We gave you something to watch earlier this week with the release of our newest video, Making Time, now we’re giving you something to read.
Much like our video, Beyond Fiction: The Importance of Reading for Information, is concise but packed with data and analysis on a really concerning trend in the American populace: we’re good at reading for pleasure and entertainment but not so good at reading for information. What exactly do we mean by reading for information?
It’s everything from being able to read and understand a newspaper article (which about 30 million American adults can’t do) to being able to decipher a street map (which some 27 million American adults can’t do). We don’t mean to pick on the adults here, but international surveys conducted by the Organisation for Economic Cooperation and Development, show we get progressively worse at informational literacy the older we get.
Just four countries ranked higher than the US when it came to fourth-graders’ ability to acquire and use information. In contrast, 14 countries ranked higher than our 15-year-olds in terms of their ability to acquire and use information. Not good. But new standards, particularly the ones touted by Common Core, aim to fix this disparity by expanding and restructuring the way literature is taught. So, take a moment to dig into our latest study which, yes, is a form of informational text. Aren’t you smart! – Naomi Dillon
Restructuring the school day or year is an evergreen topic in school reform debates, as the expectations for what students should know continue to rise while the time required to meet these new standards has not kept pace.
The Center for Public Education has studied the subject of time both directly, and indirectly. Clearly, time is ubiquitous and (should be) embedded in every attempt to improve schools and student achievement. In what ways, you ask?
Enter our latest CPE video, titled appropriately: Making Time. It’s a high-level and abbreviated (don’t worry it’s only four minutes long) look at the areas where schools must invest time if they expect to see any positive growth. Enjoy!
In a departure from past releases, this year’s SAT results included results from the College Board’s two other testing programs— the PSAT/NMSQT and their Advanced Placement (AP) exams— providing a more complete picture of student progress towards college readiness throughout high school.
This year’s picture provides evidence that more students, especially poor and minority students, are taking more rigorous courses such as Advanced Placement (AP), yet such improvements have not led to an increase in college-readiness rates. Unfortunately, it is not clear why this is the case especially since the AP test-taking rates for the nation’s largest growing population, Hispanics, make up a large portion of the increase in AP test-taking.
Although Hispanic students made tremendous strides on the AP, as a group, they were less likely to reach the college readiness benchmark on the SAT. While nearly 43 percent of the Class of 2014 who took the SAT reached the college readiness benchmark score of 1550, just under a quarter of Hispanic test-takers did so. Moreover, black students who took the SAT were even less likely to be considered ‘college ready,’ as just under 16 percent met or exceeded the college readiness threshold.
- Nearly half (43 percent) of the test-takers met the SAT College-Ready Benchmark in 2014, which is unchanged from the year prior and slightly lower than in 2009 (44 percent).
- The SAT College-Ready Benchmarks represent a student who scores a combined 1550 or higher. Students hitting this benchmark have a 65 percent chance of earning a B-minus grade point average in their freshman year courses.
- Minority students are less likely to be college-ready.
- Just 15.8 percent of black students and 23.4 percent of Hispanic students were college-ready, according to the SAT’s Benchmark.
Core Course Rigor
- Three-quarters of SAT test-takers completed the recommended “core” college-preparatory curriculum, which is an increase from 70 percent in 2001.
- Just over 1.67 million students from the Class of 2014 took the SAT sometime during their high school which was a 4 percent increase from 2013.
- More minority students are taking the SAT.
- Nearly half (48 percent) of test takers were minorities in 2014 compared to 46 percent just a year earlier.
Advanced Placement (AP)
- In 2014, 22 percent of the nation’s 11th- and 12th-graders took at least one AP exam which is nearly double the number of students from just a decade ago, when 12 percent took an AP exam.
- Even though more students took an AP exam, passing ratings improved as well. In 2004, just 8 percent of 11th- and 12th-graders passed an AP exam; that rate increased to 13 percent in 2014.
- Hispanic students (19 percent) are taking AP courses at nearly the same rate as the overall national average (22 percent), yet black (13 percent) and Native American (12 percent) students are still less likely to take AP.
- According to the College Board’s PSAT/NMSQT results, nearly 40 percent of PSAT/NMSQT had the potential to succeed in an AP course but never took an exam. However, such students may have taken other college-level courses such as International Baccalaureate or Honors programs.
Last week we shared with you an interview that CPE Director Patte Barth conducted with PBS’ NewsHour on the growing trend among states of building extra time and support for struggling readers at the elementary level. Within that news package was another video that specifically looked at the practice in Florida, where a 2012 state law mandated a focus on the 100 lowest-performing schools.
CPE tackles both subjects— time in school and reading reforms— in two separate projects that will be released next week. Take a gander at this video and then mark your calendar for ours.
The Center for Public Education is pleased to present The Path Least Taken, the first installment of a series that looks at the characteristics and outcomes of high school graduates who don’t go on to college.
Jim Hull, CPE’s senior policy analyst, sifted through data from the National Center for Education Statistics’ Educational Longitudinal Study of 2002 and found new insights into this segment of the population (Spoiler: the percentage of non-college-goers is smaller than we thought) and a new format to showcase these findings. You can find the full report here, along with other extras.