Statistical Data Concerning Math

<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0><tr> <td valign="top" colspan=2 height=50 BGCOLOR="#333366" TEXT="#080000"> <div> <B>Statistical Data Concerning Math</B></div> <div> </div> </td> </tr><tr> <td valign="top" width=165 BGCOLOR="#CCCC99" TEXT="#080000"> <div> <B> <TABLE BORDER="0" CELLPADDING="2" CELLSPACING="1" WIDTH="132" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" ALIGN="BOTTOM" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 35 WIDTH="22"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="35" ALIGN="bottom" WIDTH="22" HSPACE="0" VSPACE="0"></tD> <tD VALIGN=TOP WIDTH="22"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="35" ALIGN="bottom" WIDTH="22" HSPACE="0" VSPACE="0"></tD> <tD VALIGN=TOP WIDTH="20"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="35" ALIGN="bottom" WIDTH="20" HSPACE="0" VSPACE="0"></tD> <tD VALIGN=TOP><NOBR><div> <IMG BORDER="0" SRC="1x1.gif" HEIGHT="29" ALIGN="BOTTOM" HSPACE="0" VSPACE="0" 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></A></B></div> <div> <B>This webpage contains the following sections:</B></div> <bR> <div> <A HREF="#hispanics_are_disproportionately" TITLE="Statistical Data Concerning Math"><U><B><U>Ninth Grade Math Placement</U></B></U></A></div> <div> <B>Statistical information from the Mountain View-Los Altos High School District Showing ninth grade math placement by feeder school and ethnicity.  Very few Hispanic children are placed in Geometry or Higher and a disproportionate number of Hispanic children are placed below Algebra 1.</B></div> <bR> <div> <A HREF="#statistics_high_school_ap" TITLE="Statistical Data Concerning Math"><U><B><U>Honors and A.P. Seats</U></B></U></A></div> <div> <B>Statistics from the Mountain View-Los Altos High School district  showing Honors and AP (Advanced Placement) "seats."  These statistics do not show math as a separate subject.  The statistics also do not tell you how many children were taking courses because the statistics only show "seats."  This means that if one child is taking three AP classes, that same child is counted three times in the statistics.  Hispanic children are not proportionately represented.</B></div> <bR> <div> <A HREF="#lawsuit_minorities_ap" TITLE="Statistical Data Concerning Math"><U><B><U>AP Opportunities are a Civil Right</U></B></U></A></div> <div> <B>I included information about the lawsuit brought against the Inglewood District alleging that failure to offer high ability courses (AP courses) violated civil rights.  </B></div> <bR> <div> <A HREF="#a_f_distribution_and_s_a_t__" TITLE="Statistical Data Concerning Math"><U><B><U>SAT Taking By Ethnicity</U></B></U></A></div> <div> <B>I was also given information that showed SAT taking by ethnicity.  I also saw similar information used by the charter school proponents.  The charter school proponents argued that the charter school was necessary for low performing Mountain View students, many of whom were Hispanic.  SAT statistics were inadvertently deleted from my system.  I will update when I get the information again.  I have also included statistics from the University of California showing admission criteria.  </B></div> <bR> <div> <A HREF="#mars_test_results" TITLE="Statistical Data Concerning Math"><U><B><U>Mountain View K-8 District MARS Test Results</U></B></U></A><B><U> Were Extremely Low</U></B></div> <div> <B>MARS test results were presented to the Mountain View School Board by the administration to show how Mountain View School District children were doing in mathematics----Mountain View children did very poorly.  For example, 72% of Mountain View K-8 District fifth graders performed below standards.    I do not know whether Whisman District participated in MARS testing. </B></div> <bR> <div> <A HREF="#comparison_6_7_8_la_mv" TITLE="Statistical Data Concerning Math"><U><B><U>Math SAT-9 Percentiles Comparing Two Feeder Districts:   Mountain View K-8 District to Los Altos K-8 District</U></B></U></A></div> <div> <B>Math SAT-9 percentiles show a comparison between Mountain View K-8 School District and the Los Altos K-8 School District.  There is a huge disparity between the districts.  This is significant because both districts feed into the same high school district.  I can update to include Whisman information, and get information as to how children perform by ethnicity across districts and schools.</B></div> <bR> <div> <A HREF="#star_scores_mountain_view_voice" TITLE="Statistical Data Concerning Math"><U><B><U>Community View Is Changing </U></B></U></A></div> <div> <B>A July 1999 Mountain View Voice article is included because it illustrates the community view towards poor test results.  The attitude in July 1999 was that the tests are faulty and/or they don't matter.  