On another post Anonymous wrote:
"Possibly a new post:
http://www.post-gazette.com/news/education/2014/08/09/Pennsylvania-releases-first-performance-scores-for-school-districts/stories/201408110015
Today
the Post Gazette released (front page) the PA District SPP scores for
2012-13 (not to be confused with School SPP scores for 2012-13)
It
is interesting to note that the SPP for U-Prep for 2012-13 was 48.
The SPP score for Wilkinsburg was 45 and the SPP for Duquesne was 49.
Note: Neither the School nor District SPP scores for this past year, 2013-14, have yet been made public."
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11 comments:
it is ridiculous that a media source has to file a Right-To-Know request for results to be made available. is it this way in other states?
Parents have the "Right to Know". Any parent of a PPS student who did not receive their child's PSSA score or Keystone scores for the tests that were taken in March of this year, 2014 should file a "Right to Know" complaint.
Schools and Districts received every students scores in early June! This information was to be sent to every parent. Did every parent get the scores?
It is a FACT that many teachers in PPS did NOT get their students scores. Some DID. Some DIDN'T.
Wondering what the data said, why it was shared with some and not with other?? And so on??
How does the delay benefit the dept of ed or the admin? all I can think of is that you wont do the "NCLB" transfers if they can delay til school starts? Any other ideas? As for teachers, this gives them a topic to drill on at in-services in August/ Otherwise they would be planning and organizing things to teach students!
There are no "benefits" to anyone, particularly the students!
The Dept of Ed. does it as quickly as possible sending out to districts all of the student results/data so that they can begin to plan for the next school year. If schools and parents get student data in June, they have the summer to fill in gaps in skills and enough time to strategize for the next school year on many levels ie. curricula, PD, instruction, relevant strategies, strong teaching/teachers, tutoring, summer programs, etc.
For administration, the only benefit would be to stall public perceptions or action until after the school year starts. And, that is not good for anyone, again, particularly the students!
Most district want that early June data to plan and organize how best to serve students during the next school year, and in the interim do summer programming for the most underserved students.
If bad results are delayed for a long time it is easier to say that they are from way back and things have changed, new programs are in place and results will be better on the next set of tests that are just around the corner.
Right, Questioner! It is done routinely! And, again, it stalls anyone from taking action of any kind, because they believe what they are told.
However, the next year's test fails to verify those claims of "change" for the better. Another whole year passes only to find further deterioration of student achievement.
The interim so-called diagnostic assessments that schools and districts pay way too much for are big money-makers for vendors but always over-predict the summative results for each year.
People who are not skilled or equipped to evaluate these instruments buy anything the vendor can "market".
We need educators who know how and what to teach and to assess on the minute whether the lesson is being learned. Tests, tests, and more tests (bad ones at that) will NEVER do that better than an experienced teacher who knows how to capture students interest and teach them the skills they need to be successful.
It ain't rocket science!
Agreed anon! In my daughter's 2nd year teaching, she told an admin-- the companies that sell progeams and the tests that prove their wares as wonderful are the snake-oil salemen of oyr generation--hmm
Yes, 10:16, the world of K-12 education is wide-open to snake-oil salesmen. It is also wide open to bright, handsome, articulate young people who see it as a stepping stone (with a great starting pay) to bigger and better opportunities.
And when you hire politicians, gym teachers, and psychologists instead of educators to leadership positions, they like giving bright young people a job.
Teaching is much more than a job and student, parent or true educator will tell you that it takes a special, committed, creative, goal-directed man or woman who has armed himself with depths of knowledge and a strong ability to relate to children/youth to be successful in the K-12 classroom.
Stripping them of these qualities or hiring those who have them not is the current state of affairs, especially in our urban schools. Shame, shame, shame . . . . on all of those who are participating in this travesty.
Scores. Most kids can not read and your worried about scores. How do parents that are uneducated read with their kids? The kids do not get the help they need to succeed!
Whose idea was it for k-8 or 6-12? It does not work! The middle school kids see the high school kids telling the staff to shut the f@@@ up, fighting, drugs, bringing weapons, hitting staff, irate parents, and so much more. PPS is training our youth well!
Well said 9:32!!! There are alot of problems and inequities with these configurations of schools. The behavior being first most important. 6-8 grade kids are adjusting to their own maturity and don't need to see mature high school kids acting up the way they do. K-5 bldgs have only certain grades testing so their scores appear to be better than those of K-8 bldgs. Alot of the K-8 bldgs don't have facilities to accommodate these studetns (i.e. gyms, labs, cafeterias etc.) They place these students into smaller bldgs and the facilities aren't there and then you have little kids at huge beautiful bldgs where they could get lost in a heartbeat (Langley) Well said 9:32--these configurations do not work!!
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