March 31, 2022 ~ bkendall527 ~ Leave a comment

Who’s Responsible for The United States K-12 Education System?

Thoughts and Opinion

Another “A Nation STILL At Risk” entry.

Who’s Responsible for The United States K-12 Education System?

The short answer: Every Adult.

Because it is unreasonable and illogical to hold children responsible for the K-12 Education system.

And if Marion and Howard Brady are correct, the world is an interconnected system of systems. All revolving or emanating out of learning.

Our modern K-12 Education System

Our K-12 Education system is designed to; Build upon the parent or designated proxy work, who taught and prepared their children for formal learning, including continuous parental support from birth through high school graduation.

It is also a system designed by a government dominated by elected political faction leaders to leave your child behind:

1. When parents fail to prepare and support their children’s formal learning.

2. When the children’s learning speed is incapable of keeping up with the state-mandated assembly-line pace.

3. Where teachers have no control over the State mandated expectations.

4. Where some education and political leaders are too cowardly; or ignorant; of the State designed system to inform parents of the negative results in a transparent manner. And,

5. By losing learning opportunities through the stereotypical concept of age group promotion.

It is also a system designed:

To fail new teachers through the absence of an efficient new teacher professional development program. Unlike the old Guild system with an apprentice program, recent college graduates or adults transitioning into the profession are given the same responsibilities as the masters-of-their profession without a functional apprentice program. Yes, some colleges use an embedded K-12 school program for their student’s soon-to-be teachers. However, anecdotal evidence and the number of new teachers leaving the field within the first five years during normalcy show a failed preparation of new teachers at college alone.

After college, we need a process that includes two or more years as an apprentice plus two or more years of mentoring; Working in the field with master teachers.

Why? When we fail our teachers, we fail ourselves.

And when we compare ourselves to the other stumbling systems around the world, we appear to be excellent.

In Retrospect

While studying the field of education, I became more thankful for teachers’ heroic efforts to overcome a government-designed system of failure. Bracketed between a human-sized blender on puree and a mammoth woodchipper at capacity. Where teachers metaphorically:

1. Brave the fire.

2. Function as inflight-learning-missile mechanics. *

3. And suffer abuse spewed by some educational leaders, politicians, and others who appear to have forgotten the purpose of our schools: teaching and learning.

QUESTIONS:

If parents always know what is best for their child, wouldn’t that also mean they know all the instructional strategies used in the classroom?

Doesn’t someone have to know what is best to know what’s best?

However, I suspect most parents know their children need an excellent level of learning during the K-12 years. Yet, how many parents were told they were responsible for preparing their children for a formal learning environment and supporting them through high school graduation using their Academic Parenting skills? The skills parents should have learned during their birth through high school graduation year and beyond because children don’t come with instruction manuals.

* The short definition of who qualifies as an inflight-learning-missile mechanic; A teacher who has the skills to change instructional strategy during instruction to reach and engage more students. By using one or more of the thirty-plus instructional strategies, a master teacher may have in their professional instructional toolbox.

Jurassic Parked as a Maxim for Large Standardized Tests – Glossary Addition

February 18, 2022 ~ bkendall527 ~ 1 Comment

As I continue with the “A Nation STILL At Risk” series, terms and phrases containing specific definitions and implications will be added to the published work.

Glossary, by Bruce Kendall, Founder of The Afterclap

While Jurassic Park books and movies are common culture entertainment, they are also an afterclap. Between the 1993 Jurassic Park Movie and the 1990 book, we have defined Jurassic Parked as the following maxim:

When Mathematicians and Scientists use the knowledge, they did not earn for themselves or use the discipline necessary to attain it but stood on the shoulders of giants and took a step without taking any responsibility for it or asking if they should have taken it then created a belief that it was a magic wand of understanding and then it was turned into Venerated Legalized Extortion without considering the collateral damage.

We have drawn heavily from the book and movie. See the excerpts below:

MOVIE:

Dr. Ian Malcolm: Gee, the lack of humility before nature that’s being displayed here, uh… staggers me.

Donald Gennaro: Well thank you, Dr. Malcolm, but I think things are a little bit different then you and I had feared…

Dr. Ian Malcolm: Yeah, I know. They’re a lot worse.