I do not share this view because I believe that academic achievement will get children into college and lead to economic equality.</B></div> <bR> <div> <A HREF="#demographics_" TITLE="Statistical Data Concerning Math"><U><B><U>Demographics</U></B></U></A></div> <div> <B>It is interesting to note that Mountain View K-8 District has a significant Hispanic population whereas Los Altos K-8 has a negligible Hispanic population.</B></div> <bR> <div> <A HREF="#other_schools_succeed" TITLE="Statistical Data Concerning Math"><U><B><U>There Are Very High Test Scoring Schools with Large Low Income and Minority Populations in Other Districts</U></B></U></A></div> <div> <B>I have information about a high test scoring, low income school with a large minority population.  It is very encouraging (and not surprising) to find that low income, minority children can and do academically succeed.  </B></div> <bR> <div> <B>If you find any errors please let me know,  accuracy is extremely important to me.</B></div> <bR> <div> <B>Vicki Hobel Schultz</B></div> <div> <A HREF="mailto:vhobel@comcast.net" TARGET="_top" TITLE="mailto:vhobel@comcast.net"><U><B>vhobel@comcast.net</B></U></A></div> <DIV ALIGN="LEFT"></DIV> <div> <B>_____________________________________________</B></div> <bR> <div> <B><U> <A NAME="hispanics_are_disproportionately"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></U></B><B><U>Ninth Grade Math Placement</U></B></div> <bR> <div> <B>Hispanics Are Disproportionately Under-Represented in Geometry and Higher</B></div> <bR> <div> Statistics showing ninth grade math placement by ethnicity and by feeder schools are given to administrators at each of the K-8 feeder districts to the high school district.  The statistics show that ninth grade Hispanic children place disproportionately poorly in math. The statistics below show math placement for entering ninth graders who had completed Algebra 1 or higher and were ready for Geometry or higher in the ninth grade.  Hispanic students placed disproportionately and extremely poorly. </div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <TABLE BORDER="1" CELLPADDING="1" CELLSPACING="1" WIDTH="398" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="NONE" ALIGN="BOTTOM" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=CENTER HEIGHT= 23 WIDTH="390"><div> <B>Freshmen Math Placement</B></div> </tD> </tR> <tR> <tD VALIGN=TOP HEIGHT= 16 ><NOBR><div> <B>360 freshmen in Los Altos High class of 2002</B></div> </NOBR></tD> </tR> <tR> <tD VALIGN=CENTER HEIGHT= 16 WIDTH="390"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="16" ALIGN="bottom" WIDTH="390" HSPACE="0" VSPACE="0"></tD> </tR> <tR> <tD VALIGN=CENTER HEIGHT= 16 ><NOBR><div> <B>130 students were placed in Geometry or Higher</B></div> </NOBR></tD> </tR> <tR> <tD VALIGN=CENTER HEIGHT= 16 WIDTH="390"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="16" ALIGN="bottom" WIDTH="390" HSPACE="0" VSPACE="0"></tD> </tR> <tR> <tD VALIGN=CENTER HEIGHT= 16 WIDTH="390"><div> <B>Only 1 of those students was Hispanic</B></div> </tD> </tR> <tR> <tD VALIGN=TOP HEIGHT= 62 ><NOBR><bR> <bR> <div> <B>395 freshmen in the Mtn. View High class of 2002</B></div> </NOBR></tD> </tR> <tR> <tD VALIGN=CENTER HEIGHT= 16 WIDTH="390"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="16" ALIGN="bottom" WIDTH="390" HSPACE="0" VSPACE="0"></tD> </tR> <tR> <tD VALIGN=CENTER HEIGHT= 16 ><NOBR><div> <B>123 students were placed in Geometry or Higher</B></div> </NOBR></tD> </tR> <tR> <tD VALIGN=CENTER HEIGHT= 16 WIDTH="390"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="16" ALIGN="bottom" WIDTH="390" HSPACE="0" VSPACE="0"></tD> </tR> <tR> <tD VALIGN=CENTER HEIGHT= 16 WIDTH="390"><div> <B>Only 2 of those students were Hispanic</B></div> </tD> </tR> </TABLE></div> <bR> <div> The statistics above are not an anomaly, and are repeated by other incoming freshmen classes as shown below.</div> <bR> <div> Statistics from the High School District</div> <div> <A HREF="id13.htm" TARGET="_top" TITLE="Class of 2001 Freshman Year MVHS"><U>Class of 2001 Freshman Year MVHS</U></A></div> <div> <A HREF="id14.htm" TARGET="_top" TITLE="Class of 2002 Freshman Year MVHS"><U>Class of 2002 Freshman Year MVHS</U></A></div> <div> <A HREF="id15.htm" TARGET="_top" TITLE="Class of 2001 Freshman Year LAHS"><U>Class of 2001 Freshman Year LAHS</U></A></div> <div> <A HREF="id16.htm" TARGET="_top" TITLE="Class of 2002 Freshman Year LAHS"><U>Class of 2002 Freshman Year MVHS</U></A></div> <div> <A HREF="id17.htm" TARGET="_top" TITLE="Enrollment in Honors and AP Classes"><U>Enrollment in Honors and AP Classes</U></A></div> <div> <A HREF="id18.htm" TARGET="_top" TITLE="Enrollment in Honors and AP Classes by E"><U>Enrollment in Honors and AP Classes by Ethnicity</U></A></div> <bR> <div> <B> <A NAME="hispanics_are_disproportionately_1"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Hispanics Are Disproportionately Represented in the Group that is Not Prepared for Algebra in the Ninth Grade </B></div> <bR> <div> The statistics reveal that a disproportionately large number of Hispanic children are NOT ready for Algebra 1 in the ninth grade.  