in so many words not to give a 3, but that we should obtain the
express approval of our supervisor before so doing. Whenever a scorer
would request permission to give a 3 on a particular paper, the
supervisors would not give their consent. In due course, many scorers
began to stop giving 3s altogether. I failed to see the logic in
this." [On the ELA-TAKS, Grade 11, Spring 2008 administration, 0% of
students in Texas made 3's on the open-response questions.]
@@Segregation
z47\clip\2000\12\scorimba.txt The Chicago Tribune Wednesday, December
6, 2000 CLISSOLD PRINCIPAL REMOVED OVER CLASSES' RACE IMBALANCE
VALLAS QUESTIONS USING TEST RESULTS TO ASSIGN 7TH AND 8TH GRADERS By
Ray Quintanilla Tribune Education Writer December 03, 2000 Kevin J.
McCarthy, a 25-year veteran of the Chicago Public Schools, apparently
had used reading scores to make student assignments, leaving two
7th-grade classrooms and one 8th-grade classroom racially imbalanced.
@@Simpsons Paradox
Bracey points out that even if
every group improves, increasing numbers of minorities can keep
overall SAT scores level.
@@Singapore
http://app.sprinter.gov.sg/data/pr/20050910994.pdf
\clip\2005\09\20050910994.pdf
Singapore Ministry of Education Performance by Ethnic Group
Sept 10 2005
Percent scored A* - C in Mathematics
1995 2004
Chinese 92.5 89.8
Overall 86.5 83.2
Others 85.3 82.0
Indian 71.1 73.7
Malay 62.8 58.3
@@Standard Deviation
link
@@Stanine
(Websters)
9 classes, 1st and 9th contain top and bottom 4%,
middle 20% is fifth, standard deviation of 2 mean of 5
1 1-3
2 4-10
3 11-22
4 22-39
5 40-59
6 60-76
7 77-88
8 89-95
9 96-99
Paul Jones Measurement Primer
University of Nevada, Las Vegas
http://www.unlv.edu/Colleges/Education/EP/mpnorm3.htm#{NORM-18-S
@@Steele Effect
@@Stereotype Effect
Claude Steele of Stanford claimed that students who were told that
their scores would be compared by race did more poorly on tests.
Critics say that this was compared to a skewed "norm", not actual raw
scores.
z75\clip\2004\04\stthreat.txt
http://online.wsj.com/article/0,,SB108181651872980934,00.html?mod=opinion
The Threat in the Air
By AMY L. WAX
April 13, 2004; Page A20
the raw, unadjusted scores of African-American and
white students in the Steele/Aronson paper actually "differed to about the
degree that would be expected on the basis of differences in prior SAT
scores." Although stereotype threat warnings widened the gap between black
and white student scores somewhat, purging the threat did not close or even
narrow the actual gap in scores on the experimental test.
z75\clip\2004\01\stertest.txt
In Fighting Stereotypes, Students Lift Test Scores
O. Ricardo Pimentel: AZ: Looking at Latinos in spotlight of research
Dick Morris: Bush's historic move
z75\clip\2004\01\stertest.txt
In Fighting Stereotypes, Students Lift Test Scores
http://www.nytimes.com/2004/01/20/health/psychology/20INCO.html "Girls
and low-income minority students are more likely to improve their
scores on standardized tests when they are taught ways to overcome the
pressures associated with negative stereotypes, xs
STEREOTYPING FEAR OF PREFERENCES DROPS SCORES 50 POIHTS
z47\clip\2000\12\helphurt.txt
http://washingtonpost.com/wp-dyn/articles/A14769-2000Dec16.html
UNCONVENTIONAL WISDOM By Richard Morin December 17, 2000 When the
Helping Hand Hurts "One group was informed the women in this group
were leaders only because they were women and not because they were
qualified." [they scored 40-50 SAT points lower than the group told
they were picked by merit]
Strick says he found no effects
at ETS An ETS study found that telling ethnicity had no effect at
all. Steele and Aronsen (1995) found the performance of AfAm
subjects was adversely affected when asked about ethnicity, atributed
to the "stereotype threat".... "clear and consistent finding was the
general absence of effects of inquiring about ethnicity and sex on
performance on the AP Calculus AB examination"
BOGUS STUDY FINDS WRITERS ABOUT TYRONE DID WORSE ON TEST
Z48\CLIP\2001\03\STEREOT.TXT FOR RELEASE: 26 MARCH 2001 AT 00:01 ET US
Ohio State University http://www.acs.ohio-state.edu/units/research/
Racial stereotypes hurt academic performance -- in whites Columbus,
OH - A new study found that negative racial stereotypes don't just
hurt African Americans - they can have negative effects on the people
who hold, or even think about, those stereotypes.