Donald Gennaro: Now, wait a second now, we haven’t even seen the park…

John Hammond: No, no, Donald, Donald, Donald… let him talk. There’s no reason… I want to hear every viewpoint, I really do.

Dr. Ian Malcolm: Don’t you see the danger, John, inherent in what you’re doing here? Genetic power is the most awesome force the planet’s ever seen, but you wield it like a kid that’s found his dad’s gun.

Donald Gennaro: It’s hardly appropriate to start hurling generalizations…

Dr. Ian Malcolm: If I may… Um, I’ll tell you the problem with the scientific power that you’re using here, it didn’t require any discipline to attain it. You read what others had done and you took the next step. You didn’t earn the knowledge for yourselves, so you don’t take any responsibility for it. You stood on the shoulders of geniuses to accomplish something as fast as you could, and before you even knew what you had, you patented it, and packaged it, and slapped it on a plastic lunchbox, and now

[bangs on the table]

Dr. Ian Malcolm: you’re selling it, you wanna sell it. Well…

John Hammond: I don’t think you’re giving us our due credit. Our scientists have done things which nobody’s ever done before…

Dr. Ian Malcolm: Yeah, yeah, but your scientists were so preoccupied with whether or not they could that they didn’t stop to think if they should.

John Hammond: Condors. Condors are on the verge of extinction…

Dr. Ian Malcolm: [shaking his head] No…

John Hammond: If I was to create a flock of condors on this island, you wouldn’t have anything to say.

Dr. Ian Malcolm: No, hold on. This isn’t some species that was obliterated by deforestation, or the building of a dam. Dinosaurs had their shot, and nature selected them for extinction.

John Hammond: I simply don’t understand this Luddite attitude, especially from a scientist. I mean, how can we stand in the light of discovery, and not act?

Dr. Ian Malcolm: What’s so great about discovery? It’s a violent, penetrative act that scars what it explores. What you call discovery, I call the rape of the natural world.

Dr. Ellie Sattler: Well, the question is, how can you know anything about an extinct ecosystem? And therefore, how could you ever assume that you can control it? I mean, you have plants in this building that are poisonous, you picked them because they look good, but these are aggressive living things that have no idea what century they’re in, and they’ll defend themselves, violently if necessary.

John Hammond: Dr. Grant, if there’s one person here who could appreciate what I’m trying to do…

Dr. Alan Grant: The world has just changed so radically, and we’re all running to catch up. I don’t want to jump to any conclusions, but look… Dinosaurs and man, two species separated by 65 million years of evolution have just been suddenly thrown back into the mix together. How can we possibly have the slightest idea what to expect?

John Hammond: [laughing] I don’t believe it. I don’t believe it! You’re meant to come down here and defend me against these characters, and the only one I’ve got on my side is the blood-sucking lawyer!

Donald Gennaro: Thank you.

BOOK:

“…we haven’t had any accidents for months now…Everything on that island is perfectly fine.” ― Michael Crichton, Jurassic Park

BOOK:

“They’re both technicians. They have what I call ‘thintelligence’. They see the immediate situation. They think narrowly and they call it ‘being focused’. They don’t see the surround. They don’t see the consequences.” ― Michael Crichton, Jurassic Park

MOVIE:

John Hammond: [as they gather around a baby dinosaur hatching from its egg] I’ve been present for the birth of every little creature on this island.

Dr. Ian Malcolm: Surely not the ones that are bred in the wild?

Henry Wu: Actually they can’t breed in the wild. Population control is one of our security precautions. There’s no unauthorized breeding in Jurassic Park.

Dr. Ian Malcolm: How do you know they can’t breed?

Henry Wu: Well, because all the animals in Jurassic Park are female. We’ve engineered them that way.

[they take the baby dinosaur out of its egg. A robot arm picks up the shell out of Grant’s hand and puts it back down]

Dr. Ian Malcolm: But again, how do you know they’re all female? Does somebody go out into the park and pull up the dinosaurs’ skirts?

Henry Wu: We control their chromosomes. It’s really not that difficult. All vertebrate embryos are inherently female anyway, they just require an extra hormone given at the right developmental stage to make them male. We simply deny them that.

Dr. Ellie Sattler: Deny them that?

