State's New Policy Links Promotion to Reading Test Scores

 

The number of Florida youngsters who must repeat third grade is about five times greater than last year because of a new policy that bases promotion largely on the Florida Comprehensive Assessment Test.

Gov. Jeb Bush (R) and the state Department of Education say allowing students who cannot read at the third-grade level to advance to the fourth grade would make it extremely difficult for them to catch up with their peers.

“I would just ask the people who think it's okay to socially promote to look a child in the eye when they are in 10th grade and are reading at fifth-grade level and say that that's a success,” Bush said in an interview.

However, the issue of retention in a grade can be divisive, and its value is often questioned.

A total of 188 107 third-graders took the Florida Comprehensive Assessment Test this year. Under this test, students who score at Level 1, the lowest, are retained.

The state is still gathering figures from school districts on the number of children being held back, but preliminary figures obtained on Friday from the education department show that the number could near 33 000, compared with 6 447 last year. The department will release a final figure next month.

The policy has led to protests, including two in which state Sen. Frederica Wilson posted third-graders at Bush's office to de­mand that retention not be based on the state assessment test scores.

 

“These children will either become so angry they're going to be aggressive and have discipline problems, or be demoralized, heartbroken and depressed,” said Wilson, a former elementary school principal who works in a dropout prevention program. “This is real to me, because this is my life's work. This is what I do. I know that these children are going to drop out.”

Bush and education officials believe that students who are retained and who receive extra reading help will benefit. The state set up summer reading camps, and individual plans are being developed for each child to target specific weaknesses.

Margaret Andrews of Miami said she supports the retention of her daughter, Melissa, so she can catch up with her peers. "I would rather work it out at this level here as opposed to when she's in the 10th grade," Andrews said.

But many experts argue that holding children back and having them simply repeat the same instruction hurts them, and some say holding students with the promise of extra help also puts them at a disadvantage.

Other experts say retention policies such as Florida's will work, though they acknowledge that research on the issue is limited.

Gary Dworkin, a University of Houston sociology professor, studied a similar policy established in Texas when Bush's brother, President Bush, was governor. On average, Texas students who were held back scored significantly higher when they were tested after completing the next grade level than did those who were not retained, Dworkin said.

But Mary Lee Smith, a professor at Arizona State University's College of Education, said research shows that students, who have been held back in earlier grades' are many times more likely to quit school, even when they have academically caught up with their peers.

Gov. Bush maintains that just the threat of retention is already improving schools. “The first lesson that researchers would have to admit, even the ones that oppose accountability, is that we have seen dramatic reductions in Level 1 readers in third grade because it matters now,” Bush said.

Brendan Farkington. The Washington Post

 

 

School and Life

In my experience the problem of what to do in life was not made any easier by those who were entrusted with my education. Looking back, it seems most odd that never once in all the years that I was at school was there any general discussion about careers. As presumably the main object of going to school is to prepare for after life, it surely would have been very easy and relevant to organise lectures or discussions designed to give boys a broad view of the enormous variety of occupations open to men of average intelligence. Of course many boys were destined from birth to follow their fathers’ careers, but even these would have
benefited by glimpse of a wider horizon. Often and often in after life I have come across people doing jobs that I had never dreamed of before, and which would have thrilled me had I been told about them at school. I suppose the reason for this extraordinary omission is that so many schoolmasters had themselves such a restricted view. Spending all their time working to a rigid curriculum, the passing of examinations by their pupils gradually became the whole object of their working life. I recognize the importance of being made to learn things that one does not like, but surely it was not good to give the young mind the impression that all education was a form of mental gymnastics. For example, I used to find geometry rather fun, and, when I still had the naive idea that what I was being taught might have some practical value, I asked what geometry was for. The only answer I ever got was that it taught one how to solve problems. If, instead, I had been told the simple fact that the word was derived from the Greek ge, the earth, and metron, a measure, and that the meaningless triangles that I was asked to juggle with formed the basis of geographical exploration, astronomy and navigation, the subject would immediately have assumed a thrilling romance, and, what is more, it would have been directly connected in my mind with the things that most appealed to me.

