GAY GEISER-SANDOVAL -- Educationally Speaking

GAY GEISER-SANDOVAL

Some people seemed shocked to read in recent news reports that most

high school students don’t try and don’t care about the Stanford-9 tests.

Each spring, high school students go through the maze of advanced

placement tests, Golden State exams, SATs, ACTs and class subject tests.

Who wants to spend time and effort on one more test?

My kids believe less cheating goes on with these tests than most of

the others because many kids didn’t even care enough to cheat. Given this

attitude by the test takers, it doesn’t seem like a wise way to dole out

school funds.

I keep reading about all of the methods in place to fix schools, but I

haven’t seen any that address this basic problem. If the data on which we

base our findings is inherently flawed, how do we expect to measure

improvement?

My guess is that it will take about three more years of stagnant high

school scores before the state and school boards hire a cadre of

expensive consultants to study this problem and come up with a list of

suggested actions. Then the list will be debated for a couple years

before a new set of consultants will be hired to review the first

consultant’s work.

In the meantime, here is what I think we should try:

1. If the test will have individual consequences for the students,

many will cheat if given the opportunity. Build in safeguards now. Don’t

let anyone see the test ahead of time, including administrators or

teachers. Put the same test questions in at least three or four formats,

so that a student can’t assume that those sitting around him will have

the same first or third question.

Then, hire people who abhor cheating and have no interest in the

results to proctor the tests. The same proctors could go from school to

school in the district, so as to limit the number of people that are

needed.

Let’s face it. Some teachers allow cheating to happen on a regular

basis. They shouldn’t be the watchdogs. If the public wants to have

confidence in the data, we have to eliminate the possibility of teacher

and student cheating.

2. Give students some personal incentives. Any student can have a low

score in one subject, so I suggest averaging the test results in all

subjects for a mean score for each student. If that average score is 90%

or higher, award that student with a $1,000 voucher for each year of

college. If the student doesn’t go to college, or his expenses are less

than the total award, then that money would remain with the state. But

this would encourage kids to do their best and strive for a college

degree.

3. If a student averaged 80% or more, give her a movie pass, a gift

certificate to bookstore, a certificate for a free hamburger and a

homework pass. If businesses would shoulder some of the cost, this would

provide an incentive that is very visual and tangible to the students.

4. If a student averaged at least a 10% increase over their scores

from the past year, provide them with a candy bar. Then, even those who

are starting out from a low point have a reason to get better.

*

* GAY GEISER-SANDOVAL is a Costa Mesa resident. Her column appears

Tuesdays. She can be reached by e-mail at o7 GGSesq@aol.comf7 .