If these children are not prepared for Algebra 1 in the ninth grade, and they spend their first year or two of high school learning elementary and middle school math, they are not likely to be college-bound at the same rates as other groups of students.  In fact, the poor math preparation reflected in these statistics correlates to the disproportionately poor S.A.T. taking and “a-f” statistics included in this report. They are also not as likely to pass the high school exit exam.</div> <bR> <div> In the Los Altos High School class of 2000:  46% of all Hispanic children were “Below Algebra.”  In the Los Altos class of 2001:   61% of Hispanic children were “Below Algebra.”  In the Los Altos class of 2002:  38% of Hispanic children were “Below Algebra.”  These statistics do not include Hispanic children who might be below Algebra 1 but were also in special education or not taking math.  </div> <bR> <div> In the Mountain View High School class of 2000:  49% of all Hispanic children were “Below Algebra.”  In the class of 2001:   49% of Hispanic children were “Below Algebra.”  In the Mountain View High School class of 2002: 57% of Hispanic children were “Below Algebra.”  These statistics do not include Hispanic children who might be below Algebra 1 but were also in special education or those not taking math.  </div> <bR> <div> The comparison below show the percent of all Hispanic students placed in “Below Algebra 1"(out of the total number of Hispanic students) in math, except for special ed and those not taking math) compared to the percent of all White students placed in “Below Algebra 1" (out of the total number of Hispanic students in math, except for special ed and those not taking math).  "White" is the descriptive term used by the high school district and not the term that I would have chosen. </div> <bR> <div>  A disproportionately large percentage of Hispanic students are placed in  “Below Algebra 1."</div> <bR> <div> <U>Los Altos High School “Below Algebra 1"</U></div> <bR> <div> Class of 2000: <B> 46% of all Hispanic students were below Algebra 1 compared to 10% of all White students</B></div> <bR> <div> Class of 2001:  <B>62% of all Hispanic students were below Algebra 1 compared to 17% of all White Students</B></div> <bR> <div> Class of 2002:  <B>38% of all Hispanic students were below Algebra 1 compared to 3% White Students</B></div> <bR> <div> <U>Mountain View High School “Below Algebra 1"</U></div> <bR> <div> Class of 2000:  <B>49% of all Hispanic students were below Algebra 1 compared to 26% of all White students </B></div> <bR> <div> Class of 2001:  <B>49% of all Hispanic students were below Algebra 1 compared to 30% of all White students</B></div> <bR> <div> Class of 2002: <B> 57% of all Hispanic students were below Algebra 1 compared to 14% of all White students</B></div> <bR> <div> It cannot be emphasized enough that if children are not prepared for Algebra 1 by the ninth grade, and if they are spending their first year or two of high school studying  elementary school mathematics, they will not be college bound at the same rates as other children.  They risk not passing the high school exit exam.</div> <bR> <div> Statistics from the High School District </div> <div> <A HREF="id13.htm" TARGET="_top" TITLE="Class of 2001 Freshman Year MVHS"><U>Class of 2001 Freshman Year MVHS</U></A></div> <div> <A HREF="id14.htm" TARGET="_top" TITLE="Class of 2002 Freshman Year MVHS"><U>Class of 2002 Freshman Year MVHS</U></A></div> <div> <A HREF="id15.htm" TARGET="_top" TITLE="Class of 2001 Freshman Year LAHS"><U>Class of 2001 Freshman Year LAHS</U></A></div> <div> <A HREF="id16.htm" TARGET="_top" TITLE="Class of 2002 Freshman Year LAHS"><U>Class of 2002 Freshman Year MVHS</U></A></div> <div> <A HREF="id17.htm" TARGET="_top" TITLE="Enrollment in Honors and AP Classes"><U>Enrollment in Honors and AP Classes</U></A></div> <div> <A HREF="id18.htm" TARGET="_top" TITLE="Enrollment in Honors and AP Classes by E"><U>Enrollment in Honors and AP Classes by Ethnicity</U></A></div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <A HREF="#top" TITLE="Statistical Data Concerning Math"><U><B><IMG SRC="079aa190.gif" border=0 width="170" height="25" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></B></U></A></div> <bR> <div> <B> <A NAME="statistics_high_school_ap"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Statistics From the High School Show Disparity in Advanced Placement (A.P.) and Honors Placement </B></div> <bR> <div> The A.P. and Honors information given to us by the high school district is not broken down by math classes or by number of students taking the classes.  