Standardized Tests and Grade Point Averages Cornerstone Christian School Fall 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 25 th - brightest in a room of 100 on that test)

SAT / OLSAT 2011

Shelby County System 2011 SAT

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 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 Explanation This data does not include those who left without graduating. Average ACT (CCS History) 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) Entire School Career at CCS* Advanced Honors Diploma Recipients23.8 *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.

ProblemPlanTarget Test scores that are good, but could be better. ACT prep weekly in grades ACT Boot Camp each summer (optional). Identifying students with no college plans / provide counsel. Average ACT = 22 Each class = +10 SAT / OLSAT margin Grade InflationMinimizing 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 packetN/A