Testing: Index of Diversity

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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 *<

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


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

(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 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.


*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.


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.


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.


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.


\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


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.

Subject: NYT Education Life: The Other One
The Other One
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


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

%%Female Bias


Source: Where's the bias? ACT

archive: \images\97\58\act\081397B.html

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

  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


\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.  "


\clip\97\19\act.txt College entrance exam scores up slightly
August 13, 1997 Web posted at: 4:38 p.m. EDT

http://www.act.org/news/08-13-97.html Press release

%%Percentile equivalent

Graduating Class 1986
ACT National Score and High School Grade Norms
          Percentile Equivalent
                                      Composite Math  Reading
     Score        Men       Women     T         T         T
        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


\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

(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

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?


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
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.

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


"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

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

"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.


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...


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"

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."


College Board AP 2000 scores
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
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:
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.


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

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 



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]


Education Week "Quality Counts" study
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

"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


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  

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


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
College Board AP 2000 scores
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

--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

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\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

\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


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


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


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



\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.


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.


z50\clip\2001\06\anaheim.txt 2001
Anaheim Elementary
State Ranking: 24th percentile
National Ranking: 11th Percentile
Lots of undocumented Hispanic immigrants now.


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!]


\doc\96\02\seaatl.txt Seattle Vs. Atlanta test and poverty
48% above national norms, despite 76% f/r lunch and 93% nonwhite

\doc\web\97\02\atlatest.wk1 Atlanta Iowa Test of Basic Skills
paper file: F071197
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
math 3=73 6=69 8=65 11=73

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)

Seattle Times 9/3/99
Eastside students shine in SAT
math 603 Mercer Island
math 590 International School

test1-test3.gif Seattle PI Suburban district's test scores
promising June 21, 1999 p. B3 Some schools higher than 
85th perentile.

\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.  "


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

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
Not known


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
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

                   '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

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.

"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

Gap widens in Boston test scores

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

\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
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 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

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


     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

     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

     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

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

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

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&

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

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

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.

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

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.


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

Mike Albert for enrollment breakdown

Yes, there ARE a few good schools in Detroit...

School        Reading Math Sci
Renaissance   84      89   74
Cass          63      67   48

Bates Academy 87      81   78 (mostly black)
Jemison       84      81   76
Owen          83      75   72
Bunche        78      84   91


Renaissance High School

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.

[[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.

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

[My New
Republic piece shows blacks do poorly even in the most affluent and
integrated suburbs]
Minority test scores
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.

\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):

For Montgomery county (Maryland)

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.

\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


1996 SAT scores for greater Wash DC area, College Board
Ranked by combined scores
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

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

FOR IMMEDIATE RELEASE, December 13, 1996

                                  Table 1
                                   SAT I
                   Recentered Average Scores by Ethnicity
                                1992 - 1996

            Asian       African American     Hispanic           White
  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
   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


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

(otherwise, a very posh, high achieving community)

\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


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
M94 H Venice Senior High (Sarasota) pov=16
M91 H Spruce Creek high volusia pov=24
M91 PK Younge Developmental Research
M83 Florida State University School (el)
M59 Florida A&M University High
M18 MOUSSAINT L'OUVERTURE ELEM pov=99 minority=100% 11% a50


/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

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.


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

\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
 houstest.wk1School District

Exhibit 0-20

             Mean PSAT Scores by Ethnicity and Gender for HISD Students

                   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
                   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


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

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  

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.

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

                 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

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 School District Communique Spring 1997


 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

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"

Check out comparison of high schools at this site.

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

 SAT 1994 V420 M470 T890


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


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)


\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.

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

Eastside SAT Scores Eastside Journal Sept 1, 200 A8

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

#1 International Bellevue  603 601 592
#2 Mercer Island           570 579 565
#3 Newport Bellevue        553 549 548
National                   505 505 505

Seattle P-I Neighbors
Island's supreme value is education

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
                                     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

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.


\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

American Indian, Eskimo, or Aleut.. ..39
Asian or Pacific Islander.............2
Other race...........................13
1st ances                     1938
Irish                        356

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

      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


\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

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.

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.

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.


1996 SAT scores for greater Wash DC area, College Board
Ranked by combined scores
Fairfax County        543   5 553   7 1096
Montgomery County     538  -4 550   3 1088

[[New Jersey


\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


North New Jersey
School Book / Bergen County Record


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.


\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.


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 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.

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.  "

Analysis Finds Race Disparity in School Tests March 28, 2002 By
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

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

New York Times June 24, 1997 Schoolchildren Improve Slightly on Math

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.


\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


 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

of race, which is even more important than socioeconomics, firing
staff won't solve the problem of poorly performing black students,
not the school.]

http://www.sfgate.com/cgi-bin/chronicle/article.cgi?file= MN24567.DTL&direct

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


z68\clip\2003\06\ohgap.txt z68\clipim\2003\06\23\ohgap\ohgap.htm
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

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. 

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.
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.

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."

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

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


                  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

\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

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 
   October 1999 Headcount: 313 12,699 1,003,701 
   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% 

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


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

October 2, 2002 Changes Beginning to Appear at Schools Albany Took
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
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
 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

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
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.


