Anyone got any additional info on this?
- Thread starter paindonthurtDCD2
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They’re taught all the ways to solve a problem. If the lesson was specific to a certain method then they had to do it that way. Otherwise they were free to solve the problem any way they wanted, they just had to show their work.
I’m not saying you aren’t correct bc I don’t know, but I’ve heard other stories that didn’t correspond to this.
had parents tell me they could help their children do the homework but the kids still made bad grades on assignments bc it wasn’t the “correct way” even though they did traditional math showing step by step and got the right answers.
obviously that’s anecdotal but those stories were out there a lot.
The study shows this isn't true. I've always wondered what the term "fully funded" meant. Does that mean give the administration a blank check? My experience with teaching and working IT before teaching says they will spend every dime given and say they need more like any organization that is given money. They know if they don't spend it all then they can't ask for more. No matter how much is poured in it is a great excuse for lack of performance. After all, holding teachers accountable in the public system is frowned on. Probably because it is harder and harder to find teachers.
Stories not only true out there but in here too. Got an Engineering degree and a minor in math from MSU and couldn't help the kids in math because that's not right. Not what the teacher said. Have to do this.....
Ended up just letting the wife (elementary teacher) help them with it until middle-high school.
And that dang Shirely English they taught. That stuff drove me nuts.
So basically you’re calling me a liar. Not surprising. Like I said I had two daughters that have gone through common core math, and that was how they were taught. If the lesson was on a certain way on how to solve a problem they had to solve it that way otherwise the teacher lets them solve problems how they want they just have to show their work. That’s what happened. I don’t know what else I’m supposed to tell you.
Yeah. In general, there is little in the world of statistics that I question more than a politician’s economic data, crime rates, or educational scores. Then when you start tossing in terms like “demographic adjustments”, well…. I tend to trust it even less.I went down the rabbit hole...
Looks like these ratings are "demographically adjusted" per the original article.
Mississippi Can't Possibly Have Good Schools
And yet it does. Are we ready to deal?www.educationdaly.us
I'm not sure how they calculate the "adjustment." This PDF is supposedly the explainer, but it's nothing but a word salad designed to run you in circles without giving a clear explanation.
My mom is a retired HS school teacher from the MS Delta. She believes the parts of the "success" are found in the grading methodology and not the actual test results.
I'm not insinuating strides haven't been made within our education system, but I do think it's fair to add some context to the information that is out there.
Like you, in no way am I saying that the state of MS hasn’t made strides in education during the last decade. These meteoric rise claims just raise an eyebrow
The bottom line here is that test scores are getting better. The question is, does that translate to better educated/more educated? I'm not a fan of standardized testing at all, so I'd say no but I'm hopeful we at least increase the literacy level.
I absolutely can believe that the 4th graders still not doing in person schooling in fall of 2020 are still struggling in the aggregate. Just missing after spring break made a noticeable difference in mine as far as how long it took to read well. I think any kid that reads on their own would have caught up by now, but I don’t know that kids that don’t read on their own would have caught up. Hard to say but it’s certainly not implausible to me.
That’s what happened at your daughter’s school with your daughters’ teachers. I have very limited experience with it but I have seen issues that primarily seem to arise from teachers not understanding. They go from requiring one method to the other method, and completely miss the point about their being different ways to approach/solve problems.
I don’t think the problem with common core math is a problem that is specific to common core math. Some students need a specific method to follow by rote until (hopefully) things start to make sense. Some students do better looking at different methods until one is intuitive to them. Some students it doesn’t matter because they are going to do well regardless. Probably some of the students that need a specific method to follow by rote would do even better starting by learning to estimate direction and magnitude. But pretty sure they don’t get tested on that so would be hard for a teacher to do that even if they had the ability to use separate the class into different tracks.
You get butt hurt really easily don’t you?
I mean both can be true. You can be correct and I can be correct.
No, it was just not what you wanted to read or hear so you dismissed it because it didn’t fit the agenda that you had
I didn’t dismiss it. I simply gave honest information based on things I’ve heard.
Hell there’s other people in this thread confirming similar stories.
Im sorry I hurt your feelings bc your agenda wasn’t confirmed to be 100% accurate.
They did all those methods when they were in first second third and fourth grade to help them be able to do math in their head quickly, but beyond that there was not much to it. And yes, there was very little of it on the standardized test because that was just basic math. They’ve moved on from that now as you get into algebra and other math.
Your point? If you cant read at a 3rd grade level, you dont need to pass.How many more articles you want?
New Study: Holding Kids Back One Key Factor in Mississippi’s Reading Revolution
Burk & Wright: While there should be exemptions, retention in 3rd grade has a far greater positive impact than moving along a student who isn’t readywww.the74million.org
We were both fortunate to be part of a reading revolution in Mississippi. After decades of ranking near the bottom nationally in reading scores, Mississippi passed the Literacy-Based Promotion Act
In 2018–19, according to state department of education reports, 8 percent of all Mississippi K–3 students were held back (up from 6.6 percent the prior year). This implies that over the four grades, as many as 32 percent of all Mississippi students are held back; a more reasonable estimate is closer to 20 to 25 percent, allowing for some to be held back twice. (Mississippi's Department of Education does not report how many students are retained more than once.)