It represents “seat” space.  Even with these limited statistics, it shows that Hispanic students are not statistically represented in A.P. or Honors.  This is not a surprise when viewed in the context of ninth grade (freshmen) math placement statistics which indicate lack of eighth grade preparation.  </div> <bR> <div> Advanced Placement and Honors placements are very important to children who want to enter the California State College and University system.  Children in A.P. and Honors classes receive one extra grade point for the difficulty of the class.  This means in a system where an “A” is four points and a “B” is three points, a child in an A.P. or honors class will receive five points for an “A” and four points for a “B.”</div> <bR> <div> <B> <A NAME="lawsuit_minorities_ap"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Lawsuit Claiming That Minorities Should Have Equal Access to A.P. Classes Was Brought in Los Angeles</B></div> <bR> <div> A lawsuit was brought against the Inglewood School District (Los Angeles area) because that district, which is predominantly minority (African American and Hispanic) does not offer a full selection of A.P. classes (as higher socioeconomic, largely non-minority districts do).  This case has been largely settled with the state acknowledging the right of Inglewood children to have access to A.P. classes and providing them with opportunity to do so.  </div> <bR> <div> By analogy, here in our community, kindergarten through eighth grade preparation to take and succeed in A.P. and Honors classes, and to have equivalent programs leading to success, may also be a civil right.</div> <bR> <div> <A HREF="id109.htm" TARGET="_top" TITLE="ACLU Lawsuit Concerning Lack of AP Class"><U>Complaint in the ACLU lawsuit in Inglewood</U></A></div> <div> <A HREF="id108.htm" TARGET="_top" TITLE="ACLU Inglewood Lawsuit Press Release"><U>ACLU Inglewood Lawsuit Press Release</U></A></div> <bR> <div> <B> <A NAME="a_f_distribution_and_s_a_t__"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>“a-f” Distribution and S.A.T. Taking Statistics Also Reveal Striking Differences in College Bound Students----Hispanics Do Poorly</B></div> <bR> <div> The University of California admission requirements are referred to as the “a-f” requirements.  “a-f” refers to college preparatory high school classes that are required for admission:  Grade point average is computed based upon these classes.  (They have just changed to “a-g” as visual arts has been added.)  </div> <bR> <div> Statistics from the high school show that Hispanic students have extremely and disproportionately poor “a-f” rates compared to other ethnic populations at the high school.  These statistics were used to support the need for a charter high school for underperforming students, the Silicon Valley Essential Charter School.  This past spring, the founders used the “a-f” rates to show the need for a small college preparatory school for the low performing students at the high school district.  One of their main points was that the low performing students were from Mountain View and many were Hispanic.</div> <bR> <div> Statistics also show that the percentage of Hispanic students taking the SAT is disproportionately low, and scores are disproportionately lower than for the population as a whole. </div> <bR> <div> I am missing the chart that shows how high school children do on the SAT by ethnicity and how many Hispanic children take the SAT compared to other ethnicities.  I will try to get it early this week. </div> <bR> <div> <A HREF="id104.htm" TARGET="_top" TITLE="UC af Course List"><U>chart showing “a-f” rates</U></A></div> <div> S.A.T. information</div> <div> <A HREF="id12.htm" TARGET="_top" TITLE="University of California Admission Data"><U>U.C. Admission data</U></A></div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <A HREF="#top" TITLE="Statistical Data Concerning Math"><U><B><IMG SRC="079aa190.gif" border=0 width="170" height="25" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></B></U></A></div> <bR> <div> <B> <A NAME="feeder_school_differences_in_test"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>FEEDER SCHOOL DIFFERENCES IN TEST SCORES PARALLEL DIFFERENT ETHNIC MAKEUP OF DISTRICTS</B></div> <bR> <div> One way to measure preparation is to compare feeder school districts. In 1998, California made comparisons among feeder schools feasible because the California STAR (Standardized Testing and Reporting) Program requires districts to administer the same standardized, nationally normed test at each public school district in California.  