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
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 

OSPI Race report

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
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."

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 
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 
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 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  
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  
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. 

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
                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
                 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 
   October 1999 Headcount: 450 47,989 1,003,701 
   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

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

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

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 -

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

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=

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.

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

Japan     0.8
OthWhite  0.0
Korean   -3.7
AmInd   -10.8
Chinese -10.8
Total   -13.7
ONWhite -15.4
Black   -21.3
SpanSur -21.7

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
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.

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


============================================================= ======

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
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.

------------------------------------------------------------- ------

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.

http://seattlep-i.nwsource.com/local/test22.shtml Seattle schools'
test scores show no major changes Thursday, June 22, 2000 By REBEKAH
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.

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

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.


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

Asian/PI    33.1    33.5    48.5    54.0    41.2    43.9    61.6    67.7  -1

AfrAm       14.2    13.0    31.6    35.3    22.9    25.4    58.8    60.0   1

Hispanic    23.4    11.3    40.1    27.4    30.0    18.3    63.7    48.1   2

White       52.5    35.3    72.3    61.4    51.6    39.7    82.3    75.6   1

MultiRac    12.5    24.5    50.0    49.9    25.0    29.7    62.5    70.2  -1

Total       36.1    31.2    53.8    55.6    40.2    36.7    69.9    71.3   1

*** only exception

"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.

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.

\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]

www.seatimes.com - school guide

"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

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.

http://www.seattletimes.com/extra/browse/html97/skul_050497. html
Seattle Times Sunday, May 4, 1997 Inside an urban school: Chief
Sealth changing course

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 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
            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


\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

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


 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

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


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

     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

 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

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
                    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
                    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.


[[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.


 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.



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

Wesley Elementary
W100.0 B83.8 H79.2 All83.5


City has one of worst elementary school math scores of any seattle
district. (south central) Also horrible WASL

\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

  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


Virgina Literacy Passport test results by county


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*
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

Prince George          71%     75%     67% 49   0.16  25.30%$40, 970

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

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.

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.

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

State Results on Iowa Tests
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

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%

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.

\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

\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.


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

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.


 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


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.

\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

Tests for "readiness" of entering first graders
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

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

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

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.  


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:


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

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



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

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.  \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


Women are better drivers - in theory
UK News Electronic Telegraph
Thursday 27 February 1997
UK: new theory test for learner drivers, women had a higher pass rate 
   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 
   rate of 51.5 per cent, compared with 42 per cent for women. 

Nov. 24, 2000, in the San Jose Mercury News 
Test in Spanish also generates alarmingly high failure rates

(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


\clip\97\01\teststud.txt Education Week study of states in education:
Official Quality Counts Survey


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

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]


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

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 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.


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

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


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

see spectrum of impact

% 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)


Michael T Nettles
"The status and consequences of admissions test
                       performance for the nation's demographically diverse
                       population of aspiring students"
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

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

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%
       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
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

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.  "


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.


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. 

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 
           80.3  37.0  43.3 
           87.7  48.9  38.8 
Bar Exam white black gap 
first try 
           92% 61% 31% 
eventual pass 
           97 78 19 

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

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."


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.

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'.


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
Posted 12/20/2010 06:19 PM ET

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

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, 

z45\clip\2000\08\blakgap.txt Source: Wilson Quarterly, Summer2000,
Vol. 24 Issue 3, p72, 19p, 1 graph, 6bw.  EXPLAINING THE BLACK
By John H. McWhorter

\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.


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



- 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

Magazine, July 1998 RIGGING THE TEST by Michael W. Lynch [psat skewed
towards girls to even out results, but only random drawing will work]

\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

Atlanta Journal-Constitution
Students falter on Regents exam James Salzer - Staff Sunday, June 17,
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

 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]


Tuesday, April 17, 2001, updated at 1:13AM


from http://web.tallahasseedemocrat.com/content/tallahassee/2001/04/17/local/0417

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


\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 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.

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
Posted 12/20/2010 06:19 PM ET

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
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

               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


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.


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)


filed z56\clip\2002\05\hist.txt
Students, Especially 12th Graders, Do Poorly on History Tests
NYT May 10, 2002
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. 

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.

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.  "


@@IAEP International test comparison

\clip\96\04\wws7216.htm (with chart)
"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)


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




\clip\97\25\testing.txt WSJ Oct 28, 1997 Testing, Testing, 1,2, 4:
Longshore applicants fall short on school skills

\priv\95\08\rutger.htm - rutgers president makes insult about
genetic testing ability

@@Law School Admissions


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”


@@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
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.



Standardized Test Holdings: Complete List



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.


\clip\96\08Ükortest.txt AP 14-Nov=1996 Koreans Stress Over Entrance

@@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.

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
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

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

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

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
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)

\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
1996 NAEP Mathematics Objectives


The NAEP may be the first of a wave of new tests that isn't afraid to
declare average to not be good enough.

\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.


"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.

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.

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.

.doc Inness detail report on 
NAEP reading scandal, actually test of listening for many 

Innes on fradulent rise in NAEP
scores The Troubling Situation With The 1998 National Assessment
of Educational Progress (NAEP) 4th Grade Reading Assessment

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.


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]