While I have an opinion about assessment in general and the FSAs in particular, I have hesitated to write much about it this year. (I’ve written about FSAs in the past and I may post an article or two if there is interest)
My reason for hesitating is simple. I do not believe this issue is, at its root, about FSAs at all.
It is about who holds power and control in B.C.s public education system.
This is the underlying war the BCTF and the Ministry (government) are waging (and to some extent boards of education and districts are waging it too) and the outcome will have a far greater impact on our children than any test or think tank ranking report.
FSAs were put in place by an NDP provincial government to replace the PLAP (Provincial Learning Assessment Program). PLAP results were never released by school or individual. The Fraser Institute did not create any type of comparative report from PLAP data. However, if memory serves, the BCTF opposed the PLAP with vigour. I clearly recall one headline “The flap about PLAPP”. Jerry Mussio, who worked for the Ministry of Education until 2001, provided Janet Steffenhagen with some background.
The FSA controversy is merely one small battle field of a larger war and I don’t use those words lightly.
Yes, it would be great to have everyone hold hands and sit around a campfire together (figuratively) but until the bigger issue is addressed, I don’t believe it will ever happen in an honest, sustainable way.
We have a public education system that, at its foundation, uses an adversarial, confrontational, outdated bargaining system to try and “solve” most significant issues and make many key decisions (including where the bulk of education funding is spent).
Instead of a collaborative effort involving the wealth of expertise educators, administrators, support staff and parents bring to equation, we have an education system where power is a commodity that is gained through a variety of exclusive rather than inclusive activities.
From top-down decision making through to one-size-fits-all rule books, no group in the public education system is instilling any sense in me that they are primarily concerned with creating and maintaining an excellent education system for the betterment of society and the next generation.
I read and listen to all sides in the FSA debate and I find myself agreeing with sentiment from every quarter but I despair of any deep, lasting solutions unless we start addressing the underlying foundational issues that drive this seemingly endless divide (and I remember well the battles when the NDP was in power - this is not about the stripe of the provincial government).
I am not suggesting we get rid of public education unions. However, there are more evolved systems for bargaining and the Wright report should be revisited. I also believe the structure of both local education governance and the ministry of education must be reformed.
It’s time for parents and the public to step in and take back ownership of our education system. To do this, we must purposefully and thoughtfully insist on structures that will facilitate a lasting, inclusive resolution to a myriad of divisive, disruptive issues.
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I just got a copy of recent FSA results, parsed out to reveal stats for LD kids. It’s startling.
For example, FSA scores for Grade 4 LD students who are meeting or exceeding expectations
Reading Comprehension 41%
Numeracy 35%
Writing 37%
Grade 7 LD students who are meeting or exceeding expectations
Reading Comprehension 37%
Numeracy 33%
Writing 42%
Grade 10 Pass rate
Final Marks – English 10 pass rate 91%
Final Marks – Essentials of Mathematics 10 pass rate 93%
Final Marks – Principles of Mathematics 10 pass rate 86%
Final Marks – Science 10 pass rate 87%
6 Year Completion rate for LD students 69%
So, crunching the numbers, I find that LD kids are doing pretty poorly in Grade 4 and a bit worse in grade 7 (except for writing)- likely due to the Mathew effect…then suddenly by Grade 10 everyone is doing stellar. What magic occurs between Grade 7 and 10 to account for the radical change? I doubt it’s any change in the student or the teaching for that matter. Do the FSAs really evaluate the skills necessary to successfully complete Grade 10 coursework? Are the FSAs tougher tests than the Grade 10 Graduation requirement courses? Something’s not right.
I also have to ask, why hasn’t the Ministry done something about these horrendously low scores over the years. Their most recent report: Special Needs, How Are We Doing?,is a few years old now with the new report due soon. I’ve looked at both reports and there isn’t much change for these kids.
Katherine: Cathy, is it possible some of these students are no longer in school by the end of Grade 10?
Transition rates
From Grade 6 to higher grade 98%
From Grade 8 to higher grade 86%
From Grade 10 to higher grade 90%
Transition rates are not explained….are they kids who fail and repeat thereby not making the transiton, or are they kids who drop out? Still the high degree of transition (90%) doesn’t seem to explain it.