Robinson at Blewett Middle School has MAP down to a science
By Bill Beene
Of the St. Louis American
Kim Robinson refuses to believe in the achievement gap between black and white students. In her assessment, the gap lies between results achieved by teachers.
“I get so tired of hearing about this achievement gap,” said Robinson, a 7th grade science teacher at Blewett Middle School in North St. Louis.
“I know I’m a rarity, but I don’t believe there’s anything wrong with their brains. I think there’s a gap in the way we teach.”
Robinson is successfully practicing what she theorizes and has the data to prove it.
In the five years (2001-2005) she has taught at Blewett Middle School, its MAP (Missouri Assessment Program) Index for science has made a 64.5 point gain vs. a 2.2 gain for the state in that same period.
In 2000, none of Blewett’s students scored “proficient” or “advanced” in science on the MAP test. In 2005, more than 27 percent of them scored “proficient” or “advanced.”
According to the Missouri Department of Elementary and Secondary Education, “proficient” is “the desired achievement level for all students. Students demonstrate the knowledge and skills called for by the Show-Me Standards.”
“Advanced” means that “students demonstrate in-depth understanding of all concepts and apply that knowledge in complex ways.”
While 76.6 percent of Blewett students were at “step 1” in science in 2000, only 26.1 were at that level in 2005. “Step 1” means “students are substantially behind in terms of meeting the Show-Me Standards. They only demonstrate a minimal understanding of fundamental concepts and little or no ability to apply that knowledge.”
Robinson believes that the schooling she has mapped out for her students is a key to their success. Her formula includes extensive research on teaching kids to think, aligning curricula with MAP tests, going on science-related field strips and bringing in science professionals, offering rewards like watching the Final Four basketball teams practice, and providing technology such as eMINTS, which she said isn’t typically found in a science classroom.
eMINTS is a collaborative program sponsored by the Missouri Department of Elementary and Secondary Education and the University of Missouri Office of Academic Affairs. Vashon provided the funds for the program (and others) to be administered in Robinson’s classroom.
eMINTS technology (is based on transforming teaching using inquiry-based methods and strategies powered by technology. The eMINTS program seeks to help teachers use technology in ways that change student engagement and student products through high-quality professional development and in-classroom support.
Because we live in technologically advance world, she said, “We need to match the way we teach with how we live.”
Robinson’s formula sounds elementary, but she adds this: “A lot of teachers do these kinds of things, but you need to have the expectation that they can perform and make the work rigorous.”
Then she added that “were proving that African American children can perform on a very rigorous science test, but if you have low expectations that’s what you will get.”
As for the obstacles some black child juggle with school, she said she believes that “they’re just as smart as anyone, and perhaps, smarter because there’s a lot more to deal with.”
Robinson is offering her method to other teachers and visits other schools that are outperforming students at her school.
But she notes that her students are doing just as well and better than some St. Louis County School Districts.
She is also considering completing a language arts certification so that she can help in that subject. Language Arts and math are core subjects on the MAP tests. She’s also preparing to put her techniques in book.
Robinson is also part of the St. Louis Public Schools LEAD program, which trains high performing teachers to become principals.
Robinson, who attended UM-St. Louis, was a biology major with a minor in chemistry. After washing her hands of medical school because she eventually “hated it” after two tries, she tried research (which she still likes).
“I said, ‘I don’t want to mess with mice anymore’ and then I found teaching,” she said.
She then joined UM-St. Louis’ Career Transitions Program.
“I think it’s cutting edge because we didn’t just sit and take classes, we had to show evidence that we were teaching and the kids were learning.”
