State, Spartanburg area PASS results please schools
The percentage of Spartanburg students who met or exceeded state standards improved in more than 75 percent of subject and grade-level categories, though educators say the data continue to show areas of concern.
PASS (Palmetto Assessment of State Standards) is the state’s accountability test for third-graders through eighth-graders. This was the third year the test was administered to students after replacing the PACT in 2008.
Students are tested in writing, English/language arts, mathematics, science and social studies, and results are reported on three scoring levels — exemplary, met and not met. Scores that fall into met and exemplary categories are considered passing by federal Adequate Yearly Progress (AYP) standards. AYP results will be released next week.
PASS scores are broken down to reflect grade level, demographic category and standard. Standard analysis expands upon the subject areas, showing how students perform in algebra or geometry, for example, under the mathematics category.
State results showed gains among African-American, low-income and limited English proficiency students in most grades and subjects; however, the results did little to reduce achievement gaps as traditionally higher-achieving student groups improved at faster rates. Gaps shrank in only eight of the 26 subject-grade combinations tested.
State Superintendent of Education Mick Zais said he was pleased with the higher passing percentages in 2011.
“The key is always going to be what happens in the classroom between a teacher and students,” Zais stated in a news release. “Credit for these results belongs to the hard work of students, teachers and parents across South Carolina. Test scores should improve further if we can energize that team with customized instruction to meet the needs of students.”
When scores for all seven districts are combined, Spartanburg students rose above state averages in every category. Students in Cherokee County fell below state averages in all areas, and Union County students exceeded the state in seven of 26 subject and grade-level categories.
Both South Carolina’s and Spartanburg districts’ collective math scores were up in all grade levels in 2011. Although Spartanburg students did not improve their passing percentages in every category, PASS data showed overall higher results in all five subject areas.
The most significant improvement among Spartanburg students was seen in the county’s lowest-rated category — third-grade science. The percentage of Spartanburg students earning a passing score increased nearly seven points, but even with the increase, just 65.6 percent of students met or exceeded the state standard.
Writing A Team Charter - News
Students are tested in writing, English/language arts, mathematics, science and social studies, and results are reported on three scoring levels — exemplary, met and not met. Scores that fall into met and exemplary categories are considered passing by
Ridley, when the high school was known as Ridley Township High School, was a charter member. The old school districts of Eddystone and Ridley Park were also members. The three school districts merged into the Ridley School District in 1966.
Hagerstown-Washington County Chamber of Commerce lunch talk on 529 college savings plans with David Collins of Charter Benefits Group, 11:30 am-1 pm, Bulls and Bears Restaurant, 38 S. Potomac St., Hagerstown. $12. Registration: hagerstown.org
It's not a charter school, nor does it select its students. Brockton High is part of the city's traditional public school system, and the district's two K-8 schools and six middle schools all feed into the high school, which serves grades nine through
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GeekMom » Blog Archive » University of Phoenix: Pros and Cons of ...
Phoenix’s instructors describe themselves as “delivering” course material, since most of the classes are centrally crafted and standardized across teachers. Half of the class sessions are spent in “learning teams,” where students work together without an instructor present. This makes Phoenix cheaper to run, since the school only pays an instructor for half of the course hours.
The school goes on to note its small class sizes (between 10 and 20 students, each). If bottom-line cost really was the only driving force behind the use of “learning teams,” one is left to wonder: why does UOPX keep class size so modest?
As with most arguments, I think both sides have some valid points.
At heart, I’m a constructivist –I believe that people learn best by experiencing new ideas and then reflecting on their experiences through a variety of modalities–hearing, writing, reading, seeing, doing, acting, dancing, drawing, building, etc. UOPX is right: collaboration is absolutely an important tool in this reflective process. When we bounce new ideas off of our peers, we’re able to reality test, analyze, elaborate upon, and reinforce them while also attaching them to previously-held knowledge. Additionally, it makes sense to acknowledge collaborative opportunities as an important aspect of workforce preparation–and it is even reasonable to assume that, as UOPX asserts, learning teams can:
Allow students to broaden and deepen the understanding of concepts explored in the classroom. Serve as laboratories through which students develop into more effective leaders and members of workplace teams. Serve as vehicles for reflection, by which adult students make sense of and apply new knowledge. Provide a sense of community and support that is invaluable in helping working students cope with the challenge of balancing school with other life demands.However, it may be taking a generous leap of faith to believe that these objectives can be optimally achieved without intentional, ongoing, scaffolded support from the instructor. Our instructor did provide us with a team charter to read and sign at the beginning of our project (a form of this charter is used in every class).
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