3 ms·
I’m curious how does it track with class sizes and tracks (remedial, regular, honors, “gifted”). The level is so low in my local elementary school that the sin
by drivebyhooting 6mo ago
I’m curious how does it track with class sizes and tracks (remedial, regular, honors, “gifted”).
The level is so low in my local elementary school that the single track math class is still doing addition within 20 for first grade.
The funny thing is that the state standard actually measure 2 and 3 digit addition for K and 1st graders, and proficiency at that level would be p75 for a 1st grader.
So why is the actual class teaching level at p<50?
- jjk166 6mo ago> tracks (remedial, regular, honors, “gifted”) The decrease is consistent across performance levels which should be a pretty decent proxy for tracks.
- goldfishgold 6mo agoThe standards in New York for first grade are adding and subtracting within 20. Which state are you thinking of with higher standards? https://www.nysed.gov/sites/default/files/programs/curriculum-instruction/nys-math-standards-grade-1-crosswalk.pdf https://www.nysed.gov/sites/default/files/programs/curriculu...
- drivebyhooting 6mo agoIt’s in California. My child took the “CASTL” test as part of IEP assessment. According to the result percentiles, a 6 year old who can do 2 digit vertical addition is at the 70th percentile of 6 year olds. How come in kindergarten the curriculum is counting to 100 and addition within 10, while the assessment test shows double digit addition is well within the norm? BTW my child didn’t learn any arithmetic from school. EDIT: In case I wasn’t clear: there is a huge discrepancy between the standardized tests and the actual curriculum “standards”.