standardized tests and grade point averages cornerstone christian school fall 2011
TRANSCRIPT
Standardized Tests and
Grade Point Averages
Cornerstone Christian SchoolFall 2011
Why We’re Here:
• Carol Tipton, meeting in April 2010:– “We have to begin seriously and intentionally addressing the
end result.”• Jim Collins: – “You absolutely cannot begin a series of good decisions until
you have faced the brutal facts.
• We are a college prep school.
• Standardized tests are still tied to collegiate admissions, for good or for ill.
Standardized Tests
• “administered and scored in a consistent manner.”• Basically, this means scored by machine.• “Norm-referenced.”– ACT: Not technically.– SATs (K,1,2,4,6,8): Absolutely.
• This means that the test will be “curved” such that exactly half of the students will appear above / below average.– Percentiles. (75% means the student was the 25th-
brightest in a room of 100 on that test)
SAT / OLSAT 2011
K 1 2 4 6 80
10
20
30
40
50
60
70
80
90
100ReadingMathScienceSocial ScienceCompleteAbility
Shelby County System 2011 SAT
3 4 5 6 7 80
10
20
30
40
50
60
70
80
90
100
ReadingMath
k 1 2 4 6 80
10
20
30
40
50
60
70
80
90
100
K 1 2 4 6 80
10
20
30
40
50
60
70
80
90
100
Benefits(as I see them)
• In an ideal situation, standardized tests are:– Efficient– Thorough– Conveniently communicated– Effective– Predictive
Criticisms of Standardized Tests:(from fairtest.org)
• Forces schools to “teach to the test”• Any single test can only measure a small part of
a student’s skill set.• Overemphasis on memorization and routine
procedures• Teachers may devalue thinking and applying
knowledge• Lowers academic expectations by teaching
students that their position is fixed.
What’s Changing
• The ACT has now added an optional writing section (which is required by many colleges)
• Over 840 4-year colleges have now abandoned the ACT to some degree as an acceptance criteria
• Now, in an effort to be clearer, the ACT has commissioned the idea of “benchmarks”
• English 18 / Math 22 / Reading 21 / Science 24
CCS ACT Performance (Last 6 Classes)
Further ExplanationThis data does not include those who left without graduating.
Average ACT (CCS History) 20.82979
Average ACT (since 2006) 20.79
Average ACT (all 4 yrs of HS at CCS since 2006) 21.45
Average ACT (7-12 experience at CCS) 21.80488
Entire School Career at CCS* 22.30435
Advanced Honors Diploma Recipients 23.8
*defined by being here every year you lived in this community or the school was open
Variables for ACT scores
• Student Plans:– Many non-collegiate students take the ACT one time
because they’re pushed to, and score poorly. Or students take it once, breath a sigh, and never attempt to raise their score
• Student preparation:– Many students fail to understand how the test works and
how to adequately prepare. Additionally, many students don’t worry about the ACT until
• Student ability– This is a legitimate variable, whether we admit it or not.
My primary concern
• Let me remind you of the graph of the CCS ACT scores for the last 6 classes:
• Notice the shape of the graph: bell curve
Graph of CCS student GPAs
Did you see it?
• PRACTICALLY EVERYBODY makes nothing but As and Bs.
• We have to decide if this is a problem.• If not, we don’t change anything.• If so, we begin discussing steps.
Problem Plan Target
Test scores that are good, but could be better.
ACT prep weekly in grades 7-12.ACT Boot Camp each summer (optional).Identifying students with no college plans / provide counsel.
Average ACT = 22Each class = +10 SAT / OLSAT margin
Grade Inflation Minimizing graded work, maximizing student-driven practice.Emphasis on test performance and creation.Basic shift in how we look at grades: reflection of competence.List of “competence indicators” for each unit of study (trial basis in English this year)
GPA / ACT equivalence
Clear Communication regarding Grades
See sample report cards & Marzano packet N/A