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Home / US / Ohio and Cleveland gain little on "Nation's Report Card" as national results remain flat

Ohio and Cleveland gain little on "Nation's Report Card" as national results remain flat



CLEVELAND, Ohio – Ohio and other nations have gained little if nothing in last year's national test called the "Nation's Report Card," even as states continue to drive education reform efforts forward the move to new common core-based standards.

The school district of Cleveland also showed no overall gains, with a large increase in an area that was counteracted by large falls in two others.

Overall, Ohio scored in the middle of the national pack or slightly above the middle on all four benchmarks of the National Evaluation Sheet (NAEP) for 2017, little changed since the 2015 test or in recent years.

NAEP tests a sample of fourth and eighth grade students every two years from each state in reading and math to track how good the students are over time

The "largely flat" results released today Big sko improvements across the country since the 1

990s, but the eighth grade score has increased statistically significantly since 2015

The national math scores were the same for both the fourth and eight grades as they were in 2009, In the last test before the start of the debate the common core, and bottom of the peak 2013.

In Ohio, readings had essentially no change since 2009 and a small increase since 2015, only statistically not significant. Math scores were mixed – in fourth grade and higher in eighth grade since 2009 and 2015, but not significantly.

Ohio State School Board adopted its version of the Common Core in 2010.

State Superintendent Paolo DeMaria did not respond to Plain Dealer's questions about Ohio's new standards. Instead, he focused only on Ohio's results compared to other states and promised to continue working on improvements.

"Recent NAEP results show that Ohio's students continue to do better or better than the national average in both math and reading." he said. "We can be proud of the fact that the percentage of fourth and eighth grade students who are more or less able to read is higher than the vast majority of the US Only a handful of states do better.

In Cleveland, those were Results mixed with a tiny drop in one area and big falls in two.

The biggest bright spot was eighth grade math, where Cleveland had the third highest increase among cities. That put Cleveland's scores in front of the Baltimore, Detroit, Fresno and Milwaukee District and in liaison with Shelby County (Memphis), Tenn.

The district also largely retained a substantial profit, which it made in the fourth grade between 2013 and 2015, the previous NAEP test, and statistically only one single drop recorded – significant point

But fourth-grade math and eighth-grade readings had the worst and the third worst waste of all cities tested.

District CEO Eric Gordon said he was happy to hold fourth-grade wins As Gordon pointed out, over the last few years, the district has devoted most of its efforts to improving high school without pay enough attention to the primary schools measured by NAEP. Now the focus shifts to this course and some new primary school teaching methods will be introduced this fall.

"We really have to do without K-8 schools," he said. "We have much to do, and we know that."

At the state and national levels, officials were reluctant to draw conclusions on reform efforts that had little to do with NAEP. The UN Commissioner for NAEP said NAEP had "enormous overlaps" with what the Common Core of the Students expected to have it, but studies have shown that they are not fully aligned.

Others said more details will be available in the coming days and months Researchers dig for data released at midnight.

Chad Aldis of the Fordham Institute, a proponent of the Common Core, said Ohio did not fully persuade the districts to teach the new standards, especially by giving them a "safe haven". of any penalties during the transition.

"While Ohio continues to rank in the top half of the states, the state can not afford to remain neutral," Aldis continued. "In recent years, political leaders in Ohio have been shifting to results-driven accountability."

Discussing NAEP values ​​is difficult because they do not follow a traditional 0-100 point system or add notes. Instead, the scores use a 500-point scale, with states and districts grouped between average scores of around 200 to 300.

In addition, the National Education Center, a branch of the US Department of Education, enrolls students from various countries, changes of one or two points, sometimes even three, are often not considered statistically significant.

You can also rate average scores or the number of students as "competent" or higher – a much higher bar than in most states

Carr said last week that the NAEP performance standard is a tiring standard by which It is not expected that all students will meet.

Here's a quick look at Ohio's early results:

Fourth grade math: Ohio rated 41 percent of the students as competent, a hair above the 40 percent national average. This puts Ohio in a pack of 19 states that are not believed to have a significant difference to the national average.

Eighth Class Mathematics: Ohio ranked eighth nationwide, with 40 percent of students rated as competent – a significant leap ahead of the 33 percent national average.

Ohio's averages have increased by three points compared to 2015, but two points lower than in 2013. The change was not statistically significant.

Fourth Note: Ohio was tied for 15 th with 39 percent of the students considered competent, ahead of the 35 percent nationwide.

Eighth Review: Although Ohio has 39 percent of students considered competent, compared to 35 percent nationally, the difference is not considered statistically different from the national average.

There are a few other issues with the national results that are sure to be investigated.

– Students who typically had a good score in the past had st rong gaining a test, while students who normally scored near the bottom had a fall.

– NAEP relocated this year from paper tests to tests performed on tablet computers, even if they knew the material being tested.

Louisiana State Superintendent John White expressed concern about switching to tablets last month and found that few students had ever done computer tests there. He also feared that while NAEP took steps to ensure there were no changes at national level because of the displacement, more places could be affected than others.

Reporters have interviewed Carr across the country about this change, but she insists that the organizers did this by making several statistical arrangements to ensure that the results are not "contaminated".

"We can all undoubtedly believe that we will pay attention to true performance," said Carr.


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