My experience in this connection may have been unfortunate, but it was by no means unique; many of my friends who went to different schools confess to a similar experience, and complain that when they had completed their school education they had not the remotest idea of what they wanted to do. Moreover I do not think that this curiously detached attitude towards education was confined to schools. It had been intended that I should go to one of the great universities. I was tepid about the idea myself, for I had developed a dislike for the very thought of educational establishments. However, the prospect of three extra seasons in the Alps was a considerable incentive, and by dint of an enormous mental effort I succeeded in cramming sufficient Latin into my head to pass (at my second attempt) the necessary entrance examination. In due course I went to be interviewed by the master of my prospective college. When I was asked what subject I proposed to take when I came up to the university, I replied, somewhat diffidently, that I wanted to take Geology – diffidently, because I still regarded such things as having no reality in the hard world of work. The answer to my suggestion confirmed my fears. What on earth do you want to do with Geology? There is no opening there unless you eventually jet a first and become a lecturer in the subject. “A first, a lecturer – I, who could not even learn a couple of books of Horace by heart! I felt that I was being laughed at. In fact I am sure I was not, and that my adviser was quite sincere and only trying to be helpful, but I certainly did not feel like arguing the matter. I listened meekly to suggestions that I should take Classics or Law, and left the room in a state of profound depression.

Carla Moongrass. For a Change. 2001

 

 

Buddy, can you spare $ 50 000?

 

Vince Nardiello, director of Financial Aid, counsels students on the financial package they need to enter higher education. He takes his job seriously. He needs to. Potential students at any US higher education institution face a bewildering array of schemes for loans, grants, government subsidised work schemes and scholarships. It is Nardiellos’ job to steer the student through the maze.

Jim Grimshaw, in his late twenties, is a political aide on an excellent salary. He borrowed over $30 000 to get himself through a bachelor’s and master’s degree at a private university in New Jersey. He had to mortgage his house to pay for his education. Only now does he have any prospect of paying back his loan.

Courtney Smith, 25, was born in Bristol, England, and studies at William Paterson College in Wayne, New Jersey. He has taken five years so far to near completion of his bachelor degree – using a combination of grants, loans and shelf-filling in the local supermarket. He is a black immigrant to the US and has no financial support from his family. He owes $10 000 in loans, wants to be a teacher when he graduates and faces a struggle to repay.

The newsletter warned of the ever rising costs of attending college in America. It quoted figures which showed college costs had risen by 57 per cent, while other consumer costs – food up 26 per cent, housing 36 per cent, medical care 47 per cent – had risen less steeply.

There was a further warning. US government aid for students had grown to $15 billion by October – a five-fold increase in the decade. But funds allocated to grants in America decreased by 62 per cent during that same period – replaced by loans that had to be repaid. Nardiello said that, as a result, the number of graduates in debt had tripled.

If the potential student had not already been deterred by thoughts of a mortgage on knowledge, the next stage was figuring out your family's share. Twenty seven questions about family circumstances amount to a rigorous means test for the federal and state financial aid packages.

The student who requires a loan is directed to one of the local banks or savings and loans societies. Access, however, depends on ability to pay. The most effective way through the American system of higher education is to have prosperous parents. Just under three million of the 13 million higher education students this year will study at private universities and colleges where achieving a degree can cost up to $100 000 (approximately £63 700).

Nardiello explained that the loans are handled directly by local banks but, once arranged, the banks sell the debt to a student loans marketing association. These then administer the debt until there is a default. After reasonable efforts to collect on a student defaulter including the ability to claim funds from future income tax assessments – the American associations once more sell on the student debt to debt – collection agencies.

The Glasgow-based student loans operation in Britain estimates 41 600 defaulting accounts. The Price Waterhouse report on the Government’s proposals reveals that the Glasgow operation will employ approximately 250 people, of whom 120 will be full-time default chasers. But it is estimated that 2,6 per cent of active student accounts will be passed on to debt collection agencies as in America.

The British Government’s student loans scheme will replace the efficiency of the administration of the grants system with the anarchy of the debtors’ marketplace. Debt collectors, thousands of student defaulters and a waste of public money will characterise higher education into the next century.

 

Jack Straw. The Evening Standard. 1998

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