Children in the second grade begin taking the test, called the SAT-9, and continue taking a grade level SAT-9 each year. </div> <bR> <div> EdSource (which was started twenty years ago by the League of Women Voters, state P.T.A. and AAUW) provides citizens with information about these tests.  The Edsource document explaining standardized testing is linked to below. </div> <div>      </div> <div> It is important to know that a nationally normed test means that the publisher of the test gave the test to a sample of the population, and plotted the test results on a bell curve.  The publisher took the raw scores of each child who was in the sample (how many questions a child answered correctly out of the total possible questions) and figured out the median and the mean as the 50<FONT SIZE="1" COLOR="#000000" FACE="Arial" >th</FONT> percentile and calculated the rest of the percentiles.  The publisher of SAT-9, Harcourt Brace, explains this at its website which is listed in Attachment 6.</div> <bR> <div> Each year that the test is given it is NOT normed again. The original sample group remains the basis for the national percentiles each year the test is given.  Therefore, it is possible for test percentiles to improve, and it is possible for the population or children (such as California children) to improve their performance and to have an entire state testing above the 50<FONT SIZE="1" COLOR="#000000" FACE="Arial" >th</FONT> percentile.</div> <bR> <div> In the future, testing in California will be aligned to the state’s math content standards and frameworks, and it will test children’s knowledge and abilities with respect to the state mandated materials.  Content in the SAT-9 test that does not align with the state standards will be removed.  Since state approved (and funded) textbooks have been evaluated to insure that they cover the materials in the math content standards on a grade by grade basis, and since teacher training monies are available to districts for teacher in-service programs that concern the state math standards, the state’s scheme gives all districts and schools access to math standards aligned materials and teacher training. </div> <bR> <bR> <div> <A HREF="id19.htm" TARGET="_top" TITLE="EdSource STAR Information"><U>EdSource document concerning STAR tests</U></A></div> <bR> <div> <B> <A NAME="comparison_6_7_8_la_mv"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Comparison Among Sixth, Seventh and Eighth Grade Math Performance on SAT-9 Between Two Feeder Districts----Mountain View K-8 and Los Altos K-8 Districts—Reveal Gross Differences in Achievement in Math</B> </div> <bR> <div> Before entering the ninth grade, high school students will have taken the SAT-9, California’s standardized test each school year.  As shown below, there is a huge disparity between the average percentiles of Los Altos K-8 District students (negligible Hispanic population) and Mountain View K-8 (significant Hispanic population) in their performance on the math portion of the SAT-9. </div> <bR> <DIV ALIGN="LEFT"></DIV> <div>      <B>Los Altos and Mountain View</B></div> <div> <B>Average Math Percentiles on the S.A.T.-9</B></div> <bR> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="502" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" ALIGN="BOTTOM" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=BOTTOM HEIGHT= 66 WIDTH="108"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="66" ALIGN="bottom" WIDTH="108" HSPACE="0" VSPACE="0"></tD> <tD VALIGN=BOTTOM COLSPAN=3 WIDTH="174"><div> <B>Los Altos' Average Math Percentiles on the S.A.T.-9</B></div> </tD> <tD VALIGN=BOTTOM COLSPAN=3 WIDTH="192"><div> <B>Mtn. View's Average Math Percentiles on the S.A.T.-9</B></div> </tD> </tR> <tR> <tD VALIGN=TOP HEIGHT= 23 WIDTH="108"><div> <B>Grade</B></div> </tD> <tD VALIGN=BOTTOM WIDTH="57"><div> <B>1998</B></div> </tD> <tD VALIGN=BOTTOM WIDTH="56"><div> <B>1999</B></div> </tD> <tD VALIGN=BOTTOM WIDTH="55"><div> <B>2000</B></div> </tD> <tD VALIGN=BOTTOM WIDTH="60"><div> <B>1998</B></div> </tD> <tD VALIGN=BOTTOM WIDTH="61"><div> <B>1999</B></div> </tD> <tD VALIGN=BOTTOM WIDTH="65"><div> <B>2000</B></div> </tD> </tR> <tR> <tD VALIGN=TOP HEIGHT= 23 ><NOBR><div> <B>6th grade</B></div> </NOBR></tD> <tD VALIGN=BOTTOM WIDTH="57"><div> <B>92</B></div> </tD> <tD VALIGN=BOTTOM WIDTH="56"><div> <B>93</B></div> </tD> <tD VALIGN=BOTTOM WIDTH="55"><div> <B>94</B></div> </tD> <tD VALIGN=BOTTOM WIDTH="60"><div> <B>56</B></div> </tD> <tD VALIGN=BOTTOM WIDTH="61"><div> <B>50</B></div> </tD> <tD VALIGN=BOTTOM WIDTH="65"><div> <B>62</B></div> </tD> </tR> <tR> <tD VALIGN=TOP HEIGHT= 23 ><NOBR><div> <B>7th grade</B></div> </NOBR></tD> <tD VALIGN=BOTTOM WIDTH="57"><div> <B>92</B></div> </tD> <tD VALIGN=BOTTOM WIDTH="56"><div> <B>93</B></div> </tD> <tD VALIGN=BOTTOM WIDTH="55"><div> <B>93</B></div> </tD> <tD VALIGN=BOTTOM WIDTH="60"><div> <B>57</B></div> </tD> <tD