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November 01, 2011

Comments

These are disaggregated scores, no? Isn't it possible that they mask disaggregated progress? We have a lot more minority students than we did in 1971 and that's where the gap is. Isn't it possible that scores for individual ethnic groups [white, AA, Hispanic] have improved while, overall, scores have stagnated because there are so many more minority students in the sample?

What D.F. said: Kevin Drum breaks it down by ethnicity and different demographic groups all show slow, steady improvement.

Yes, I've seen the 40 year chart disaggregated by race. My point is slightly different: that the growth at the 4th grade level is not matched by the relatively tiny growth in later grades.

I tend to agree more with this opinion of the Common Core and Coleman. But who am I? Just an inner city educator for 12 years. I don't have half of the experience Coleman has in the classroom, right?

http://dailycensored.com/2011/10/18/the-crocodile-in-the-common-core-standards

Agree with your points about poor reading instruction at the higher grade levels, Dana. Two other factors: students do not literally drop out of elementary or middle school, while they do drop out of high school. Since 1971, drop out rates have fallen, although not enough. Many of those who might have dropped out in the past, but who now stay in school or stay in longer, score lower on NAEP. Result: lower overall scores for high schools. Also, the proportion of students who could be called school resisters goes up as the student body gets older. First graders are easy to engage; 16-year olds, not so much.

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