Isle students show
math test improvement
Math scores for public school students in Hawaii shot up this year, along with the rest of the country, but Hawaii remains in the bottom tier nationally among states in both reading and math, according to test results released yesterday.
Reading scores in Hawaii and across the country showed no significant change in the 2003 National Assessment of Educational Progress, commonly known as "The Nation's Report Card."
This year's math results are being compared with those in 2000, when the test was last given, while the new reading scores are being compared with last year's.
"Hawaii's students kept pace with spectacular national gains in math," said Superintendent Patricia Hamamoto. "It's also great to see that our scores are higher than or equal to as many as 15 of the jurisdictions tested. While the improvement is remarkable, Hawaii has plenty of room for continued growth."
In math, Hawaii's fourth-graders gained 11 points, averaging 227 points total, while their national counterparts rose 10 points to 234, compared with three years ago. Eighth-graders in Hawaii and nationally both gained four points in math, reaching 266 and 276 respectively. A perfect score is 500.
The number of fourth-graders ranked at or above proficient in math in Hawaii is up to 23 percent from 14 percent in 2000, but still fell short of the 31 percent national figure.
Eighth-graders fared worse. Only 17 percent of Hawaii's eighth-graders were considered proficient in math, compared with 27 percent nationally. A proficient student is one who shows solid academic performance and competence in challenging subject matter.
In math, Hawaii's fourth-graders scored higher than Alabama, Mississippi, New Mexico and the District of Columbia and statistically equivalent to Arizona, Arkansas, California, Kentucky, Louisiana, Nevada, Oklahoma and Tennessee. Its eighth-grade score placed Hawaii higher than or equal to eight other states and the District of Columbia.
In reading, fourth-graders in Hawaii scored an average of 208 both this year and last; their national counterparts scored 216 this year and 217 last year. Hawaii's fourth-graders had made a big jump last year, gaining eight points while the nation moved up four points.
Eighth-graders scored 251 in reading in Hawaii this year, compared with 261 for the nation. Hawaii lost one point over last year, while the nation dropped two points.
"Our goal is to eliminate the gap and exceed the national average, and we are advancing on that goal," Hamamoto said.
In reading, 21 percent of Hawaii's fourth-graders are ranked proficient or better, compared with 30 percent nationally, unchanged from last year. Meanwhile, 22 percent of eighth-graders in Hawaii are proficient in reading this year, a two-point gain over last year. Nationally, 30 percent of eighth-graders are proficient readers, compared with 31 percent last year.
Hawaii fourth-graders outscored just New Mexico and the District of Columbia in reading and were equivalent to Alabama, Alaska, Arizona, California, Louisiana, Mississippi, Nevada and Tennessee. Eighth-graders outscored only the District of Columbia and placed equal to five other states.
The Nation's Report Card is the only regular gauge of academic performance across the country in various subject areas. The federally funded tests were given to a sample of more than 600,000 students across the country from January through March of this year. It was the first time all states participated.
Complete data are available at nces.ed.gov/nationsreportcard.
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Sample test questions
Math and reading questions from the 2003 National Assessment of Educational Progress. The answers are verbatim, as provided by the Education Department.
Fourth-grade multiple-choice math question
The perimeter of a square is 36 inches. What is the length of one side of the square?
A) 4 inches
B) 6 inches
C) 9 inches
D) 18 inchesCorrect answer is C.
Eighth-grade multiple-choice math question
If the value of the expression x + 2 is less than 12, which of the following could be a value of x?
A) 16
B) 14
C) 12
D) 10
E) 8Correct answer is E.
Fourth-grade extended constructed-response reading question
Students were given an article describing the type of wombats that live in Australia, their similarities to koalas, their eating and sleeping habits, their temperaments and the way they nurture their young. Students were asked questions about the article, and their answers were rated at one of four levels -- extensive, essential, partial or unsatisfactory.The question: Give two reasons why people should not have wombats as pets. Use what you learned in the passage to support your answer.
An example of a response graded "essential":
1. Because they are wild animals.An example of a response graded "extensive":
2. They need a place to dig burrows.
Wombats would not make a good pet because they are wild. For this reason wombats are afraid of people, and if it got scared it could tear parts of your body by using its sharp claws. Wombats sleep in burrows up to 15 feet deep. It could not sleep in a cage, plus wombats are only active at night -- the only thing it would do is sleep. For these reasons wombats would not make good pets.Eighth-grade extended constructed-response reading question
Students were given a short story that begins when Roger attempts to steal Mrs. Luella Bates Washington Jones' purse, but the woman quickly catches him. Rather than turning him over to police, Mrs. Jones takes Roger home and teaches him a lesson about trust, compassion and forgiveness. At the end of the story, the boy is left standing on the front stoop unable to thank Mrs. Jones, dumbfounded by her display of generosity.The question: What do you think is the theme of the story? Support your answer with details from the story.
An example of a response graded "essential":
You can find kindness in a person even if you do something wrong to them. The person who does something to you might have a good reason for doing it. So give them a chance, you find good people in unexpected places.An example of a response graded "extensive":
I think the theme of the story is that everyone can be trusted if you just give them a chance. When he tried to steal her purse, he couldn't be trusted, but when she gave him a little piece of her mind, he started to shape up. Then when they went back to her house, he could've run when she let go of him when they went inside. Then he was sitting by her purse and he could've stolen it, but he didn't. So if you give someone a chance, he could be trusted.
