http://en.wikipedia.org/wiki/Washington_Assessment_of_Student_Learning
"On May 8, 2007, Governor Gregoire signed and officially called the delay of the math and science sections of the WASL test. Now, students in the Class of 2008 will still have to only pass the reading and writing sections. The first class now to pass the WASL test is the Class of 2012. The delay of the math and science portions of the WASL has led to the debate of whether or not to even have the WASL or require it to graduate."
From wikipedia, a very easily accessible source of all groups and ideas, regards that by using political imagination (which is changed constantly, almost yearly, with the WASL) we must reform and shape what we need to make a standardized test in accordance with the believed values of education.
Thursday, February 28, 2008
Monday, February 18, 2008
WASL isn't law
http://www.tdn.com/articles/2008/02/05/readers/doc47a8d5f15ba93196618581.txt
This article points out that, though opting out of WASL will not allow you to obtain the Certificate of Academic Achievement that is required for a diploma many colleges and universities don't even look at that. WAL isn't law to take, merely mandated for schools to put in place.
This article points out that, though opting out of WASL will not allow you to obtain the Certificate of Academic Achievement that is required for a diploma many colleges and universities don't even look at that. WAL isn't law to take, merely mandated for schools to put in place.
Sunday, February 17, 2008
Math Curriculum Edits
http://www.tdn.com/articles/2008/02/04/area_news/10089096.txt
In response to low math test scores on the WASL, math educators convened to discuss revisions to both the math curriculum and the WASL. They plan to have more focus on understanding fewer concepts, making math vocabulary and concepts more natural by using them in more often in elective classes (such as art, P.E.) so they can make more connections to certain concepts. The length of the 3 - 8th grade WASL will be shortened, yet not for the tenth.
Essentially, the board negotiated to change the way in which children are taught - strengthening the need to teach around a test instead of life.
In response to low math test scores on the WASL, math educators convened to discuss revisions to both the math curriculum and the WASL. They plan to have more focus on understanding fewer concepts, making math vocabulary and concepts more natural by using them in more often in elective classes (such as art, P.E.) so they can make more connections to certain concepts. The length of the 3 - 8th grade WASL will be shortened, yet not for the tenth.
Essentially, the board negotiated to change the way in which children are taught - strengthening the need to teach around a test instead of life.
Wednesday, February 13, 2008
Should No Child Left Behind Act be reauthorized? - YES
"The prospect of Congress waiting until after the 2008 elections to improve and renew the No Child Left Behind Act is bad news for anyone committed to educational quality and equity."
"Given that only 70 percent of all high school students actually graduate, NCLB must be reformed and well-funded."
"NCLB is not perfect, but it is the best national vehicle we've got for ensuring that more students of color leave high school with a diploma in hand."
http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2008/01/06/EDO7U7NEU.DTL
This article gives a distinct taste to the NCLB. This act is specifically targeted to battle poverty and economic instability - specifically amongst minorities. So, in essence, while this act needs an incredible amount of reform to lessen the fact that it forces students to drop out, it was not meant for a majority of the people (whites) that are actively complaining in my community.
Strange, how the government assumes everyone in public school to need so much aid. On paper, the idea of school's accountability is nice, but more and more tests for students is not the answer - definite reform is needed.
"Given that only 70 percent of all high school students actually graduate, NCLB must be reformed and well-funded."
"NCLB is not perfect, but it is the best national vehicle we've got for ensuring that more students of color leave high school with a diploma in hand."
http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2008/01/06/EDO7U7NEU.DTL
This article gives a distinct taste to the NCLB. This act is specifically targeted to battle poverty and economic instability - specifically amongst minorities. So, in essence, while this act needs an incredible amount of reform to lessen the fact that it forces students to drop out, it was not meant for a majority of the people (whites) that are actively complaining in my community.
Strange, how the government assumes everyone in public school to need so much aid. On paper, the idea of school's accountability is nice, but more and more tests for students is not the answer - definite reform is needed.
