Roxana Useda ENC 1101 Professor Cash November 30, 2012 Why Trust the FCAT? Have you ever felt when taking the FCAT you are wasting your time? Over the years students have been required to take a test that will evaluate them on how well they do. The FCAT is given to obtain an insight on how much students are learning on three main subjects, science, reading, and math every year. Despite the benefits teachers and schools obtain, standardized testing like the FCAT is not effective in evaluating student’s performance because not all students learn at the same level, they fall under pressure, and they are being taught just for the test which prevents from learning skills that are yet to be learned.
Studies show that students who are over-age for their class was held back a grade level. Not completing assignments, late work, or just missing class led up to being held back a grade. Over-age students seem to need more help in the classroom, than the regular students. Adolescents pick many excuses to drop out of school. Being bored and frustrated with class, many teens say school is irrelevant to
Over 60% of students had cheated in the past month, which is fairly recent, and a staggering 83% had cheated in the past quarter. This showed us that cheating is an on going problem that almost certainly happens daily in Perry Hall High. To sum up our survey we asked students to tell us how big of a problem they though cheating was in our school on a scale from 1 to 5, 5 being the most serious. 41% responded a 3 with the rest of the figure split evenly between 1,2,4, and 5. We concluded from this that students don’t really care about the subject or are indifferent about it.
Devin Dufrene Essay 4 April 14, 2009 Failure Failure! Some students are afraid of it, Then again some students are given grades and passed anyway. Students should not be given grades and diplomas if they did not learn the necessary information and earn the grade. In this essay I will respond on how I agree with Mary Sherry in “In Praise of the F Word “on how students are hurt later in life First, if student doesn’t learn necessary information in high school he or she will not be able or having a lot off trouble in the after life with college or there new job. In example, if a student gets by in his English class not caring and not trying to learn, but his teacher likes the student so he passed him, when that student goes to college he will have trouble because he doesn’t know how to write a correct essay because he was given the grade.
This assignment is a major determining factor in whether a not a student graduates on time. There are many reasons as to why this project should be done away with, a few being: the project is just not feasible, it’s given too much weight, and because it is an inaccurate measurement of what has been learned. Imagine being a senior in high school, and all you can think about is walking across that stage in June. Graduation and prom are the only two things that seniors want to worry about during the last stretch of high school, but instead students are worried about their Senior Exit Project. This task consumes half of junior year and most of senior year too.
It took determination, a lot of studying and two years, but I finally managed to pass the Algebra II Trigonometry Regents. Some New York schools changed the curriculum, and instead of teaching Geometry before Algebra II Trigonometry, they reversed it to accommodate the more difficult Regents exams. The problem with that was that students weren’t learning the correct math subtopics that were going to be on the test. The first Algebra II Trigonometry Regents that I took in June 2010 was after completing the entire full year course. When I first opened the test, I realized that some of the topics included were never taught.
Passing a standardized test is a skill that can be taught, but does not truly measure what a student has learned in the classroom; therefore standardized tests should not be used as a tool to measure students knowledge because students have more to offer than just filling in bubbles. Standardized tests don’t provide information that is useful in the future, resulting in students losing interest in learning because its not fun. The average student does not enjoy being cooped up in classroom for four hours filling in bubbles. This is when students think that the school is a reflection of standardized tests and they no longer want to learn. The information used in standardized tests has no importance in the real world.
I was not surprised, but very disappointed when I received notification of my Academic Probation. I met with the Dean and explained the situation to him as well. My first year at the University of Richmond proved to be a very difficult experience for me and my grades suffered as a result. I am certainly not attempting to make excuses for my poor academic performance, but would like to explain the circumstances. As a freshman, I understood that the rigors of taking 18hrs credit hours of class work would be challenging.
It decides if they go into remedial, regular, or advanced classes. Then some students end up learning more than others where learning actually counts because administrators want to get them test ready. Before, teachers taught the subject and sometime throughout the year students took a test without pressure that they would be held back or certain things like that. Teachers are also affected because they actually have to teach two courses. There is a period out of the year where they can only teach about the subjects on the test.
Many times, unfortunately, this situation lasts for the entire 180-day school year. What good is an "A" if the student isn't further developing their mind? What good is going to school and not learning anything because it is all so difficult? The answer is "no good." Students who need extra intellectual attention, whether it addresses their difficulties or their talents, shouldn't have to wait for summer to receive it; that would be "no good."