Not exact matches
(Observe what a big deal it is when a state insists that children must be able, say,
to read by the end
of third
grade in order
to move on to fourth.)
As a
fourth grade teacher, I find it very difficult
to help my students master long number long division and fractions because
of the limited amount
of time that we have
to spend
on those lessons before
moving on to a new chapter with a new concept and not really being able
to review the previous chapters.
According
to NAEP results, released by the U.S. Department
of Education's National Center for Education Statistics, Alabama is one
of four states
to show significant gains in
fourth -
grade reading, and over the past eight years has shown a greater increase in scale than any other state,
moving from 207 in 2003
to the national average
of 220
on a 500 - point scale in 2011.
And considering that Virginia has done little
to address its educational woes — including addressing the mere one - percent decline in the percentage
of young black men in
fourth -
grade mired in functional illiteracy (as measured
on the National Assessment
of Educational Progress) between 2003 and 2011 — Gov. Bob McDonnell, state Supt. Patricia Wright, and their colleagues were rightfully shamed by reformers and civil rights activists into revamping those targets (and the Obama administration, which also
moved to push Virginia into revising them, deserves criticism for accepting those low targets in the first place).
While not required by the law, many school districts were reluctant
to hinge the possibility
of a third grader
moving on to the
fourth grade on his or her performance
on a single test, especially considering that North Carolina just adopted more rigorous standards and more difficult assessments based
on those standards — meaning that even more students are likely
to fail End
of Grade tests than in years past.
This rigor in third
grade,
of course, prepares them
to take
on even more complex math as they
move into the
fourth grade and beyond.
Being in
fourth grade and teaching phonics
to first graders, participating in the eighth
grade spelling lesson as a
fourth grader, being taught in small groups
of three
to five students from mixed
grade levels
on particular skills or topics, having assessments
on various skills before
moving on,
moving on to the next skill level when ready (regardless
of grade level)-- is this competency - based education?
In case you didn't hear about it, Columbus has had good news about its reading scores: 87 percent
of third - graders met the state's reading requirements and will
move on to the
fourth grade, compared with about 74 percent last school year.