Thursday, February 7, 2008
Obama on NCLB
As I heard Obama speak on Friday, he spoke of reforming education so that the government would stop leaving children behind. On his website, he admits to the many flaws of the NCLB Act, and wants to reform it, allowing more leeway for more respect to teachers and more support to the arts.
All in all, where Clinton supports the bill, Obama read the people's minds.
All in all, where Clinton supports the bill, Obama read the people's minds.
Tuesday, January 29, 2008
Mothers Against WASL
http://www.mothersagainstwasl.org/
The front page of this organization's website provides the numbers of seniors who will not be able to graduate this year under the no child left behind act due to their failing of the WASL. Two attorneys of law have been garnered to fight a legal battle regarding their inability to garner diplomas. Asking for donations, the site wants to sponsor these students and force the state to give them their deserved graduation year.
It makes me wonder, though, if the SAT was used in place of the WASL as a standardized test, would parents, students, and teachers alike rebel so?
The front page of this organization's website provides the numbers of seniors who will not be able to graduate this year under the no child left behind act due to their failing of the WASL. Two attorneys of law have been garnered to fight a legal battle regarding their inability to garner diplomas. Asking for donations, the site wants to sponsor these students and force the state to give them their deserved graduation year.
It makes me wonder, though, if the SAT was used in place of the WASL as a standardized test, would parents, students, and teachers alike rebel so?
Sunday, January 20, 2008
Measure New York Teachers by Test Scores
http://www.nytimes.com/2008/01/21/nyregion/21teachers.html?_r=1&ex=1358571600&en=333cab862850383c&ei=5088&partner=rssnyt&emc=rss&oref=slogin
Though not directly affiliated with the WASL, this practice of judging teachers by standardized test scores has become common in Washington. Many at the high school level are fired merely because too many of their students failed one of these test. Yet, instead of merely the school system knowing these teachers, the results would be posted for the public to fairly view.
'“There is no way that any of this current data could actually, fairly, honestly or with any integrity be used to isolate the contributions of an individual teacher,” Ms. Weingarten said. “If one permitted this, it would be one of the worst decisions of my professional life.”'
I believe that is one of the best ways to advocate the No Child Left Behind Act and its offshooting programs.
Though not directly affiliated with the WASL, this practice of judging teachers by standardized test scores has become common in Washington. Many at the high school level are fired merely because too many of their students failed one of these test. Yet, instead of merely the school system knowing these teachers, the results would be posted for the public to fairly view.
'“There is no way that any of this current data could actually, fairly, honestly or with any integrity be used to isolate the contributions of an individual teacher,” Ms. Weingarten said. “If one permitted this, it would be one of the worst decisions of my professional life.”'
I believe that is one of the best ways to advocate the No Child Left Behind Act and its offshooting programs.
Saturday, January 19, 2008
Spellings and Gregiore Meeting (Jan. 16th)
http://www.wssda.org/wssda/WebForms/En-Us/LegislativeAndGovernmentalIssues/LegUpdates2007/2007_impact08.pdf
For the moment, re-authorization of the No-Child left behind act (and thus practice WASLs) is being stalled in Congress. Upon meeting with Governor Christine Gregoire, Secretary of Education Margaret Spellings began outlining how the law "could and should" be improved. These proposals are
"Establishing better ways to track student achievement based on the performance of student cohorts on a year-to-year basis.
"Developing "differentiated consequences" for schools that are chronically underperforming and those that are just short of making progress targets.
"Improving early intervention strategies for students who are not prepared as they enter the beginning grade levels.
"Focusing on high schools, particularly in math and science education and in dropout prevention.
Finding ways to encourage the most skilled teachers to work in "the most challenging educational settings.""
(http://wssda.org/wssda/WebForms/En-Us/News/2008/20080116_spellings.asp)
Also, "During her visit, Spellings announced that Washington is one of 20 states that will receive School Improvement Grants targeted to assist the lowest performing schools and districts. Washington will receive a grant of $1.9 million to help with schools that are not meeting Adequate Yearly Progress targets established under NCLB."
