tag:blogger.com,1999:blog-7366630387691898117.post6076100498925885417..comments2011-09-02T07:54:18.337-05:00Comments on Columbia Parents for Real Math: Columbia Public Schools ACT scores show differences in Integrated and Algebra pathwaysMissouri Mathnoreply@blogger.comBlogger2125tag:blogger.com,1999:blog-7366630387691898117.post-25366503626089977862008-08-14T09:46:00.000-05:002008-08-14T09:46:00.000-05:00Another thought as I look at this data. These are...Another thought as I look at this data. These are the average ACT test scores for all students in these course sequences. When you call these the average ACT test scores, are these the average mathematics subscore or the average composite score? This would make a big difference as well in how I interpret what you have presented. If the "average ACT score" is the composite score for these students, you are evaluating a math course sequence on the basis of a test score which includes Reading and Science test items. If this is the case, you cannot make any determination between the two course sequences without trying to see other factors related to course sequences between these sets of students. To blame the drop in composite ACT test scores on one part of the curriculum content is very difficult to support without further data! <BR/><BR/>If these are the math subscores, then there can be an adequate comparison of the data. Then we just need more information about the types of students enrolled in each course sequence. In other words, do the majority of the upper students or brighter students tend to follow the Algebra I, II and Geometry... sequence. Then they would tend to pull up the average score if they are the predominant group in that sequence. If the other sequence includes students primarily from the say the 25% to 75% rank in class, then this data might not point to the curriculum as much as the type of students included in the sample data. <BR/><BR/>In looking at the data, we are assuming that each group or sequence has a similar makeup of student population such that a comparision of the two programs can be made.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-7366630387691898117.post-21202191002971808872008-08-14T09:06:00.000-05:002008-08-14T09:06:00.000-05:00What students are taking the different course path...What students are taking the different course pathways or tracks? If you looked at the class rank of students in the traditional versus the integrated approach, what differences would you see. Also, I was just reading an article in the USA Today about the recent release of the ACT test scores. It was very interesting. Here is a link to the web page. <BR/>http://www.usatoday.com/news/education/2008-08-13-ACT-exam_N.htm . <BR/><BR/>I found a little piece at the end of the article to be interesting indeed. Here is the little snippet from the article: <BR/><BR/>"But ACT also maintains the core courses need more rigor. Among 2008 graduates who took the minimum core curriculum in math — algebra I and II plus geometry — just 14% met the math benchmark."Anonymousnoreply@blogger.com