Feds call Missouri test standards #2 in country
It seems “proficient” actually means something in Missouri’s annual math and reading tests.
In a report released today, the National Center for Education Statistics called Missouri’s testing standards some of the most rigorous in the nation.
The study, “Mapping State Proficiency Standards onto NAEP Scales: 2005-2007,” ranks Missouri second-most rigorous in fourth-grade reading, eighth-grade reading, and fourth-grade math, and fourth-most rigorous in eighth-grade math.
Only South Carolina scored better, in total.
Illinois ranked 37th on average.
The study basically compares passing rates on annual state tests with each state’s passing rates on the federal National Assessment of Educational Progress.
The state department of ed, of course, is crowing.
“This report is very good news for Missouri,” said Commissioner of Education Chris L. Nicastro, in a prepared statement. “It verifies what we have been saying for years: Missouri has established high expectations for students and schools through our Show-Me Standards and the MAP tests. Such standards create real challenges for our public schools, but it is gratifying to see Missouri being recognized for its high expectations.”
Nicastro also said such results might help the state in the federal $4.3 billion Race to the Top stimulus fund competition.
As much time and effort as our schools put into taking these pointless tests, I’m glad we scored high. Of course the type of math we’re teaching can’t be used in the real world and there’s more to life than reading and math. We’ve all but abandoned grammar, social studies/civics, and science in the elementary schools and we’ll reap what we sow. But hey, our standarized test scores are good.
The expectaions are SOOOO high that we will NEVER have all students scoring Proficient. EVER. (Missouri)
“Lies, damn lies, and statistics” - Benjamin Disraeli
If Missouri schools testing proficiency is so high then why are area metropolitan school districts failing in the “No Child Left Behind Act” scoring?
When two local metro school districts were reporting on their 2008 “No Child Left Behind” assessments and indicated they were failing, I asked the assistant superintendants why kids who were not meeting the MAP proficiency standards were being passed into the next grade level. I was told that over 50% of kids would not be promoted and was looked at like I was a crazy man. You tell me, does that sound like Missouri schools are doing well?
Lies, damn lies, and statistics. Why don’t we just lower the Missouri standards so we are not losing our NCLB certifications? Let’s meet the statistics necessary for NCLB and continue to promote kids who are not proficient in reading and math. Those kids can be our next collegiate athletes. We can leave engineering, science, and math to the Indians, Chinese, and Europeans.
I’m not sure some of you get the point of the article. It does not state anything about Missouri ranking high in student achievement. It is stating that Missouri has the second hardest test in the nation. It is something to take into consideration when comparing state to state scores. While one state might have more “proficient” students, their tests may be easier. Here in Missouri, we have higher standards for our students as a whole, which should lead to a higher rate of success in the classroom.
To humpty- I would love to know what is more important as a life skill than reading? I guess working, driving, and living independently are not important skills to have. What is grammar without the ability to read?
This would explain why we don’t have any schools meeting the “annual yearly progress.” Will the federal government remember this when they attempt to take our funds?
The main reason why districts have failed to meet the AYP (Annual Yearly Progress) is because certain subgroups continue to fail to meet within subgroup AYP’s. i.e, even the Clayton School District hasfailed to meet their AYP for the past 3 years because they did not meet them for certain subgroups. We need to address why certain subgroups are failing to meet the standards accross all districts. Not an easy question to answer but there is no reason why they should not be able to meet these standards. And the solution is not throwing more money at the problem.
Yes, it’s so nice the standards are so high it makes so many fine schools look like absolute failures. One subclass of students fails and we tell the rest of the country that our schools are failing to meet standards. Why not tell doctors they have to save every life regardless of a person’s condition.
Can someone ask the folks at DESE to release more copies of past MAP tests so that schools can make rigorous interim assessments to actually prepare their students for the test??
Dare we speak of which students are in the “subgroups”? I won’t but maybe someone else will. That is why districts don’t meet AYP because of who is in the subgroups, which is no fault of their own.
The tests are indeed pointless. Schools are now spending so much time teaching the test, that basics have been left behind. Every teacher now must think of new strategies to engage students and must teach ALL students higher order thinking skills. Very lofty ambitions indeed, but totally unrealistic. This is what districts are told to do to promote student success. Teachers face great challenges in order to engage every student (including those who are hungry, dirty, sleepy, hungover, high, etc.) and teach them to be gifted when most of them are average or somewhat above average.
There are no amount of teaching techniques that make up for a lack of effort by students or lack of accountability by parents. Another reason why MAP goals are not met.
BKING, DESE DOES release past MAP questions–they are called “released” or “sample” items and they can be found on DESE’s website. Believe me, students are prepared well for these tests because teachers feel their jobs may be in jeopardy if students aren’t prepared for the all powerful TEST.