Mixed Colo. results for NAEP math scores

EducNAEPMap101409Gains in average math scores on the 2009 National Assessment of Education Progress continued for 8th graders, but scores leveled out for 4th graders.

Nationally, about 82 percent of 4th graders and 72 percent of 8th graders performed at or above the tests’ “basic” levels. In Colorado, 84 percent of 4th graders and 76 percent of 8th graders scored at basic or above. Results were announced Wednesday by NAEP.

Basic is defined as showing “prerequisite knowledge and skills that are fundamental for proficient work.”

The national scores for 4th graders were unchanged from 2007 but higher than those recorded in six tests from 1990 to 2005. For 8th graders there was a two-point increase from 2007. This year 39 percent of 4th graders and 34 percent of 8th graders scored “proficient” or higher.

The NAEP program, known by the well-worn title of  “the nation’s report card,” periodically gives identical tests in various subjects to selected groups of students across the nation. (The annual achievement tests given annually to all students in certain grades under the No Child Left Behind law are different state-to-state.)

NAEP tests are scored from 0 to 500.

The Colorado Department of Education reported that in both grades there was no significant change in closing scoring gaps between white and black and Hispanic students.

According to CDE, in 2009 state 4th graders had an average score of 243, lower than those of students in Massachusetts, Minnesota, New Hampshire, New Jersey and Vermont; about the same as those of students in 21 other states or jurisdictions and higher than scores in 25 states.

Colorado is one of eight states or jurisdictions where 4th graders have significantly improved in math since 2007. English language learners and students with disabilities in Colorado have noticeably improved their scores since 2003.

The average scale score for Colorado 8th graders was 287, below those of Massachusetts, Minnesota, Montana, New Hampshire, New Jersey, North Dakota, South Dakota and Vermont, about the same as in 20 states and higher than 23 others.

Scores have remained stable since 2007 but improved since 2005 and 2003, according to CDE.

Nationally, 162,963 4th graders in 9,004 public schools and 156,178 8th graders in 6,589 schools in took the tests. In Colorado, about 2,600 4th graders in 154 schools and some 2,700 8th-grade students in 121 schools participated. The tests take about an hour and are designed to measure students in five areas: number properties and
operations, measurement, geometry, data analysis,
statistics and probability and algebra.

The NAEP tests have been given since 1969 in reading, mathematics, science, writing, U.S. history, civics, geography and arts. The program is part of the U.S. Department of Education.

Results from a 12th grade math assessment and from 2009 science and reading assessments will be released next year.

Do your homework

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.