From: Ken Hirsch [mailto:kahirsch@bellsouth.net]
There are two downloadable reports by Lawrence Stricker of ETS at
http://www.collegeboard.org/research/html/rr9801.pdf AP
z46\clipim\2000\11\01\rr9801.pdf
http://www.collegeboard.org/research/html/rr9802.pdf Computerized
community college placement test - same conclusion (no difference)
(The index page for College Board research reports is
http://www.collegeboard.org/research/html/rr_indx.html)
AP Grade
Exp Con
3.04 2.89 As
2.90 2.89 Ommitted
2.87 2.88 Wh
2.44 2.56 Oth
2.21 2.08 Af
SD = 1.25
Wh Af SD Diff
Algebra 52.31 40.17 22.91 .52 SD
Arithmetic 68.44 48.01 24.78 .82
Reading 79.62 65.83 19.67 .70
Sentence 86.37 74.00 20.03 .61
@@Tutor
MINORITY POLICE TEST SCORES UP WITH TUTORING
\doc\97\01\blaknews.txt Newsweek May 6, 1991 p. 31 Mark Whitaker et
al F020397-1 In Denver, police and fire departments didn't lower
standards for test scores, they started to tutor blacks, and their
scores improved dramatically.
@@GCSE
@@United Kingdom
Since 1988 the CSE replaced O-levels as the principal school-leaving
exam.
%%Girls
z57\clip\2002\08\gcsesex.txt 22 August 2002 Boys told to lift game
after girls increase exams lead By Sarah Cassidy, Education
Correspondent 22 August 2002
http://education.independent.co.uk/news/story.jsp?story=326514
Teenage boys were urged to work harder at school yesterday after the
Government admitted that the sex gap in GCSE exams [England and Wales]
remained worryingly high. Girls now outperform boys in most subjects.
Boys retain the advantage in only a tiny number of cases including in
mathematics at grades A* and A and some grades in physics, biology and
physical education.
%%Youngest
http://education.guardian.co.uk/gcse2001/story/0,10950,541810,00.html
z50\clip\2001\08\gcse5.txt
EducationGuardian.co.uk
Rebecca Smithers, education correspondent
Friday August 24, 2001
The Guardian (UK)
Integer sequences? Easy-peasy
Falling standards blamed as five year-old boy becomes youngest person
to pass a GCSE exam.
"Arran, an only child, has never been to playgroup, nursery or school
and has been educated at home in Surrey by his father and his mother
Hilde, a translator.
"
%%Race
UK BLACKS OUTSCORE BANGLADESH, PAKISTAN STUDENTS
z47\clip\2001\01\blackuk.txt
http://www.telegraph.co.uk/et?ac=000859662412044&rtmo=
LxKLdy7d&atmo=rrrrrrrq&pg=/et/01/1/24/npup24.html Wednesday 24
January 2001 Black pupils score big gain in GCSE results By David
Graves
Proportion getting five "good" grades
1998 2000
56 62 Indian
61 70 Other Asians (Chinese)
47 50 White
49 All
29 37 African-Caribbean
33 30 Bangladeshi
29 30 Pakistani
BLACK school pupils have achieved a significant improvement in GCSE
results, but teenagers of Bangladeshi origin have fallen farther
behind the highest-achieving ethnic groups, according to official
figures published yesterday.