Dr. Ian Malcolm: John, the kind of control you’re attempting simply is… it’s not possible. If there is one thing the history of evolution has taught us it’s that life will not be contained. Life breaks free, it expands to new territories and crashes through barriers, painfully, maybe even dangerously, but, uh… well, there it is.

John Hammond: [sardonically] There it is.

Henry Wu: You’re implying that a group composed entirely of female animals will… breed?

Dr. Ian Malcolm: No. I’m, I’m simply saying that life, uh… finds a way.

MOVIE:

Dr. Ian Malcolm: [as they escape the T-Rex chasing after them in the Jeep] You think they’ll have that on the tour?

Respectfully

Bruce Kendall

CONTACT:

Facebook: https://www.facebook.com/The-Afterclap-107153424017370

Twitter: https://twitter.com/@TAfterclap

Email: theafterclap@mail.com

LINKS:

https://en.wikipedia.org/wiki/Jurassic_Park_(film)

https://en.wikipedia.org/wiki/Jurassic_Park_(novel)

https://www.imdb.com/title/tt0107290/quotes/qt1744888

https://www.goodreads.com/quotes/tag/jurassic-park

What Has Psychometry To Do With Standardized Learning Measurements

February 14, 2022 ~ bkendall527 ~ 3 Comments

The first entry of, “A Nation STILL At Risk,” series by Bruce Kendall, Founder of The Afterclap

I believe that to understand a subject; its history is as important and sometimes more important than its immediate description. And the origin of the word Psychometry and its use in published literature tells part of its history.

Psychometryis pronounced as [ sahy-kom-i-tree ] and defined as; “the alleged art or faculty of divining facts concerning an object or a person associated with it, by contact with or proximity to the object.” [1]

And first recorded 1850-55 by combining the words psycho- + -metry, from the Greek meaning (breath, spirit, soul, mind) plus (action or process of measuring).

The earliest use listed was by the author, Swami Panchadasi in the book, Clairvoyance and Occult Powers Circa 1916, and included the five following quotes:

1. “In Psychometry some object is used in order to bring the occulist “en rapport” with the person or thing associated with it.”

2. “In this phase of psychometry, all that is needed is a piece of the coal, mineral or metal which has come from the mine.”

3. “Psychometry develops the occultist for still higher clairvoyant powers.”

4. “The above incident is typical of this class of psychometry, and many persons have had at least flashes of this phase of the power.”

5. “The following examples will give a good idea of the Denton experiments, which are typical of this class of psychometry.”

The other definition was “Psychology. psychometrics” [2]

Psychometrics, pronounced [ sahy-kuh-me-triks ], is defined as “the measurement of mental traits, abilities, and processes.” [2]

Also first recorded circa 1850–55; by combining psycho- and -metrics “the science of measuring” [3]

It is also defined as psychometry.

Which circles back to where we started. The word psychometrician is tied into education learning assessments, pronounced [sahy-kom-i-trish-uhn], derived from psychometry. [1]

Psychometricians use “Psychometrics…a field of study within psychology concerned with the theory and technique of measurement…concerned with the objective measurement of latent constructs that cannot be directly observed. Examples of latent constructs include intelligence, introversion, mental disorders, and educational achievement.” [4]

According to Wikipedia [4], The Historical foundation for Psychological testing comes from two streams of thought: Victorian and German. Standardized testing comes from the German stream of thought.

And how did early literature use the word psychometric:

1. “Then there is the psychometric doctor, who cures by spirits.” From As A Chinaman Saw Us: Passages from his Letters to a Friend at Home by Anonymous circa 1916 Copyright, 1904, by D. Appleton and Company

2. “I make use of a material which, at first glance, may be confused with psychometric material.” From The Montessori Method Scientific Pedagogy as Applied to Child Education in ‘The Children’s Houses’ with Additions and Revisions by the Author by Maria Montessori, Translated from The Italian by Anne E. George, With An Introduction by Professor Henry W. Holmes of Harvard University. Copyright, 1912, by Frederick A. Stokes Company Page 168.

3. “These are not psychometric forecasts, but rational inferences, from our increasing rate of progress.” Buchanan’s Journal of Man, January 1888 Volume 1, Number 12 Various in “Twentieth Century Science, Dawning at the end of the Nineteenth.”

