Good Test Scores Begin with Room to Think

By Case, Nancy Humphrey | The Christian Science Monitor, January 4, 2006 | Go to article overview

Good Test Scores Begin with Room to Think


Case, Nancy Humphrey, The Christian Science Monitor


The recently released 2005 Nation's Report Card brings to light once again that our educational process needs more than tweaking. While the report shows modest gains by some student groups, the rate of improvement has slowed, and this while teachers are undoubtedly under pressure to "teach to the test." Narrowing the curriculum to content anticipated on standardized tests and drilling students in order to improve test scores is a poor excuse for enlightening young minds, and it won't hold up in the long term.

The Trends in International Mathematics and Science Study (TIMSS) report for 2003 showed US students lagging behind their counterparts not only in Japan, but in a broad range of countries, including Latvia. Some experts emphasized quality of teaching as the key factor in students' achievement. They suggested American students would score better if more of their teachers held degrees in math and science. James Stigler, author of "The Teaching Gap," feels the key differentiator among students' achievement in mathematics is whether or not teachers are able to engage students in "sustained thinking" about mathematics.

This is just one more strike on the anvil in our nation's efforts to hammer out an improved educational system. As a former educator, I believe that what teachers and schools are doing is only half the equation. The other half is what is going on at home.

The TIMSS report itself acknowledged the importance of "home background factors, and the students' activities and attitudes," and identified parents as "the first and probably the most important educators." The significance of this cannot be underestimated. Students' unwillingness or unreadiness to learn because of what is happening in their lives outside school is a widespread problem that erodes the effectiveness of even the best teaching.

In Montessori kindergartens, children work individually at tasks which don't look very academic, such as pouring colored water from a pitcher into small cups. But this simple exercise is grounded on the concept that for students to achieve academic success, they must first learn to concentrate, free from distraction.

This power of focus is crucial to a student's ability to engage in sustained thinking about advanced math and science concepts, not to mention literary analysis or sound political reasoning. …

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