The two leaders did not hold diversity in their ideas, discussed without differing perspectives of students and parents especially in regard to graduation requirements.
For the moment, re-authorization of the No-Child left behind act (and thus practice WASLs) is being stalled in Congress. Upon meeting with Governor Christine Gregoire, Secretary of Education Margaret Spellings began outlining how the law "could and should" be improved. These proposals are
"Establishing better ways to track student achievement based on the performance of student cohorts on a year-to-year basis.
"Developing "differentiated consequences" for schools that are chronically underperforming and those that are just short of making progress targets.
"Improving early intervention strategies for students who are not prepared as they enter the beginning grade levels.
"Focusing on high schools, particularly in math and science education and in dropout prevention.
Finding ways to encourage the most skilled teachers to work in "the most challenging educational settings.""
(http://wssda.org/wssda/WebForms/En-Us/News/2008/20080116_spellings.asp)
Also, "During her visit, Spellings announced that Washington is one of 20 states that will receive School Improvement Grants targeted to assist the lowest performing schools and districts. Washington will receive a grant of $1.9 million to help with schools that are not meeting Adequate Yearly Progress targets established under NCLB."
The two leaders did not hold diversity in their ideas, discussed without differing perspectives of students and parents especially in regard to graduation requirements.
Friday, January 11, 2008
What do I want the World to be?
This is a hard question to answer, but I should try... I believe, that there should, in this life, be equality to all genders, races, and sexual orientations. There should also be an equal distribution of economy, along with the extinguishing of slang. But, maybe, if I look around my community, and figure out how to make it grow stronger, I should. To make it stronger, I would like to remove the WASL-program and give equal distribution of money to public schools in Washington. If not, then I'd like the WASL program to be instilled in all private schools so that the wealthy are not exempt from a federally demanded requirement that entices students to drop-out.
Yes, I guess, my focus would be to better our own community, so we can then have the ability to better other communities world-wide.
Yes, I guess, my focus would be to better our own community, so we can then have the ability to better other communities world-wide.
Monday, January 7, 2008
AoD#13: Celebration of Music
Art of Democracy
The other day, I played my violin at an elementary school, in order to help inspire children to join the music programs in middle school.
For one of the first times, I was able to use what I had learned in music and show make a difference with it. It helped me to celebrate my growth. And I was even able to see the repercussions of this, resulting in about ten students aspiring to become musicians.
In this way, I was able to celebrate and appreciate what I had come to learn over the course of six years in a way that both benefited myself and others.
The other day, I played my violin at an elementary school, in order to help inspire children to join the music programs in middle school.
For one of the first times, I was able to use what I had learned in music and show make a difference with it. It helped me to celebrate my growth. And I was even able to see the repercussions of this, resulting in about ten students aspiring to become musicians.
In this way, I was able to celebrate and appreciate what I had come to learn over the course of six years in a way that both benefited myself and others.
AoD#12: Family Debate
Art of Democracy
A few days ago, my grandfather and I were talking, debating really. But, amidst our talking, I was unable to get my ideas across.
I was adequately interrupted mid-thought and I soon lost the will to debate or even my reason to. He spoke over me and twisted my incomplete thoughts. My mother attempted to stand in as a mediator, but he refused to listen to either of us, even my father.
As thus, when there was a debate - a negotiation that had gone awry, really - over the break, my family was unable to come to a conclusion.
But, as we debated, my grandfather tried to help me understand the concepts of democracy that I seemed to fail in grasping.
A few days ago, my grandfather and I were talking, debating really. But, amidst our talking, I was unable to get my ideas across.
I was adequately interrupted mid-thought and I soon lost the will to debate or even my reason to. He spoke over me and twisted my incomplete thoughts. My mother attempted to stand in as a mediator, but he refused to listen to either of us, even my father.
As thus, when there was a debate - a negotiation that had gone awry, really - over the break, my family was unable to come to a conclusion.
But, as we debated, my grandfather tried to help me understand the concepts of democracy that I seemed to fail in grasping.
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