4. “The letter is a very good connecting medium in psychometric experiments.” From Clairvoyance and Occult Powers by Swami Panchadasi circa 1916

5. “Nothing had occurred to her father, and the appearance may be adequately accounted for on psychometric grounds.” From Studies in the Out-Lying Fields of Psychic Science by Hudson Tuttle, Copyright by Hudson Tuttle, 1889.

Until and just past the turn of the 19^th century, the science that developed into standardized learning measurements at least partially focused on Psychic Science, Clairvoyance, and Occult powers, when I return to this again in the early 20th century, we will discover the changes in science leading into the 21st century.

Dear reader, I hope you will consider making positive suggestions to help. The Afterclap’s goal for 2022 is to flesh out, A Nation “STILL” At Risk. And the work we do is not about me. It is about all of us.

Respectfully

Bruce Kendall

Contact:

Facebook: https://www.facebook.com/The-Afterclap-107153424017370

Twitter: https://twitter.com/@TAfterclap

Email: theafterclap @bkendall527

REFERENCED LINKS:

[1] https://www.dictionary.com/browse/psychometry

[2] https://www.dictionary.com/browse/psychometrics

[3] https://www.dictionary.com/browse/metrics

[4] https://en.wikipedia.org/wiki/Psychometrics 2022 0214

[5] https://www.dictionary.com/browse/psychometric

DOCUMENTS, VIDEO, OR PAGES VIEWED:

// Youtube What is Psychometrician? || PSYCHOMETRICIAN REVIEWER by Racy Rosyn

// https://proftesting.com/test_topics/pdfs/psychometrician.pdf What is a Psychometrician?

// https://bestaccreditedcolleges.org/articles/psychometrician-job-duties-and-requirements.html Psychometrician: Job Duties and Requirements Oct 20, 2021

// https://www.organizationalpsychologydegrees.com/faq/what-is-a-psychometrician/ What is a Psychometrician?

// https://psychologydictionary.org/psychometrician/ PSYCHOMETRICIAN By N., Sam M.S. April 28, 2013, in PsychologyDictionary.org

// Home » Beyond Words » Psychometricians: What They Are and What They Do https://www.altalang.com/beyond-words/psychometricians-what-they-are-and-what-they-do/

// https://www.wordnik.com/words/psychometrician

Reading and Academic Parenting (Guest Post)

January 12, 2022 ~ bkendall527 ~ 1 Comment

This is a guest post by Aiken Faque.

A Thriftbooks team member, Barbara Hagen, recently wrote, “Books: The Great Connector Creating Bonds With The Outsiders.” Where she shared her antidotal connection to reading as a multigenerational activity. Through reading with her twin daughters and her son. The book she referred to was The Outsiders by S.E. Hinton. Hinton’s examples fall within the parameters of Academic Parenting.

At the Afterclap, Academic Parenting has been a topic of much discussion of late. And Hagen’s story recalled my multigenerational reading experience. While I do not remember my parents reading to me, I remember them reading the newspaper every day. And the same can be said of my Paternal Grandparents and Aunt May. All these activities show one of the keystones of Academic parenting—Teaching and Leading by Example.

My wife and I read to our children as they grew up and helped them learn to read. After our children read without support, we occasionally talked about what each of us had read. And according to my friend and Founder of The Afterclap, what we were unknowingly doing is the second keystone of Academic parenting—Teaching and Leading by Participation.

Initially, there were several concepts about Academic Parenting holding back my understanding

> Realizing I knew more than I thought I knew.

> Realizing how interconnected the skills I learned by observation and participation were between academic disciplines.

> Realizing that English, Mathematics, History, Science, and other subjects were interconnected in ways I had not understood. Not as they are taught as dissected parts of the whole. And that

> Reading, including the complete set of literacy skills, is the Super-Highway to a lifetime of learning.

Aiken Faque

Facebook: https://www.facebook.com/The-Afterclap-107153424017370

Twitter: https://twitter.com/@TAfterclap

Email: theafterclap@mail.com

2021 ACT National States Composite Report Card Grade and Science Benchmark Results

October 14, 2021 ~ bkendall527 ~ 1 Comment

The Composite Report Card Grades are the average grade for the Nation, each state, and the District of Columbia.

The minimum College Readiness ACT Benchmark in Science is a report card grade equivalent to a 64.

