Stoneham test scores strong overall, math computation improvement needed
Published on November 3rd, 1999
STONEHAM, MA - Stoneham public school students tested well last year in comparison to students around the state, nation and world in all areas accept one — math computation. The schools released standardized test scores from the 1999 school year at the Oct. 28 meeting of the School Committee.
"What are we doing about students using calculators in the sixth grade?" School Committee member Stephen Gucciardi asked.
Math computation scores on the grade five and grade seven IOWA tests were below the national average.
Gucciardi said the committee has spoken in the past about the detrimental effects of calculators in elementary level classrooms.
Michael Kennedy, Program Supervisor of Mathematics, said sixth-graders will only use calculators for the few problems for which the curriculum explicitly requires technical support. Also, according to Kennedy, teachers have adopted a curriculum with increased emphasis on computation.
The "problem of the day" model developed by Scott Foresman makes computation of some form of problem — long division or adding fractions, for example — a daily component of the math curriculum, without abandoning the problem-solving, critical thinking skills focus of the "Chicago Math" model. A "math minute" of computational drilling is even maintained into the junior high level where algebra and more complex math is taught.
Assistant Superintendent Elizabeth Keroack said both approaches are important because whereas standardized testing requires computation skills, the Massachusetts Comprehensive Assessment System (MCAS) exam tests more general problem-solving.
"Our kids have the critical thinking down; that's the hard part," Keroack said. Stoneham students scored above the state average in math on the last recorded MCAS. (The MCAS test is different than traditional standardized testing; it is scored against criteria developed by test-makers not according to a comparison of everyone taking the exam.)
Dr. Paula Sline, Principal of the Colonial Park and Central School, agreed.
"I'd rather see the thinking in place; we can work on the computation," Sline said.
Fifth grade punctuation scores were also low, but this problem vanished by seventh grade. According to Guidance Director Bill Murphy, these results indicate not that the children were having difficulty but that students were not taught the intricacies of punctuation until sixth grade.
In reading Stoneham schools are strong but could improve; 76 percent of Stoneham third-graders are classified as proficient or advanced readers.
To raise the other 24 percent into the ranks of the reading, Stoneham teachers are using John Collins' model of "focused correction." In this model, teachers try to identify exactly what students are struggling with and work to help the children overcome these impediments on the way to literacy.
The school system is also adding reading specialists to the payroll.
"Ideally all children should be able to read by the third-grade," Keroack said.
The school administration wants to let parents know what the schools are doing to help Stoneham students reach their full potential. School Committee members suggested teachers take time during parent-teacher conferences to explain new curricula to parents.
For a detailed look at last year's test results contact Director of Guidance Bill Murphy at 279-3810.
Test scores are summarized in a chart accompanying this article.
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