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Math-reading test gap is a problem
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Wednesday, 09 July 2008
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Joe Nathan
Education Columnist
Something strange is going on: When only 28 percent of Forest Lake’s 11th graders passed the state’s math test, and only 34 percent of 11th graders statewide passed the reading test, we have a large problem.
Meanwhile 72 percent of Forest-Lake 10th graders, and 70 percent of students statewide passed Minnesota’s reading test, which they must do before graduating from high school.
The huge gap in passing rate is apparent all over the state. This year 76 percent of Cambridge-Isanti’s 10th graders passed the reading test, while only 30 percent passed the math test. In Elk River, 70 percent passed reading, and only 34 percent passed math.
Seventy-six percent of Bloomington’s 10th graders passed reading, and 46 percent passed math. Eighty-two percent of Rosemount Apple Valley 10th graders passed reading, but only 46 percent passed in math. In St. Paul, it was 47 percent passing in reading, 18 percent in math.
A Minnesota Department of Education statement, released along with the reading and math scores, tries to be hopeful. It points out that there was a 9 point increase in 10th grade reading scores (compared with a 2 point increase in 11th graders in math) between 2007 and 2008. Students were not required to pass the reading test last year, but are required to do so before graduating now.
MDE suggests that making the math test required for graduation “will likely lead to similar increases” (next year) in the state’s math test. Perhaps. But there was 9 percent increase from 2007 to 2008, when reading became required.
Even before students had to pass reading to graduate, more than 60 percent of them achieved the required level. This year, about two-thirds of the students failed the math test. So even if there is a 9 or even a 19 point gain in math passing rates – about half of the state’s students will fail this test.
Something is wrong when 81 percent of Minnesota’s 3rd graders pass the state’s math test, but only 34.4 percent pass the state’s 11th grade test.
What’s going on? Some Minnesota math teachers tell me that they think elementary and middle school standards are too low, and the high school standards are too high.
Over the last few years, Minnesota Department of Education officials have convinced legislators that math standards are too low and need to be raised. Legislators and MDE staff agree that additional training must be available to math and science teachers. Workshops are being held this summer all over the state.
With better trained teachers, and more motivated students, the state’s passing rate may go up dramatically We want to do right by our kids, to prepare them for what they will encounter.
Higher expectations can be very valuable. I am not an expert in math. Adjustments in early grades and high school requirements may, or may not need to be made. But I do think we need to watch this situation very carefully.
Joe Nathan, a former public school teacher and administrator, directs the Center for School Change, Humphrey Institute, University of Minnesota
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