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Mini-Projects » Sky-Rocketing Test Scores! (or Duds in Disguise?)
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Sky-Rocketing Test Scores! (or Duds in Disguise?)
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Rhetorical Analysis: Statistics
Here follows the passing rate for Texas students on the 10th Grade TAAS Exit Level Test for Mathematics from 1994 to 2002
1994: 55% 1995: 57% 1996: 63% 1997: 69% 1998: 75% 1999: 81% 2000: 86% 2001: 89% 2002: 92%
In the 2000 Presidential Campaign, Texas Governor George W. Bush lauded his state’s improvements in educational standards as measured by the TAAS test. In the wake of his subsequent election, Congress passed the No Child Left Behind Act, a law that requires all states to measure student performance by mandated testing. Each state has since created its own testing program.
But do improvements in test scores mean that students are performing better?
Do statistics always tell the truth?
TASK: Read the report on the TAAS Exit Mathematics test linked at the bottom of this page. This report is technical, but it is expected that students will be able to grasp the fundamental points. Note especially the use of charts and graphs and the conclusions at the end. Create a full page of notes based on your reading. Your notes should focus on the authors’ various criticisms of the TAAS Exit Mathematics test.
Bring your notes to class. Students with one full page of notes will be allowed to work in groups for the rest of the assignment—those without must work alone. (For the sake of argument, a “full page” goes from the top nearly all the way to the bottom. “Nearly” means almost.)
Group (or individual) questions: 1. Identify and list the authors’ criticisms of the TAAS Exit Mathematics test. 2. The authors suggest that the test was designed to pass students who did not meet already established standards. Assuming this to be true, why might the Texas Education Agency permit such a test? 3. In your opinion, did the improvement in test scores have value? 4. Why did the state create the TAKS test? 5. What does this activity teach you about statistics?
Discuss and answer the above questions in your group. Write thoughtful, detailed responses for each. You may wish to “divide and conquer” on this latter task. Each class will have five groups; only five grades will be given: 100, 93, 86, 80, and 75. (Life is a competition: There can be only one.) At the end of class you will submit your group report stapled to all individual notesheets (i.e., the homework).
Bonus consideration:
Consider the following report card for American schools as measured by a different test:
What are your thoughts about this measurement?
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Edward Wevodau
Colleyville Heritage High School
5401 Heritage Avenue
Colleyville, TX 76034
817-305-4700
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