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WHY DO SOME SCHOOLS HAVE A HIGH PERCENTAGE OF STUDENTS PASSING THE ALGEBRA I AND II SOL TESTS AND OTHERS HAVE AS LOW AS TWO PERCENT
PASSING?

I would appreciate feedback from teachers and students (or VDOE) who believe they know why there are disparities in the Algebra passing
rates.

I would like to throw out a few thoughts I came up with.

1. Some schools have introduced two year programs for algebra students. These students may not have taken the SOL test at this time. This should cause the schools to have higher passing rates during the first year.

2. Some schools have a block program which only lasts one half year. Their classes are 90 minutes long. If school closes or if a teacher takes a sick day then they in effect lose two class days.
I tutor some of these students, and am always amazed how much material they have covered in one week. For example, one class started Jan 25th and they took the SOLs May 21st. Less than 4 months elapsed time.

3. Some schools may have instituted an aggressive review program ahead of time. Did Algebra II students also review the Algebra I
SOLs since this was the first time taking the test? How many hours do teachers spend in SOL review?

4. It is possible that some schools have better teachers. I would like to say however, that the two or three math teachers I am acquainted with taught all of my children and two of my children are engineers and another has her masters and is working on her doctorate. I have no complaints with the teacher's ability. However, the school average is less than the state average.

5. How important is the use of the graphing calculator in making a good score on the algebra SOLs. I know some students have had very little exposure to the graphing calculator. One in particular was afraid she wouldn't properly learn algebra if she used it. Is the graphing calculator that important to the test takers?

6. Some of the better scores in Algebra I are from middle schools. These schools take the "cream of the crop" and teach them in the 8th grade. The balance are taught in high school in the 9th grade. When middle schools are combined with the high school, the high school passing rates appear to be higher.

7. I am not sure about this one, but it may be that algebra II follows immediately after algebra I for some students, while others may take algebra II after taking geometry. Does the order affect the scores?

8. The final reason, may be the affluence or income of the area the students are taught in. Money can buy tutors. Could it be that the home has as much to do with the results of our education as does the school? I tend to think it does.

In some school systems, the very brightest students are allowed to take Algebra I in the 7th grade and geometry in the 8th grade. Some students who are not quite ready for Algebra I in the 7th grade, but are still high achievers, take it in the 8th grade. Therefore the only students who take Algebra in middle school are very bright and probably do well on all tests; it stands to reason that the middle school's Algebra I scores will be quite high. The students who take Algebra I in high school are the ones who are not as bright and and much lower achievers, so the total scores for the high school will be much lower.

In some school systems the above process is started a grade earlier, with the sharpest students taking Algebra I in 6th grade, Geometry in 7th grade, and Algebra II in 8th grade. Again those who take either Algebra course in high school will be the lowest students.

No one seems to acknowledge the fact that test scores and intelligence level are closely related. I believe that most standardized test scores are meaningless unless they are correlated with intelligence, something which is not being done.

Dear Mr. Epperly:

In response to your inquiry as to why some schools have a higher percentage of students passing the Algebra I and II SOL tests than other schools, there are several points to consider:

* There are some students enrolled in a two-year program for the study of Algebra I. They are required to take the SOL assessment at the end of the second course. When the students take the test (after one year or two) should not be a factor in the passing rates.

* Those schools that have block schedules should be pacing their instruction to assure that students have been taught the SOL needed to be successful on the assessment.

* Algebra II students do not need to review the Algebra I SOL to be successful on the Algebra II assessment.

* The graphing calculator is not needed to answer any question on either the Algebra I or Algebra II assessment. The assessment questions are considered to be "calculator neutral".

* No study has been undertaken to determine whether or not the sequencing of courses has an impact on assessment scores.

If you need further assistance, please contact Maureen Hijar, mathematics specialist, at 804-786-6418.

Dear Ms. Mulkearns:

Your description regarding students taking Algebra I and other high school courses in middle school is accurate. However, success on the SOL assessments that are given with these courses is not reserved for these students.

The SOL assessments are criterion referenced tests which means that the questions are based on criteria, in this case the SOL, that students have been taught. The results of the assessment are a measure of how successful the student has been with the criteria. There are other standardized tests which are norm-referenced that compare students to other students who have taken the tests. These tests are general in scope and do not measure specific criteria. The Stanford 9 test used in Virginia is an example of this kind of test.

Students are being given a variety of mathematics course selections and course sequencing in high school to accommodate their learning styles and backgrounds.

If you would like additional information, please contact Maureen Hijar, mathematics specialist, at 804-786-6418.