Average Range for Stanford 9
Re “Test ‘Average’ Covers Half of All Students,” July 16: So-called experts have interpreted average Stanford 9 test results as being “not necessarily bad.” Perhaps these theorists of statistics should visit some 500 classrooms as a substitute teacher.
On a daily basis, I witness Los Angeles and Long Beach high schools in disarray: students who can’t manipulate fractions, interpolate readings on a ruler, calculate discounts, logically analyze an essay, identify geographic locations, recall historic events or even spell well. The vast majority of California schools harvest a crop devoid of scholastic excellence. The word “average” has lost its meaning on an international scale.
CHARLES A. SENDREY
Huntington Beach
* “Average” is a subjective term, and given the vagaries of scoring methodology, the differences in the levels of preparation and the cultural biases of the test instruments, it is perfectly appropriate to designate the middle 50% of test takers as “average.” To be more precise would be to draw distinctions that are probably not there.
The tests are ideal for identifying students who need extra help in a single subject area, or in all subject areas. Beyond that, the proper way to evaluate average students is in class over the course of the school year.
JOSEPH W. DOHERTY
Los Angeles
* Why are we Californians so afraid of national averages? Why is our “major goal” for next year to make sure that tests are aligned with standards spelled out by California’s Board of Education? We do not live in a bubble. Once our children get to college they will be competing with students from all over the country and the world.
According to this test our children are in the bottom third to the bottom quarter of the nation. I see this as a problem. If we are to align our tests with California standards maybe our Board of Education should take some standard-setting tips from the board of education of one of those states in the top third to the top quarter of the nation.
LORI COY
Hacienda Heights
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