VALIGN=BOTTOM WIDTH="61"><div> <B>50</B></div> </tD> <tD VALIGN=BOTTOM WIDTH="65"><div> <B>57</B></div> </tD> </tR> <tR> <tD VALIGN=TOP HEIGHT= 23 ><NOBR><div> <B>8th grade</B></div> </NOBR></tD> <tD VALIGN=BOTTOM WIDTH="57"><div> <B>89</B></div> </tD> <tD VALIGN=BOTTOM WIDTH="56"><div> <B>92</B></div> </tD> <tD VALIGN=BOTTOM WIDTH="55"><div> <B>93</B></div> </tD> <tD VALIGN=BOTTOM WIDTH="60"><div> <B>56</B></div> </tD> <tD VALIGN=BOTTOM WIDTH="61"><div> <B>58</B></div> </tD> <tD VALIGN=BOTTOM WIDTH="65"><div> <B>63</B></div> </tD> </tR> </TABLE></div> <bR> <div> <IMG SRC="02556ef0.gif" border=0 width="342" height="239" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"><IMG SRC="02656ef0.gif" border=0 width="342" height="239" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <bR> <div> <IMG SRC="02756ef0.gif" border=0 width="342" height="239" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <div> SAT-9 average percentiles for sixth, seventh and eighth grades from official state website:</div> <div> <A HREF="id20.htm" TARGET="_top" TITLE="EdData MV Elementary District 1998 STAR "><U>Ed-Data MV Elementary District 1998 STAR 2-8</U></A></div> <div> <A HREF="id22.htm" TARGET="_top" TITLE="EdData MV Elementary District 1999 STAR "><U>Ed-Data MV Elementary District 1999 STAR 2-8</U></A></div> <div> <A HREF="id23.htm" TARGET="_top" TITLE="EdData MV Elementary District 2000 STAR "><U>Ed-Data MV Elementary District 2000 STAR 2-8</U></A></div> <div> <A HREF="id24.htm" TARGET="_top" TITLE="EdData LA Elementary District 1998 STAR "><U>Ed-Data LA Elementary District 1998 STAR 2-8</U></A></div> <div> <A HREF="id25.htm" TARGET="_top" TITLE="EdData LA Elementary District 1999 STAR "><U>Ed-Data LA Elementary District 1999 STAR 2-8</U></A></div> <div> <A HREF="id26.htm" TARGET="_top" TITLE="EdData LA Elementary District 2000 STAR "><U>Ed-Data LA Elementary District 2000 STAR 2-8</U></A></div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <A HREF="#top" TITLE="Statistical Data Concerning Math"><U><B><IMG SRC="079aa190.gif" border=0 width="170" height="25" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></B></U></A></div> <bR> <div> <B> <A NAME="comparison_5th_grade_sat_9"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Comparison of Second through Fifth Grade Math Performance on SAT-9 Between Two Feeder Districts----Mountain View K-8 and Los Altos K-8—Also Reveals Gross Differences in Achievement in Math</B></div> <bR> <div> Even before the sixth grade, the differences in academic performance are reflected in the SAT-9 average percentiles.  Below is a comparison of Los Altos K-8 and Mountain View K-8 School District SAT-9 scores for school year 1999-2000. </div> <bR> <DIV ALIGN="LEFT"></DIV> <div> SAT-9 Math Percentiles for Year 2000 for Mountain View and Los Altos</div> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="641" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" ALIGN="BOTTOM" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=BOTTOM HEIGHT= 28 WIDTH="48"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="28" ALIGN="bottom" WIDTH="48" HSPACE="0" VSPACE="0"></tD> <tD VALIGN=BOTTOM WIDTH="48"><div> Almond</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> Bullis</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> Loyola</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> Oak</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> Santa Rita</div> </tD> <tD VALIGN=BOTTOM><NOBR><div> Springer</div> </NOBR></tD> <tD VALIGN=BOTTOM WIDTH="48"><div> Huff</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> Bubb</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> Castro</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> Landels</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> Slater</div> </tD> </tR> <tR> <tD VALIGN=BOTTOM HEIGHT= 14 ><NOBR><div> Grade 2</div> </NOBR></tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 93</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 93</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 91</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 91</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 93</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 93</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 89</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 79</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 30</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 77</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 67</div> </tD> </tR> <tR> <tD VALIGN=BOTTOM HEIGHT= 14 ><NOBR><div> Grade 3</div> </NOBR></tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 91</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 92</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 