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NYC public school students showed increases in their math scores this year. Some say they show great increases and are reasons that the school should stay in the control of the mayor. Others argue that the improved scores are misleading - educators are getting used to the testing and know what to expect and they are thinking of raising the scores.

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Mathematics is one subject in which a student can score a "perfect" 100%. Knowledge of mathematics is crucial for smooth sailing in our daily lives and for having a great future ahead. It has widespread applications from computer programming to banking. It requires a deep understanding of concepts and practice. A little help from experienced tutors can go a long way in enhancing a student's grades in mathematics.

PDF report on performance of foster youth in K-12 education in California. Long (116 pages). From the PND description of the report... California public school students in foster care tend to underperform their peers on standardized tests and comprise a distinct at-risk subgroup, a study by the Center for the Future of Teaching and Learning at WestEd finds. Based on an analysis of statewide data from the 2009-10 school year, the report, The Invisible Achievement Gap, Part 1 (116 pages, PDF), found that only 29 percent of California foster care students in grades 2 through 11 scored at "proficient" or "advanced" levels on the state standards test in English, compared with 40 percent of students of low socioeconomic status and 53 percent of all students in the state. Similar achievement gaps were found in mathematics, with 37 percent of foster care students in grades 2 through 7 testing at "proficient" or above, compared with 50 percent among low-SES students and 60 percent statewide; and between 12 and 13 percent testing at proficient or above in high school Algebra I and II, well below the 23 percent and 32 percent among low-SES students and statewide. Youth in foster care, who have the lowest rates of participation in California's statewide testing program, also are more likely to be African American, to be classified with a disability, to change schools during the academic year, and to be enrolled in the lowest-performing schools. Funded by the Stuart Foundation, the report also found that students in foster care have a single-year dropout rate of 8 percent - nearly three times the statewide rate of 3 percent and well above the 3 percent to 5 percent rate among other at-risk groups. In 2009-10, students in foster care also had the lowest high school graduation rate among at-risk groups, 58 percent, compared with 79 percent of low-SES students and 84 percent of all students in the state. "These findings help all of us understand that we have a long way to go

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This research article talks about the whether English based assessments can give valid and/or reliable scores for ELLs and if they should be used as evidence for identifying ELLs as students with learning disabilities.

This article outlines the main results and methodological challenges of a large-scale survey on actual digital skills. A test covering three main dimensions of digital literacy (theoretical, operational and evaluation skills) was administered to a random sample of 65 third-year high school classes, producing data on 980 students. Items include knowledge questions, situation-based questions and tasks to be performed online. A Rasch-type model was used to score the results. In agreement with the literature, the sample performed better in operational skills, while showing a particularly poor performance regarding evaluation skills (although for this dimension the test shows reliability issues). Through a robust regression analysis we investigate if a skills divide based on ascriptive differences, gender and family cultural background, exists among the students. It emerges that cultural background has a significant effect, which is stronger on operational skills, while gender shows a more definite impact on theoretical knowledge.

I find this look at music and arts to be particularly intersting - especially in light of the fact that many schools are cutting back on these subjects so that they can concentrate on subjects that are tested with standardized scores.

Connecticut school is going back to the basics with their math instruction. They are going online to provide lessons for their students and THROWING OUT the textbook. Its just what we discussed in a prior reading about the girl getting up in the middle of the night to do algebra on the computer. I find it interesting that their approach to getting back to the foundations of math has already improved student retention of material and better standardized test scores. Could this be a trend for more courses to come??