\clip\97\03\ukgrade.txt
http://www.telegraph.co.uk:80/et?ac=000208632407947&rtmo= 32f14f71&atmo=32f1
4f71&pg=/et/95/8/24/nlevel24.html
Tighter rein on GCSE pass rates
\clip\98\04\edbrief2.txt London Times 2/15/98 Make the grades with a
crammer Cramming essentials
GIRLS SCORE BETTER IN UK TEST \clip\97\03\ukgrad2.txt "Yet again, the
tables highlight the superior achievements of single-sex schools,
which made up seven of the top 10 comprehensives and nine of the top
10 grammars, and to the superiority of girls over boys... girls now
have a 10 per cent lead over boys"
The Electronic Telegraph Tuesday 21 November 1995 The Front Page
http://www.telegraph.co.uk:80/et?ac=000208632407947&rtmo= 32f1523d&atmo=32f1
523d&pg=/et/95/11/21/1educ121.html
School GCSE tables show the performance gap is widening
1994: The Electronic Telegraph 22 November 1994 The Front Page
http://www.telegraph.co.uk:80/et?ac=000208632407947&rtmo= 32f1523d&atmo=32f1
523d&pg=/et/94/11/22/leegk.html
Catholic schools shine in exam league tables
@@Vocabulary
Poor minority children enter school with much lower vocabularies than
other children, even though their motor social and verbal memory is
comparable.
z47\clipim\2001\01\16\MTN_Fulbright.pdf Michael T Nettles "The status
and consequences of admissions test performance for the nation's
demographically diverse population of aspiring students"
http://www.nettlesmillett.ORG/presentations_events/MTN_Fulbright.pdf
Oct 27, 2000
Preschooler test scores p. 6
African White
Motor Social 100.0 102.6 Equal
Verbal Memory 96.2 97.7 Equal
Vocabulary 74.6 98.2 Way lower
National Longitudinal Study of Youth
\clip\98\13\testgap.txt Black-White Test Score Gap Is Not Inevitable
Los Angeles Times Monday, September 28, 1998 CHRISTOPHER JENCKS and
MEREDITH PHILLIPS black children enter preschool with, for example,
far smaller vocabularies than white children.
WELFARE CHILDREN GETTING LESS THAN HALF THE LANGUAGE EXPERIENCE OF
WORKING CLASS, 1/4 THAT OF PROFESSIONALS \clip\97\14\talk.txt text at
http://www.seattletimes.com(top stories search) Sunday, April 27,
1997 Successful kids are talked-to kids by Carey Quan Gelernter
Seattle Times staff reporter "The authors of the 1995 book
"Meaningful Differences in the Everyday Experience of Young American
Children.", Betty Hart and Todd Risley..""They found the average
number of words children heard per hour was 2,150 in professional
families; 1,250 in working-class families; and 620 in welfare
families. "The result was that the welfare children received, in
each hour of their lives, less than half the language experience of
the working-class children."
@@Work Keys (by ACT)
Apecialized test by ACT people geared for work, critics say
it is being used to steer all kids
into low level noncollege jobs sweeping floors and flipping
burgers
\clip\98\15\workkey.txt Work Keys Testing: Change a $20 Bill, Flip a
Burger, Lift a Garbage Can By Robert Holland Richmond Times Dispatch
October 21, 1998
The other strain is almost invisible: the use of the ACT's Work Keys
system to assess the workforce competencies of Virginia students as
part of a blueprint for economic development. Through November 15,
thousands of randomly selected high school seniors in nine
Richmond-area jurisdictions will be taking Work Keys tests as part of
a project to collect baseline data on youth work skills.
Work Key Sales Sheet
WORK KEYS SET TO LOW NON-COLLEGE SKILLS STANDARDS workkey.txtI've provided a link for
each assessment. It is interesting to compare low-level questions and
answers with high-level questions and answers. You will quickly
realize how little "education" employers want their employees to
have, and, if public education aligns its curriculum with employers'
goals, how little education students will get. You will also notice
that the scenarios presented in each of the assessments references
low-level, low-skill jobs. ACT Work Keys is not asking questions that
would require a college education to answer.
