Bennet pointed to «the fact that when I became superintendent in the Denver public schools, on the 10th -
grade math test there were 33 African - American students proficient on that test and 61 Latino students proficient on that test.»
Not exact matches
However,
there were no differences in
grade - level standardized
test performance in
math or reading.
In particular, since 2001 (that is, since NCLB was passed),
there have been sizable gains in NAEP 4th - and 8th -
grade math tests, small improvements in 4th - and 8th -
grade reading
tests, and very little change in 12th -
grade scores.
There were 220 taking the
test on computers at Lake Shore Monday, and the district has a total of 600 signed up in different
grades to take the ELA and
math assessments, the superintendent said.
To get a sense of how many students could become newly «invisible,» consider public elementary schools in Washington, D.C. Applying the same minimum group size currently used for entire schools to the fifth
grade only, about half of the city's 119 elementary schools with fifth graders taking
math tests would not be held accountable for the progress of low - income or African - American students, because
there aren't enough of them in that
grade to constitute a reliable sample size.
There are so many stories that I could tell — the story of my guidance counselor's sixth -
grade, learning disabled child who feels like a failure due to constant
testing, a principal of an elementary school who is furious with having to use to use a book he deems inappropriate for third graders because his district bought the State Education Department approved common core curriculum, and the frustration of
math teachers due to the ever - changing rules regarding the use of calculators on the
tests.
There has been improvement in some national
test scores (e.g., 4th and 8th
grade math), while others have remained largely unchanged (e.g., 4th and 8th
grade reading).
While
there will still be
tests in reading / language arts and
math every year from third to eighth
grade and once in high school, ESSA removes the high stakes that have been attached to standardized
testing under NCLB.
Last year, only 7 percent of New York City students with disabilities scored «proficient» or better in English and 12 percent in
math, and statewide
there were at least 190 school districts in which not a single special education student was proficient on the third -
grade language arts
test.