92</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 90</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 94</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 87</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 86</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 82</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 41</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 64</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 71</div> </tD> </tR> <tR> <tD VALIGN=BOTTOM HEIGHT= 14 ><NOBR><div> Grade 4</div> </NOBR></tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 89</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 93</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 90</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 93</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 90</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 86</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 90</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 76</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 35</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 68</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 70</div> </tD> </tR> <tR> <tD VALIGN=BOTTOM HEIGHT= 14 ><NOBR><div> Grade 5</div> </NOBR></tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 96</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 92</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 92</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 96</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 92</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 92</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 91</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 76</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 38</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 63</div> </tD> <tD VALIGN=BOTTOM WIDTH="48"><div> 60</div> </tD> </tR> </TABLE></div> <div>  </div> <div> <B>      </B>Los Altos K-8 District schools are Almond, Bullis, Loyola, Oak, Santa Rita and Springer.</div> <bR> <div>      Since school district boundaries are not contiguous with city boundaries, about 20% of the Los Altos K-8 School District is made up of children live in the city of Mountain View.  Also, Springer School, one of the K-6 elementary schools in the Los Altos K-8 District, is actually located in the city of Mountain View.  Mountain View children are spread through a number of Los Altos elementary schools.</div> <bR> <div>      Mountain View K-8 School District schools are Huff, Bubb, Castro, Landels and Slater.  In contrast to other Mountain View schools, Huff School in Mountain View extensively supplemented its district’s math curriculum with state approved materials that align with the State Math Content Standards. [fourth and fifth graders (and a portion of the third graders) used Saxon Math (at mastery level) which was not a district-wide program.  Note that the fourth and fifth graders at Huff School are the only 90th percentiles and above in Mountain View. </div> <bR> <div> SAT-9 average percentiles for second through fifth grades from official state website:</div> <div> <A HREF="id27.htm" TARGET="_top" TITLE="Ed Data LA Almond SAT9 2000"><U>Ed-Data LA Almond SAT-9 2000</U></A></div> <div> <A HREF="id29.htm" TARGET="_top" TITLE="EdData LA Blach SAT9 2000"><U>Ed-Data LA Blach SAT-9 2000</U></A></div> <div> <A HREF="id30.htm" TARGET="_top" TITLE="EdData LA Bullis SAT9 2000"><U>Ed-Data LA Bullis SAT-9 2000</U></A></div> <div> <A HREF="id31.htm" TARGET="_top" TITLE="EdData LA Egan SAT9 2000"><U>Ed-Data LA Egan SAT-9 2000</U></A></div> <div> <A HREF="id32.htm" TARGET="_top" TITLE="EdData LA Loyola SAT9 2000"><U>Ed-Data LA Loyola SAT-9 2000</U></A></div> <div> <A HREF="id33.htm" TARGET="_top" TITLE="EdData LA Oak SAT9 2000"><U>Ed-Data LA Oak SAT-9 2000</U></A></div> <div> <A HREF="id34.htm" TARGET="_top" TITLE="EdData LA Santa Rita SAT9 2000"><U>Ed-Data LA Santa Rita SAT-9 2000</U></A></div> <div> <A HREF="id35.htm" TARGET="_top" TITLE="EdData MV Bubb SAT9 2000"><U>Ed-Data MV Bubb SAT-9 2000</U></A></div> <div> <A HREF="id36.htm" TARGET="_top" TITLE="EdData MV Castro SAT9 2000"><U>Ed-Data MV Castro SAT-9 2000</U></A></div> <div> <A HREF="id37.htm" TARGET="_top" TITLE="EdData MV Graham SAT9 2000"><U>Ed-Data MV Graham SAT-9 2000</U></A></div> <div> <A HREF="id38.htm" TARGET="_top" TITLE="EdData MV Huff SAT9 2000"><U>Ed-Data MV Huff SAT-9 2000</U></A></div> <div> <A HREF="id39.htm" TARGET="_top" TITLE="EdData MV Landels SAT9 2000"><U>Ed-Data MV Landels SAT-9 2000</U></A></div> <div> <A HREF="id40.htm" TARGET="_top" TITLE="EdData MV Slater SAT9 2000"><U>Ed-Data MV Slater SAT-9 2000</U></A></div> <bR> <div> <B> <A NAME="mars_test_results"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>MARS TEST RESULTS SHOWED THAT 72% OF MOUNTAIN VIEW FIFTH GRADERS PERFORM BELOW STANDARDS</B></div> <div> <B>          </B></div> <div> Mountain View K-8 District was part of a collaborative of districts that used an assessment tool that was considered more valid by those who dislike standardized multiple choice tests.  