As for MT, they look to s*** on anything positive associated with the state that involves the current political leadership, MSU, etc. They are not a objective news agency.
I need you to show your work on this common core math bc I’m pretty sure it doesn’t math correctly.
So this thread is a carbon copy. As I said in that one, this is really good news for Mississipp. No surprise that some here dont like it. I'm also not surprised that you hadn't heard about it before.
What measures should be used to show teaching style/approach/curriculum is working?
What you typed out isn't what I was talking about and isn't what others claimed is the reason(in part or fully) for higher test scores.
You say above that you can see how 4th graders in the fall of 2020 may be behind in reading if they weren't in person back then.
But the claim was that current 4th graders are scoring better in MS because those students went back to in person education sooner than other states.
...those are two totally different situations.
Nothing in your pasted post defends your claim that common core was designed to destroy math learning for a lot of kids.
I don't think there were any significant number of Mississippi schools not in person in the fall of 2020? I know there were some counties that were required to push back their start date. I don't think districts were required to resume in person teaching, so I assume there were some that weren't in person, but I don't think we had anything like some of the states that had teachers unions pushing against the best interest of students. So yes, it seems plausible that some portion of the scoring compared to the many states with strong teachers unions fighting to keep schools closed is due to that. I know people have done studies on how much harm school closures inflicted, so I'm sure part of that analysis was comparing how test scores fared between schools that went back in person sooner rather than later. May not have the data on how much continued impact there is four years later, but something pretty close to that is probably out there.
Actually according to this, https://about.burbio.com/school-opening-tracker, we still only had 60-80% in person attendance in Fall of 2020. That is shocking to me. I know there were plenty of schools that offered a remote option even while being open, but I wouldn't have guessed those students plus still closed schools would hit 20%. I wonder whether temporary closures (our are schools had a few) during fall outbreaks are juicing those numbers.
Man I hate to agree with you but common core was literally just teaching kids to do math in their head the way we all do it, naturally. Example, you’re in line at the gas station. Two people in front of you just bought lottery tickets and took forever. Now, it’s your turn and there’s 5 people behind you. You forgot what pump you are on. Now, the anxiety sits in. The way you count money in this exact moment is the way common core was being taught. The rounding off and simplifying you do in your head naturally, is what I’m getting at.
Again, to make the argument in red actually valid, you need to show that the same testing is worse in states where kids returned late and also show that the same testing is better in other states where kids returned quickly.
What will actually play out is that...
- some states where in-person was early have higher trending scores.
- some states where in-person was early have lower trending scores.
- some states where in-person was late will have higher trending scores.
- some states where in-person was late will have lower trending scores.
- some states where in-person was early will have higher and then lower trending scores.
- some states where in-person was late will have lower and then higher trending scores.
As for how much of any of those scores is due to when students returned to in-person learning? I am pretty sure that when us uneducated schlubs provide total guesses, the % will vary widely and be based mostly on bias/agenda.
I can say, as someone with a 20 year reunion coming up, that is above average intelligence and school was easy for, I had one or two teachers in high school that gave a **** and didn’t teach the tests, the rest didnt try at all. Hinds County Schools were supposed to be good back then and they weren’t.
I have heard about it before but this was some
Slightly updated info.
Are you on the spectrum? Just curious.
Nope, but you acted like this was something new. It’s not. Mississippi is improving by leaps and bounds teaching kids to read. its been going on for several years now.
Um it was new info?
It’s a message board genius. People post things daily that get updated.
I like sharing positive things about Mississippi. If another article comes out tomorrow, I’m gonna post and ask if anyone has heard about it. You don’t like that? Don’t comment D bag.
1. You obviously missed where I said it's what should be done and it's what used to be done before kids weren't allowed to fail
2. I gave other article info NOT MT. But everything MT writes isn't propaganda either, that's silly. They have their stupid stuff just like every media outlet.
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All kids do not think the same way. They don't intellectually function the same way. There are intelligent people with issues that a standardized test doesn't work for. I'd think someone with your left leaning ideological takes would understand that. Anything from Autism, to anxiety to ADHD etc make standardized testing a no go for me. Even socioeconomics make a difference. It's everything that's wrong with education in one example. Education has lost its way here.
I asked you a question and you went off on a rant that never answered the question.
This is your opportunity to shine- tell us how you would do it, don't continue to tell us why you dislike the current system.
Further, don't try to claim I don't understand that people learn in different ways or that some groups may struggle with standardized testing.
17 off with that.
Just because I asked you l what you would do doesn't mean I am blindly defending the current system.