http:/www.edweek.org/ew/articles/2009/05/20/32macinnes.h28.html
I chose to read an article about Preschool and early reading and its relationship to an improvement in overall test scores in schools in New Jersey. I teach at a school that for the second year in a row has failed to meet AYP and therefore is now facing many changes and much scrutiny by many in the community. This burden falls particularly hard on myself as I am one of two language arts teachers at 7-12 level and it is our building that is not "making the grade".
It is extremely unnerving to feel you have done all you can for your students, you have worked to align lessons to standards, and teach the information and skills that will help students be more successfull on the state testing and all to no avail. This article while not relieving me of my need to do better and to help be a partner in solving our problem made me feel that perhaps I am fighting a problem that began long before me. While this does not make our battle easier it does point out one specific fact that may allow myself and my district to change our focus in a helpful and meaningful way--"Students who are not reading at grade level by the end of 4thg rade have a less than 10 percent change of ever reading on level". (MacInnes, 2009)
This is not meant to be an excuse as much as a lightbulb, if this statistic holds true at 4th grade and these students are now in 8th grade and still behind their peers--we have a much bigger problem to solve. The article's main point is that spending money and focusing energy on preschool and early reading programs improves test scores for the long term. I think that is important as my school district looks at goals and at making improvements to move us toward making AYP and continuing to make AYP we need to not only focus at the current students who are struggling but also at the students who will be coming up.
MacInnes, Gordon. May 18, 2009. Preschool and Early Reading
How Obama Can Learn From New Jersey's Expensive Effort to Narrow the Achievement Gap. Education Week. Vol. 28, Issue 32, Pages 22-23. Retrieved May 27th, 2009. http://www.edweek.org/ew/articles/2009/05/20/32macinnes.h28.html
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I know what you mean when you say that you feel a large chunk of the blame for low test scores fall on your shoulders as a language arts teacher. It seems funny that we have the same 1 hour a day time periods but yet reading AND writing are both tested while other subject areas get the same contact time and their area isn't even tested. We're trying to push teaching reading in ALL classes at our school but it's hard to break that stereotype that reading is the English teacher's job.
ReplyDeleteMaria,
ReplyDeleteYour post about the meeting or not meeting of AYP is very interesting. When we discuss AYP , we spend so much time thinking about the financial implications and being frustrated. But your look at it discussed the implications for the students in their future years. I guess I always assume “they will get it” that we don’t need to worry too much because eventually students will just understand it and be just fine. But that isn’t true. Students who don’t learn to read, struggle learning to read later. It doesn’t become easier with years! This look at failing to meet AYP makes me scared and frustrated but not for school funding but for actual student progress and learning, and that is what we really should be focused on in the first place. Very interesting!
I could go on about my negative feelings about the mess known as NCLB but instead, I'd like to comment on your main point which to me boils down to this: when kids are exposed to and take part in reading as early as possible they do better in school. Like almosty anything, this is not 100% true, but it is true to an overwhelming degree and research proves it. Studies have shown that reading stimulates or develops part of the brain that deal with learning and higher level thinking. It helps kids do better across the board - not just in reading. My daughter is an example. We have been reading to her literally from the day she was born. She took up books early and began reading very young. She continues to read actively - several hours each day (she also watches almost no tv what so ever - and that is her choice). In 6th grade she tested as having a college level reading ability. She just finished 7th grade with a 4.0 gradepoint for the year. She has recieved something like 2 B's in her entire school career. Is all of that because of reading? Maybe not but I think reading early had a lot to do with it. So I am a firm believer that if we want to do one thing for our kids to help them academically overall, we should promote reading as early as possible. As you said, if you don't have them by 4th or 5th grade, you most likely have lost them forever.
ReplyDeleteI hate to see this but the real problem is these kids home life. I have been saddened and appalled by how few parents place any importance on reading in their homes. Until they get on board, we as teachers will be able to d little but tread water.
As a kindergarten teacher, I could go on for hours about your post this week. There is no substitute for early literacy programs. I am psyched to see what all day everyday kindergarten will do for my students in comparison to our 90 day program! I have no doubts that I will be astounded at the results! I have read a bundle of research on this topic and I have found that most conclude the significant gains are seen up until fourth grade and then the gains level off a bit. Even if these gains taper off as students get older, those four years of gains pay off in the long haul. I have witnessed first hand, kindergarteners that are read to at home fair much better in school...this is a no brainer! To some parents it's almost like you have to beat them over the head with a brick to get them to understand how important this is! Our secretary brings home books for her two young children every night from the library. Last year, I considered putting her daughter in our gifted program in kindergarten. I will have her second son this coming year and I assist in conducting/administering the preschool screenings. He faired way above his peers on all spectrums of the test.
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