Christopher E. Smith, J.D., Ph.D. (Kinawa and Hiawatha parent)
2069 Tamarack Dr. Okemos, MI 48864
349-3613
bristolpub@aol.com

Okemos Middle Schools' Results from the Iowa Test of Basic Skills-1998 (current 7th graders) and 1999 (current 6th graders)-Average National Percentile Rank by Subject

 
2 Year Average
 
Kinawa '98
Chippewa '98
Kinawa '99
Chippewa '99
Kinawa
Chippewa
Reading Total
77
72
74
75
75.5
73.5
Language Total
70
65
70
71
70
68
Social Studies
75
72
73
74
74
73
Science
81
77
80
81
80.5
79
Math-Concepts & Estimation
81
82
77
83
79
82.5
Math-Probs. & Data Interp.
80
75
73
75
76.5
75
Math Computation
56
65
50
68
53
66.5

Note how closely matched and relatively successful Kinawa and Chippewa students are in all subjects EXCEPT math computation.

 

Okemos Sixth Graders-Math Computation Fall 1999 Iowa Test of Basic Skills, by Feeder Elementary School

1. "What percentage of sixth graders from each feeder elementary school were below the national average in their performance on the Math Computation portion of the Iowa Test of Basic Skills?"

Percentage of Okemos Sixth Graders Below National Average in Math Computation, by Elementary Feeder School, Fall 1999 Iowa Test of Basic Skills (actual number of students in parentheses)

Edgewood
Wardcliffe
Bennett Woods
Hiawatha
Central
Cornell
61.1% (22)
54.1% (20)
48.6% (18)
35.7% (25)
31.7% (19)
24.6% (14)

2. In light of the fact that Kinawa and Chippewa sixth graders scored, on average, in the mid-seventies for percentiles on other subjects on the Iowa tests (e.g., Kinawa: Composite 75th percentile and Math Total 75th percentile; Chippewa: Composite 76th percentile and Math Total 79th percentile), it seems reasonable to presume that their Math Computation percentiles should be at a similar level. Instead, on average, Kinawa's was at the 50th percentile and Chippewa's was at the 68th percentile.

"What percentage of sixth graders from each feeder elementary school performed on the Math Computation test at a level consistent with overall average performance of Okemos students for other subjects on the Iowa Test of Basic Skills?"

Percentage of Okemos Sixth Graders At or Above the 74th Percentile for Math Computation, by Elementary Feeder School, Fall 1999 Iowa Test of Basic Skills (actual number of students in parentheses)

Edgewood
Wardcliffe
Bennett Woods
Hiawatha
Central
Cornell
16.7% (6)
18.9% (7)
27% (10)
28.6% (20)
43.3% (26)
43.8% (25)

 

Okemos Third Graders-Iowa Test of Basic Skills, Fall 1999, Average National Percentile Rank by Subject and School

Edgewood
Wardcliff
Cornell
Central
Hiawatha
Bennett Woods
Reading Total
81
75
74
70
76
85
Language Total
72
67
67
74
78
90
Social Studies
76
71
71
73
68
77
Science
80
75
81
73
77
84
Math-Concepts & Estimation
67
71
72
68
77
76
Math-Probs. & Data Interp.
75
80
80
79
83
86
Math Computation
54
56
61
63
69
72

I discovered in February that my sixth-grader daughter's math computation scores on the Iowa Test of Basic Skills were significantly lower than her scores in all other subjects. I subsequently discovered that this performance was characteristic of sixth graders at Kinawa (but not of sixth graders at Chippewa). I attempted to inform other parents about this apparent problem with the math curriculum and instruction, and I began raising concerns with school officials.

Dr. Grayson Wheatley, the school system's own math consultant from Florida State University, says that there is no reason that Okemos students should not have average scores in the 90s, like comparable school systems, in light of the student composition, parental support, and resources in the community. Thus the scores are not merely disappointing; they are stunningly low.

 

· Why are there differences in the results produced by students at different schools?

· Why are some schools showing deficient math computation results as early as third grade?

· I met privately with Dr. Wheatley and the consultant told me that in evaluating middle school students he was shocked to discover students who lacked math computation knowledge that "they should have learned in fifth grade, and even in fourth grade."

· I faced resistance from school officials when I suggested that they should spend ten or so additional minutes each day on math computation and provide math homework every day. We need to move beyond defensiveness and move beyond clinging to a curriculum that is not working in order to make sure that additional cohorts of students are not handicapped by inadequate knowledge of math.

· Dr. Gerard's letter of March 23rd reassured 5th and 6th grade parents that Kinawa teachers had been providing extra work in math computation during contact class (homeroom) and math class. However, despite the fact that I raised the issue on March 2nd and school officials had the test scores weeks prior to that (indeed, I now know that deficient scores were evident an entire year earlier), my daughter had no extra homework in math computation until April 10th and she did not do any math computation in contact class until April 27th-and this only occurred once. Why did it take so long?

· Although school officials expressed "surprise" when I "discovered" the low scores for sixth graders at Kinawa, I learned during the second week of May that sixth graders at Kinawa produced similar low scores the year before. Thus it should have been no "surprise" at all and school officials should have been addressing the problem an entire year before I stumbled upon the problem.

· Half of the sixth graders at Kinawa only have math classes every other day. When I raised concerns about this scheduling, I was told that academic research shows that such scheduling is beneficial. When I read the academic literature for myself, I learned that THIS IS NOT TRUE. [See S.L. Kramer (Feb. 1997) "What we know about block scheduling and its effects on math instruction, part I," NASSP Bulletin, 81 (Issue 586), 18-42. S. L. Kramer (Mar. 1997) "What we know about block scheduling and its effects on math instruction, part II," NASSP Bulletin, 81 (Issue 587), 69-82. National Assn of Secondary School Principals

The bottom line for me is that parents should not be forced to pay for outside tutoring just so their children know the basics of multiplication, division, and fractions, and yet this is precisely the situation facing dozens and dozens of Okemos families.

One of the biggest disappointments in this entire ongoing process is the lack of responsiveness of the school board members. I spoke at a school board meeting and I wrote two letters to each member of the school board. In those letters, I posed specific questions and asked them to tell me their views about the questions being raised about the math curriculum. I have subsequently sent four additional letters to each school board member to provide them with new information as I discover it. After the sixth letter, one board member (Connie Osters) finally acknowledged reading the letters. Not one of the other school board members -including incumbent Susan Corbin who is up for reelection--had the courtesy to respond to me in any way; not even a note saying "Thank you for your letter. I'll look into it." I fear that the board members put too much trust in the school officials' reassurances that "We're looking into the problem" and therefore they are failing to push the schools to make improvements. Thus I would like to see new voices on the board. PLEASE VOTE FOR DEB ISOM