GAY GEISER-SANDOVAL -- Educationally Speaking
GAY GEISER-SANDOVAL
Some people seemed shocked to read in recent news reports that most
high school students don’t try and don’t care about the Stanford-9 tests.
Each spring, high school students go through the maze of advanced
placement tests, Golden State exams, SATs, ACTs and class subject tests.
Who wants to spend time and effort on one more test?
My kids believe less cheating goes on with these tests than most of
the others because many kids didn’t even care enough to cheat. Given this
attitude by the test takers, it doesn’t seem like a wise way to dole out
school funds.
I keep reading about all of the methods in place to fix schools, but I
haven’t seen any that address this basic problem. If the data on which we
base our findings is inherently flawed, how do we expect to measure
improvement?
My guess is that it will take about three more years of stagnant high
school scores before the state and school boards hire a cadre of
expensive consultants to study this problem and come up with a list of
suggested actions. Then the list will be debated for a couple years
before a new set of consultants will be hired to review the first
consultant’s work.
In the meantime, here is what I think we should try:
1. If the test will have individual consequences for the students,
many will cheat if given the opportunity. Build in safeguards now. Don’t
let anyone see the test ahead of time, including administrators or
teachers. Put the same test questions in at least three or four formats,
so that a student can’t assume that those sitting around him will have
the same first or third question.
Then, hire people who abhor cheating and have no interest in the
results to proctor the tests. The same proctors could go from school to
school in the district, so as to limit the number of people that are
needed.
Let’s face it. Some teachers allow cheating to happen on a regular
basis. They shouldn’t be the watchdogs. If the public wants to have
confidence in the data, we have to eliminate the possibility of teacher
and student cheating.
2. Give students some personal incentives. Any student can have a low
score in one subject, so I suggest averaging the test results in all
subjects for a mean score for each student. If that average score is 90%
or higher, award that student with a $1,000 voucher for each year of
college. If the student doesn’t go to college, or his expenses are less
than the total award, then that money would remain with the state. But
this would encourage kids to do their best and strive for a college
degree.
3. If a student averaged 80% or more, give her a movie pass, a gift
certificate to bookstore, a certificate for a free hamburger and a
homework pass. If businesses would shoulder some of the cost, this would
provide an incentive that is very visual and tangible to the students.
4. If a student averaged at least a 10% increase over their scores
from the past year, provide them with a candy bar. Then, even those who
are starting out from a low point have a reason to get better.
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* GAY GEISER-SANDOVAL is a Costa Mesa resident. Her column appears
Tuesdays. She can be reached by e-mail at o7 [email protected] .
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