MAP scores not all black and white
By Victoria Ryan-Bailey
Guest Columnist
Recently several parents of VICC students were asked to evaluate a new student workshop designed to study why MAP test scores of average African-American students seem to be lower than those of average whites. I agreed to review the program. After reviewing the statistical analysis of the MAP score breakdown, I realized all things have never been equal.
I analyzed the scores of VICC students from 1998 to 2005 in the Nearing Proficiency Level (NPL) and observed several key points. While the test scores of white students seem to be constant and in the higher quadrants of the NPL, test scores of African-American students have consistently improved over the years, while still being in the lower quadrant.
For example, from 1998-2005 average test scores of white elementary students increased by only 6 percent. Later middle school whites moved up the plateau by 18 percent. High school students improved by 16 percent across the study.
Meanwhile, African-American students enjoyed several years of growth spurts and scores seemed to move up consistently. The level of African-American elementary students improved in the NPL by 28 percent. Middle school students moved up into the NPL by 19 percent. High school students moved up through the NPL by 17 percent.
Overall, African-American students narrowed the gap between themselves and white students. Elementary students scored the most gains by 16 percent. Middle school students closed the gap by 4 percent. Unfortunately, high school students lost ground by -4 percent, indicating there is critical work to be done there.
African-American students should be allowed to attend such workshops to decipher information concerning their own test scores. They should participate in these and other workshops for clarity and exposure to this issue which affects them most.
Educators may make mistakes when teaching our children, but parents must continue to demand a quality education. Parents must insist that African-American children be positively recognized and rewarded. VICC schools, in particular, must carefully guard against racist attitudes toward children. Everyone should be aware of coaches, teachers and staff who systematically exclude African-Americans students from peer groups and leadership roles.
Parents should insist that all schools have a curriculum that is vital to their child’s intellectual and emotional development. Special elective classes on African-American history, culture, art, music and literature should be offered for the entire student body to enjoy.
Insist that schools budget more for hands-on activities such as Junior Achievement, Girls, Inc., Girls and Boys Scouts, 4H Clubs, and field experiences to stimulate learning. All schools should develop book clubs, societies, leadership councils, choirs, drama clubs, garden clubs and other organizations where students can discuss literature, science and the environment, health, pop culture, history, music and other intellectual topics.
Parents should also demand a sincere effort by children to learn. Parents should keep an eye on performance, maintain discipline, and provide boundaries. Parents should provide a consistent, stable and nurturing home life to improve self-esteem needed to complete the learning process.
Parents can also help by arming children with the truth about success. Children should be advised that while test scores and education are an indicator, they are only one indicator of how successful one may become. There are many shining examples of people who turned seeming failure into success. So, while education is the key to success, it is faith, determination and belief in oneself that unlocks the door.
Lastly, the community should join with parents in awarding student progress. Local business, social clubs and churches must invest in students by providing workshops, study groups and incentives.
When school, home and community work together, we will begin to see a natural progress of a healthy environment for students to learn and test scores to rise. Only then will the true color of success shine on all children in St. Louis.