And Nobody Could See This Coming Apparently?

Only half of California students meet English standards and fewer meet math standards, test scores show

 

Just over half of public school students who took the state’s standardized English Language Arts test performed at grade level, while only four in 10 are proficient in math, scores that represent a slow upward trend over the past four years, according to data released Wednesday by the state Department of Education.

Proficiency rates rose about a 1 percentage point each in both English and math between 2018 and 2019, with 50.9% of students meeting English standards and 39.7% of students meeting math standards on the California Assessment of Student Performance and Progress, designed to test Common Core concepts. However scores among African American students are markedly lower, prompting calls from educators to address the achievement gap.

Although the overall incremental progress is a good sign, education experts said it’s troubling that the majority of public school students test below grade level in math, and barely half in English. Students in grades three through eight and 11th grade high school juniors take the test. The low scores reflect a lack of investment in early childhood education and in the public school system, the experts said.

 

The fact that the California school system is choked with illegal immigrants has absolutely nothing to do with this, your eyes are lying to you.

 

9 thoughts on “And Nobody Could See This Coming Apparently?

  1. The scary part of this is that they (the teacher’s unions in particular) WILL tout this as a ‘success’ and will use it to ask for more money…………..

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  2. As a grad of a Southern Ca school. I can tell you that back in the 70’s we had students who didn’t do any school work. The school gave them an F at the quarter report cards but a D at the semester, and end of year, just to pass them along in the system. Those of us who busted our balls got A & B. School was not hard, but we had way too many slackers. Now those idiots hold political office.

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  3. “The low scores reflect a lack of investment…”

    Meaning, “Pay the teachers more money!”
    How about they hire people who can actually teach, and put a system around them that allows them to?

    Nah, too much work.

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  4. I read that 3 times to make sure; there’s no mention of the correlation between fluency in Standard English is required for developing a competent understanding off other subjects; for example, math is not taught in Ebonics.

    An “intellectual operating system” is necessary to learn almost anything, which is why establishing a basic platform in terminology (aka “topical nomenclature”) and subject-related theory is such a foundational requirement. If a student cannot comprehend the necessary detail in those areas it’s a real struggle to achieve any reasonable degree of competence in the subject.

    It’s quite understandable that foreign-born students who have not been exposed to, nor had the opportunity to develop minimal competence in, standard English will have a much steeper learning curve than one well versed in standard English; that, however, has not prevented those with sufficient intelligence assets and the necessary ambition from not just learning a subject but excelling in it. Those suffering deficiencies in those areas will have considerably more difficulty overcoming such disadvantage; that we not just tolerate, but accept, and in many instances, encourage, the development and maintenance of such disadvantages, is a travesty.

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  5. I saw a black commentator on TV a few months ago claiming that 75% of black males in California are illiterate. He was a conservative and not a liberal with his hand out.

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