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Originally Posted by nmap
Nice article.
The problem is...we have failed to define the problem. If the problem is the performance of certain students on certain portions of a specified test, then the solution is simplicity itself - teach to the test. Do nothing else. Teach to the test morning, noon, and night. I question whether the results of such an approach would meet anyone's definition of being educated. Unless their career consisted of taking the particular test, they would not be prepared for a career.
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I was but one of the masses 50 yrs ago in the New York State Education System, who annually prepared for the Regent, so I most respectfully disagree.
We were taught the test, We lived the test. We prepared for the test by purchasing old NYS Regent Test books. We rigorously memorized the of Math, Science, History, & Engrish..
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History
The Board of Regents devised an entrance examination (Preliminary Regents Exams) for students wishing to attend high school that was first administered in 1865.
The original purpose of these tests was to distribute funds to encourage “academic” education.
These tests are very similar to tests given, to this day, in England and Ireland to determine if children will continue with an academic program or enter a vocational certificate program.
The first administration of the High School Regents Exam was in June 1878.
From the original five exams (algebra, Latin, American History, natural philosophy, natural geography), the State Education Department expanded the Regents Exams offerings to forty-two tests in 1879; tests were administered in November, February, and June.
Throughout the 1920s and into the 1930s vocational education Regents Exams were approved and administered, these included, but were not limited to, agricultural science, costume draping, and salesmanship [1]).
By 1970 the number and types of Regents Exams changed to reflect the changes in high school curriculum: vocational exams were discontinued, and the sheer number of exams were either dropped or consolidated as the curricular emphasis trended toward comprehensive examinations rather than the singularly focused tests of the past.
Today there is a distinct mixture of comprehensive style exams (English Language Arts, and Foreign Languages) and the “older” singular style exams (Social Studies, Sciences, and Math).
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Many generations were taught with the accepted NYS education curriculum AND the Regent. It did work and can work for other education systems.
There were three contributing parties to the success of the NYS Regent exams.
1)What made it work were teachers that taught.
2)What also made it work, were parents that would tan your ass it you didn't study..
3)And finally, What made it work were students that wanted to learn...
You need all three in the partnership..
Sadly, Today there is no partnership and consequently our education system, is a flounder out of water..
My $00.0002