ACT WORK KEYS TEST FOR "WORK SKILLS", STUDENT SAYS IT'S A WASTE OF
TIME \doc\web\97\06\workkey.txt Education Reporter June 1997
http://www.eagleforum.org/educate/1997/june97/work_keys.html
@@World Comparisons
See @@TIMSS
%%First
TIMSS - 1ST IN 4TH GRADE \clip\98\18\lagsci.txt Los Angeles Times
Friday, December 4, 1998 U.S. Lags in Teaching Math and Science By
MICHAEL KAHN, Reuters "In their fourth grade, American schoolchildren
ranked near the top in science and above average in math, Schmidt
said. By the eighth grade, they had tumbled to below average in math
and to the middle in science." "The U.S. curriculum appears not only
to have been unfocused but highly repetitive, lacking coherence, and
providing little rigorous challenge during the middle years,
particularly when compared to those of other TIMSS countries," they
wrote in the journal Science. "
%%Graduation
Too Much Testing of the Wrong Kind; Too Little of the Right Kind in
K-12 Education http://www.ets.org/research/pic/testing/tmt7.html In
1993, a very comprehensive study was published of the exit
examination approaches of the U.S., China, Japan, Germany, England
and Wales, France, Sweden, and the former Soviet Union.14 The
contrast is stark. Eckstein and Noah put it this way: "The United
States is unique among the countries we have studied in having no
coordinated, public, national system for assessing student
achievement at the end of secondary school." (p. 238)
@@Year Gap
Blacks in Younkers NY lag by 2 years in grade level
YONKERS BLACKS STILL 2 GRADES BEHIND \clip\97\18\busblak.txt U.S.
News & World Report 07/28/97 Second thoughts about integration "In
Yonkers, N.Y., for example, blacks still score nearly two grade
levels below whites on standardized tests a decade after a federal
court ordered busing;" BY JERELYN EDDINGS
\doc\94\20\NAEP90.wk1 - Math NEAP comparison by Race
BLACKS 4 GRADE LEVELS BEHIND WHITES AND ASIANS "Across the content
areas, the performance of Asian / Pacific Islanders and White eight
graders tended to be comparable to that of Black and Hispanic twelfth
graders, with Asian / Pacific Islander eighth graders generally
having the highest proficiency levels, particularly in numbers and
operations and data analysis and probability. At grade 12, API
students had the highest average proficiency in all but the
estimation and data analysis, statistics, and probability content
areas, where their performance did not differ from that of White
students "
Advantage and lag measured in grade years
Asian advantage G4=+0.5 G8=+1.0 G12=+1.5
Black lag G4=-2.4 G8=-3.0 G12=-4.3
Asian advantage is about 1/3 Black disadvantage
Adult Literacy in America
National Center for Education Statistics
US Department of Education Sept 1993
National Adult Literacy Survey
doc937:racelit.xlw score vs. education W0.0 b-5 H -5 A-4
B=A=poor Hisp slightly better than retarded in prose
Gap in years of education relative to white
Black = 4 years
Asian = 3 to 4 years
%%Asian American
ASIANS IN HAWAII USA JUST AS GOOD AS ASIANS IN TAIWAIN, KOREA!
\clip\98\18\factare.txt
http://www.intellectualcapital.com/issues/98/0305/icbusgraph.asp
Facts Are Worthless Without Nuance
by Howard Wainer
International 1991 Scores Estimated 8th Grade
Mathematics NAEP Math Scores for
Assessment Hawaii's Principal
(Predicted Ethnic Groups
Proficiency for 13
year olds)
Taiwan 286 Chinese
Korea 283 Korean, Japanese
Soviet Union, 280
Insight into this comes from that most diverse of states, Hawaii. The
left side of Figure 2 shows the ranking of the U.S. eighth-graders on
the 1991 international assessment. The United States does rather
poorly, tied with Spain for next to last. If we were to include
Hawaii as a country, we would find it doing worse still,
outperforming only Jordan. But Hawaii is a complex mixture of ethnic
groups. If we divide Hawaii into its 14 constituent parts (right side
of the figure), a remarkable result emerges.
International 1991 Mathematics Assessment
(Predicted Proficiency for 13 year olds)
Scores Estimated 8th Grade NAEP Math Scores for Hawaii's Principal Ethnic Groups
Taiwan 286 Chinese
Korea 283 Korean, Japanese
Soviet Union, Switzerland 280
Hungary 277
France 274
Italy, Israel, Canada 271
Ireland, Scotland 268 Indo-Chinese
Slovenia 265
United States, Spain 262
White 259
Hawaii 256
Other 253
250 Filipino Jordan
247 American-Indian, Black
244 Part-Hawaiian, Spanish
241 Portuguese, Hawaiian
238
235 Samoan
The performance of Hawaii's 8th grade students in mathematics,
when disaggregated by ethnic group and compared with the results of
the International Assessment, shows some remarkable similarities.
[Arthur Hu: I also figured this out during the early 90s but nobody was
listening! It basically proves that Asians do well no matter which
country runs the schools! Stevenson of U Michigan disagrees, but his
comparisons are not nationally representative]