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We've had some statistics put in front of us and told they are facts which prove beyond a doubt how terrible our schools are. However, all statistics need to come with comparisons or explanations. Statistics in a vacuum mean nothing (generally).
Now, we've heard from Tom Goldstein (in this forum) and I've gotten similar info off this forum, that the 12th grade statistics presented here - represent only the scores of students who failed to pass the test the first time - or are new to the district (I believe, that they also include special ed students and ELL students).
So, if one takes out all of the high school students who passed the test at an earlier grade, throw in a batch of students who just moved to the district (were educated elsewhere), include students with very low English skills. One comes to appreciate the numbers below in a different light.
Pure statistics are both tricky and dangerous. Tow Swift might call what I'm doing "spin." However, I would argue that its irresponsible to present statistics without explaining their source and their meaning - which is seldom self evident.
The explanation given above is based upon second hand info, I welcome Tom Swift or anyone else to correct any inaccuracies. I'm not claiming to understand these statistics, only suggest that the story is more complicated than originally presented.
Anyone who has worked with St. Paul high school students (in general, not a specific student) would be suspicious of the statistics below.
Tim Erickson Hamline Midway [EMAIL PROTECTED]
St. Paul District grade 12 reading Percent Passing 2004 32.77 2003 35.60 2002 35.29 2001 30.80 2000 43.66
St. Paul District grade 12 math Percent Passing 2004 22.84 2003 32.54 2002 26.44 2001 34.13 2000 36.00
St. Paul District grade 12 writing Percent Passing 2004 38.43 2003 23.17 2002 27.35 2001 41.53 2000 n/a
When they say "basic" they mean basic. The 12th grade tests (yes I've taken it) are written at an 8th grade average proficiency level.
The math is rudimentary adding, subtracting, dividing; nothing fancy like pre-algebra or simple stastistics. The reading and writing are likewise simplisticly presented.
The main difference between the BST and the MCA is, as I said earlier, the BST measures a kids ability to actually divide numbers where the MCA just wants to prove that the kid knows what division is.
Anyone see anything that "sucks" around here? Not a bit right? SPPS are Great!
I'll spare you the 10th and 11th grade scores, they might dampen the enthusiasm.
TJSwift Cherokee Park Protectorate
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Tim Erickson http://www.politalk.com St. Paul, MN - USA 651-643-0722
[EMAIL PROTECTED] iChat/AIM: stpaultim
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