High school students in Georgia continue to grapple with the states more challenging math curriculum, according to End of Course Test results released this afternoon by the state Department of Education.
Passing rates improved on seven of the eight 2011 spring End-of-Course Tests, including Math II, a course combining algebra, geometry and statistics. But 45 percent of students who took the Math II test failed.
Thirty-nine percent of students failed the EOCT in Math I, a prerequisite to Math II that covers algebra, geometry and statistics.
This is the release from the state DOE on End of Course Test results.
The results of the Spring 2011 Georgia End of Course Tests (EOCT) show student improvement in seven of eight tests. In comparing the results to Spring 2010, students demonstrate significant improvement in Biology, Physical Science, and U.S. History. EOCT scores also improved for Ninth Grade Literature, American Literature, and Economics.
The percentage of students who met or exceeded the standards for Physical Science (76%) improved four percentage points over last year. Likewise, scores for Biology (70%) and U.S. History (66%) also improved by four points.
In April 2011, the State Board of Education approved a plan to phase out the Georgia High School Graduation Test, beginning with students who enter ninth grade for the first time in the 2011-2012 school year. Starting with these students, the EOCT will count as 20% of the final grade, an increase from the previous 15% level.
“We are very pleased with the improvement Georgia’s students have shown on the EOCTs,” said State School Superintendent Dr. John Barge. “I have always believed the EOCT is a better indicator of a student’s grasp of the content, and this year-to-year improvement is encouraging.”
The percentage of students who met or exceeded standards for Mathematics I (61%) decreased three percentage points, while the percentage of students who met or exceeded standards on the Mathematics II EOCT (55%) increased three percentage points.
In March, the State Board of Education approved Superintendent Barge’s recommendation to allow local districts to teach mathematics using either the integrated or discrete delivery method.
“Our Mathematics EOCT results are showing us that some students are struggling with the more rigorous standards, which underscores the need for different instructional delivery methods, said Superintendent Barge. While our Mathematics II results increased, those scores are still significantly lower than other content areas. The rigor of the Georgia Performance Standards, however, positions us well as we transition to the Common Core State Standards that contain the same level of rigor found in our existing standards.
Similar Posts:
- 2009 report identified dozens of PA schools for possible cheating
- ACT Finds Most Pupils Not Ready Academically For College
- Trainee teachers in England ‘have poor maths skills’
- ACT Exam For Science And Reading Has No Predictive Power For College Student Outcomes
- Thousands of Oregon students at risk of not graduating, reading scores released today show
Post Comment