Half Of 9th And 10th Graders Failed FCAT 2.0 Reading, But Commissioner Says That’s An Improvement

May 18, 2012 | 1:59 PM

By Gina Jordan

fldoe.org

Education Commissioner Gerard Robinson

Florida Education Commissioner Gerard Robinson had some explaining to do. Under new standards set forth in FCAT 2.0, about half of Florida’s 9^th and 10^th graders failed the reading portion of the annual assessment test.

In a teleconference with reporters, Robinson said the unspectacular scores are not surprising since standards are being raised. More is being expected of students as they transition into full implementation of national Common Core State Standards within a few years. “We were very clear that there would be a downtrend in the percentage of students who passed,” said Robinson.

Robinson said he’s not happy that just half of those students passed. “The question is are we happy with the progress that we’re making, are we happy with the level of investment…to make sure that next year and the year after that students are moving in the right direction? Remember, when Florida changed its standards approximately ten years ago, you saw a down slope,” said Robinson. “In the intermediate years, you also found changes. There was a downward trend and then it moved forward.”

So, while the scores are not impressive, they do show improvement. “If you look at last year’s score for 3 and above in grade 9, it was 48 percent. So, it’s higher this year than last year. In grade 10, 39 percent of the students were level 3 or above (in 2011). This year for grade 10, it’s 50 percent,” said Robinson. “Let’s remember this is higher than what we had last year; not as high as what we would like.”

FCAT 2.0 is evaluated this way:

Level 5: Students demonstrate mastery of the most challenging content of the Next Generation Sunshine State Standards.
Level 4: Students demonstrate an above satisfactory level of success with the challenging content of the Next Generation Sunshine State Standards.
Level 3: Students demonstrate a satisfactory level of success with the challenging content of the Next Generation Sunshine State Standards.
Level 2: Students demonstrate a below satisfactory level of success with the challenging content of the Next Generation Sunshine State Standards.
Level 1: Students demonstrate an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards.

The parent advocacy group FundEducationNow.org is not impressed with the explanations so far. In a group statement, co-founder Linda Kobert said, “As mothers of Florida public school children, we bear witness to the suffering caused by FCAT. Today’s scores mean that 50% of the sophomore class is at risk of being denied a high school diploma and a chance for a brighter future.”

Students must pass the reading portion of the test in order to graduate, although they can also graduate by showing reading proficiency on the SAT or ACT college entry exams. Students have four additional chances to retake the FCAT reading exam.

Fund Education Now co-founder Kathleen Oropeza calls the test critically flawed. “FCAT should be a tiny, diagnostic portion of a child’s school year. Whether scores are good or bad, parents should question whether they are true,” said Oropeza. “If parents and teachers are forbidden from seeing the test and the student’s actual work, where’s the proof of a 4 or 5 or 1?”

Commissioner Robinson plans to send a letter to parents explaining the changes in the FCAT between last year and this year. It will be sent home with student score reports.

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Your Guide To Florida’s Ever-Changing FCAT

Comments

Jose

Linda Kobert is not unlike the mothers that expected the school system to give their children a “pass” despite the lack of demonstrable competence on behalf of their failing child. What does a diploma mean if a child is not college ready?

In my opinion, parent advocacy groups are as culpable as the teacher’s unions for diminishing the quality of our schools. The only way to better our education is to set and raise the bar to the highest standards available. Florida schools continue to underperform relative to many states in our nation and to resist upgrading our standards is simply an asinine stance.

Keep in mind, even our best public schools rank a mere “average” in international comparisons of math and reading competence. Are we to presuppose that these tests are meaningless as well?
Monty

A few decades ago a leading measurement expert reported that when a new test was introduced, scores fell. Over time they rose, then fell again when yet another new test was introduced. Meanwhile, other research found that if you gave kids a test the district or state did not use as “the” test but was otherwise comparable, the scores on less important one were far lower.

The point? It isn’t about learning and knowing more, it is about focusing on what is tested to raise scores. That is what the state wants, so teachers, to keep their jobs and keep their schools off the ‘bad school’ list do it. Then Florida has added test after test.

So parents are up in arms and school boards are voting to approve the National Resolution on High Stakes Testing, which is at http://timeoutfromtesting.org/nationalresolution/.

Jose

It is not difficult by any stretch of the imagination to demonize standardized testing, and, I will absolutely concede, that teaching to the test is by no means a constructive approach. However, there must surely exist some method of empirically assessing the comprehension of our learning students.

It is worth keeping in mind, a very prominent psychologist once noted that—generation after generation—scores for the IQ test, on average, rose; this phenomena is now referred to as the Flynn Effect. Indeed, it is a perplexing, yet statistically significant finding—but our children do seem to get smarter with each new generation and each new wave of modernization. This might go some way in explaining the adaptability you noted above.

Perhaps from a biological point of view, it might be plausible that we have yet to exploit the brain’s full potential. Evidence from cognitive neuroscience certainly alludes to critical of periods of development for specific cognitive operations not strategically targeted in an age-appropriate manner by our current curriculum.

Perhaps higher test scores are reflective of some true positive learning? It has been shown that tests are a very efficient means of stimulating the mind to learn material. Pardon my skepticism of the approach you seem to advocate for—one that completely ignores any form of assessment, but wishes that it will all resolve itself in the end with no empirical measure of a child’s progress.

Liawriter

I have a perfect example of how it would be helpful if “we” teachers (and parents) could see the actual test. I taught my intensive reading class all the necessary literaary ”terms” that they need in general, and I know are tested; let’s use metaphor/simile as an example. I reviewed it with them 2 days before the test, so it would be fresh in their memories. Gave them examples of each, and even a trick to remember which is which (i.e. I TAUGHT it). As I was walking around the room proctoring, I saw one question that had both as an answer choice. A week later, I gave a classwork assignment (not a test) with a question from the novel we’re reading (high interest to them) that had the same type of question (… this quote is an example of simile/metaphor, etc.). About 1/2 of them didn’t remember, not more than a week later! So I would LOVE to know how many of them got it wrong on the test! Then I’d be able to tell you why (i.e. who was absent the day we reviewed it, who fell asleep, who was writing notes, who was talking to their friend, etc. etc.) vs the kids who really struggle with reading!
When will these “people” realize that a test is not the only indicator of what level a student is reading on!? It also doesn’t help that it is a TIMED test, yet the questions are so complex they require thinking and going back to the text, yet they don’t have enough time to do so! How is that telling us whether they are really struggling? It’s just all so frustrating!

Jose

I agree that providing teachers with some sort of indication, post-test, of the performance of each student is absolutely vital. Every kid determined to have difficulties with such tests should be coached in a personalized manner to ensure proper comprehension and to help them assimilate good test taking skills. Accountability goes both ways, and I appreciate you pointing that out.

Vitroniw94

The fact that he said students did better is an underestimate statement being a sophomore myself I felt their was material on the test that was really tricky and the problem is school this days are now hiring teachers that are so young thats its rediculous the teachers hardly even no how to teach thats why many students get grades they do because of the no good teachers also the right material is not taught.

kertor

Here’s hoping your comments are ‘tongue-in-cheek; otherwise, you need to pay more attention to English teachers, young or old!

Wilma

FCAT is a stupid test.

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