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The Education President

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  • The Education President

    I thought Bush was on top of this.

  • #2
    One article does not necessarily prove a point. For instance:

    Nationally, Mexican American and other Latino students saw the most growth in test-taking, and their scores rose faster than the average. Mexican American students saw their average scores rise 3 points on the verbal test to 451 and 1 point on the math test to 458. Other Latino students gained 4 points on the verbal test, rising to 461, and 1 point on math, with a 465 average this year. American Indians saw even larger increases, with a 3 point gain in verbal scores to 483 and a 6-point math gain from last year to 488. African American students dropped 1 point to 430 in verbal and gained one point to 427 in math.

    More African American, American Indian, Mexican American and other Latino students in California are taking the SAT I college admissions exam and are improving their scores, even though they still lag far behind white and Asian American students, according to data released Tuesday.
    The increasing participation rates and rising scores follow a nationwide trend for the SAT I and are important because the exam is a major factor in admissions at many colleges and universities.
    The higher scores are especially heartening because average scores usually go down as more students take the test, said Gaston Caperton, president of the College Board, which owns the SAT.

    Amid complaints from liberals of inadequate funding, and from conservatives of undue federal interference, an analysis shows that more than two-thirds of schools — with a combined enrollment of 21.4 million children — in a dozen states jumped an average of 12 percentage points in reading and math learning achievement last year.

    •In Illinois, where 41 percent of Hispanic fifth-graders, compared with 76 percent of whites, were proficient in math in 2003. The gap was cut in half last year as 67 percent of Hispanic fifth-graders met state math standards.
    •In Delaware, where the reading gap between poor and non-poor fifth-graders was 27 percentage points in 2003, but narrowed to 15 points last year.
    •In Charlotte-Mecklenburg, N.C., where schools in 2002 had a 35-point gap in math achievement between white and black third-graders, and a similar gap for Hispanic students. Two years later, the white-black gap has narrowed to 16 points and the white-Hispanic gap to 11 points.