Apr 18, 2013
http://grantwiggins.files.wordpress.com/2013/04/math-hs-least-favorite-responses.pdf
Why 9th and 10th graders cite math as their least favorite course / via @grantwiggins
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http://grantwiggins.files.wordpress.com/2013/04/math-hs-least-favorite-responses.pdf
Why 9th and 10th graders cite math as their least favorite course / via @grantwiggins
@AnthonyCody asks how it is possible for schools to reorganize to move students from "almost at grade level" to "at grade level" without them noticing. He describes an Alabama school that pulls out students in this category for additional instruction to meet the demands of NCLB.
This is a good question. In addition, I ask:
Why do schools assume that students on the verge of passing exams need more of the same kind of instruction? If there are learning or language issues, more of the same will not necessarily help.
What kind of critique is there of the measures themselves? For instance, do these interim measures being used to identify the bubble students (as I have heard them called in a number of schools) align with the high-stakes exams? Maybe they are not even a useful predictor of who will pass at the end of the year.