In fact, Mountain View K-8 District’s math consultant, Ruth Parker, considers this test especially valid.  </div> <bR> <div> The results of this testing, presented at a Mountain View K-8 District school board meeting by the Assistant Superintendent reveals an extremely poor showing.  </div> <bR> <div> The performance level descriptions were form “1" to “4," and the assignment of a “2" was described as “Performance Below Standards.”</div> <bR> <div> <B>75% of third graders tested at “2" or less, performing below standards</B></div> <bR> <div> <B>72% of  Mountain View fifth graders tested at “2" or less, performing below standards</B></div> <bR> <div> <B>74% of seventh graders tested at “2" or less, performing below standards</B></div> <bR> <div>      <A HREF="id107.htm" TARGET="_top" TITLE="1999 Mars Test Results"><U>MARS results presented to the school board in fall, 1999</U></A></div> <bR> <div> <B> <A NAME="star_scores_mountain_view_voice"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Community View Is Changing</B></div> <div> <B> </B></div> <div> I have included a July 1999 Mountain View Voice article because it illustrates the community view towards poor test results.  The attitude expressed by district personnel and re-iterated by others quoted in the article is that the tests are faulty or that they don't matter.  I do not share this view because I believe that academic achievement will get children into college and lead to economic equality.  Regardless of one's opinion of "testing,"  there is no disputing the importance of testing in gaining entrance to higher education.</div> <bR> <div> STAR scores reported in <A HREF="id115.htm" TARGET="_top" TITLE="MV Voice STAR Scores 7/30/99"><U>Mountain View Voice (7/30/99)</U></A>.</div> <bR> <div> <B> <A NAME="demographics_"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Demographics</B></div> <div> <B> </B></div> <div> It is interesting to note the different demographics between Mountain View and Los Altos K-8 district.</div> <bR> <div> Ed-data showing demographics for each school district:</div> <bR> <div> <A HREF="id124.htm" TARGET="_top" TITLE="Mountain ViewLos Altos Union High Demogr"><U>Mountain View-Los Altos High School District</U></A></div> <div> <A HREF="id121.htm" TARGET="_top" TITLE="Los Altos Elementary Demographics"><U>Los Altos K-8 School District</U></A></div> <div> <A HREF="id122.htm" TARGET="_top" TITLE="Mountain View Elementary Demographics"><U>Mountain View K-8 School District</U></A></div> <div> <A HREF="id123.htm" TARGET="_top" TITLE="Whisman Elementary Demographics"><U>Whisman K-8 School District</U></A><A HREF="id123.htm" TARGET="_top" TITLE="Whisman Elementary Demographics"><U> </U></A></div> <bR> <div> <B> <A NAME="other_schools_succeed"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>SCHOOLS WITH LARGE HISPANIC AND LOW INCOME POPULATIONS SUCCEED WHERE MOUNTAIN VIEW K-8 FAILS</B></div> <bR> <div> I have included some information about high test scoring, low income schools with large minority populations.  It's helpful to see that others have succeeded, and to look at how they are doing it.</div> <bR> <bR> <div> There are schools throughout the state and the country with a high percentage of low income and a large percentage of minority children, where such children achieve academic success.  Compare Kelso Elementary school in Inglewood (near Los Angeles) where the school is predominantly African American and Latino, and about 80% low SES.  There, second and third graders test about 80<FONT SIZE="1" COLOR="#000000" FACE="Arial" >th</FONT> percentile on the math portion of the SAT-9.  The school has aligned with the state standards for the last two years and used strong curriculum.</div> <bR> <div> To find information on Kelso Elementary School, use <A HREF="id127.htm" TARGET="_top" TITLE="EdData"><U>Ed-Data</U></A> and enter the appropriate information.  Kelso Elementary School is in Los Angeles County, and it is in the Inglewood School District.  Once you select the school, then you can select the type of report you want.  If you have trouble finding the information, e-mail me at <A HREF="mailto:vicki@hobel.org" TARGET="_top" TITLE="mailto:vicki@hobel.org"><U>vicki@hobel.org</U></A>.  </div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <A HREF="#top" TITLE="Statistical Data Concerning Math"><U><B><IMG SRC="079aa190.gif" border=0 width="170" height="25" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></B></U></A></div> 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