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Actually Tim what you are talking about is what my graduate research methods
and modeling professor (From Virginia Polytechnic and untainted by left northern
academia) called "building a better method for understanding reality".
By the way, thanks as a lurker here on the system I am grateful for the gracious
and thoughtful way you moderate this form.
John Sherman
On the marches between Como and the North End
Quoting Tim Erickson <[EMAIL PROTECTED]>:
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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
>
>
> --
> =================================================
> Tim Erickson http://www.politalk.com
> St. Paul, MN - USA 651-643-0722
> [EMAIL PROTECTED] iChat/AIM: stpaultim
> =================================================
>
>
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