The Afterclap Strongly cautions against comparing states or the national results to state results because the percentage of students taking the ACT varies widely between state to state and would not be an apples-to-apples comparison.

State	Composite Report Card Grade	Percent Meeting or Exceeding the Science Benchmark Grade of 64 or Better
Alabama	52	23
Alaska	57	38
Arizona	55	32
Arkansas	53	26
California	72	68
Colorado	64	56
Connecticut	76	76
Delaware	71	68
District of Columbia	71	66
Florida	57	35
Georgia	63	48
Hawaii	51	23
Idaho	64	51
Illinois	70	65
Indiana	64	52
Iowa	60	44
Kansas	55	32
Kentucky	53	26
Louisiana	51	23
Maine	71	69
Maryland	71	65
Massachusetts	77	79
Michigan	70	65
Minnesota	60	45
Mississippi	50	19
Missouri	57	36
Montana	57	36
National	56	35
Nebraska	56	35
Nevada	49	20
New Hampshire	74	71
New Jersey	70	62
New Mexico	58	37
New York	73	73
North Carolina	53	27
North Dakota	54	32
Ohio	54	31
Oklahoma	55	29
Oregon	57	38
Pennsylvania	69	64
Rhode Island	72	67
South Carolina	52	26
South Dakota	60	45
Tennessee	53	28
Texas	56	34
Utah	57	37
Vermont	67	66
Virginia	71	67
Washington	66	55
West Virginia	58	36
Wisconsin	56	36
Wyoming	55	32

Don’t know much about: Sam Cooke’s Wonderful World

October 11, 2021 ~ bkendall527 ~ Leave a comment

A Self Evaluation

How close to the reality of our daily lives did Sam Cooke’s song, Wonderful World, come?

At The Afterclap, we consider it common to desire someone to love and be loved in return. But what about the rest of the song.

While the song Wonderful World was primarily composed by Lou Adler and Herb Alpert, Cooke revised the lyrics to include more education references. And when looking at the first two verses, ask yourself:

How much of those subjects did you learn during your birth through high school graduation years?

And how much have you forgotten?

Verse 1:

Don’t know much about history
Don’t know much biology
Don’t know much about a science book
Don’t know much about the French I took

Verse 2:

Don’t know much about geography
Don’t know much trigonometry
Don’t know much about algebra
Don’t know what a slide rule is for

While not everyone took French, a foreign language, or used a slide rule: how much do you still remember if you did?

Because we are amid a pandemic, we have been asking ourselves these self-evaluative questions at The Afterclap. And not for the first time. In part because we are all about education. And as a result, we have been busy studying and translating the measurements of Science knowledge. And from the published data, our consensus so far:

As a nation, not enough of us learned or remembered what was in our science books.

Watch and listen to the song:

Sam Cooke – What A Wonderful World (Official Lyric Video) https://www.youtube.com/watch?v=R4GLAKEjU4w

You can find The Afterclap online:

Web: https://theafterclap.com/

Facebook: https://www.facebook.com/The-Afterclap-107153424017370

Twitter: https://twitter.com/@TAfterclap

LINKS and ATTRIBUTIONS:

Sam Cooke – Wikipedia (January 22, 1931 – December 11, 1964)

https://en.wikipedia.org › wiki › Sam_Cooke

Song: Wonderful World

Artist: Sam Cooke

Writers: Lou Adler, Herb Alpert, Sam Cooke

Release Date: April 14, 1960, by Keen Records

Lyrics: Sam Cooke https://genius.com/Sam-cooke-wonderful-world-lyrics

2021 SAT Henry County Schools Understandable Results

September 21, 2021 ~ bkendall527 ~ Leave a comment

2021 SAT results as released is intentionally laid camouflage, of technically correct misinformation, generally understood only by Psychometricians. The Afterclap is metaphorically like a lifeguard to rescue you from the collateral damage misinformation undertow.

The Afterclap’s work is unconventional, unorthodox, and controversial. Unorthodox because our audience is the public, not academics and psychometricians. Unconventional because the translations are easily understood. Unorthodox because the translations are self-explanatory based on the publics’ personal experience in school. And Controversial because the mathematical translations show a significant disconnect between education authorities’ explanations and a “Report Card Grade.” As to the math formulae, it is as old as ancient Rome.

President Ronald Reagan used the Russian proverb, “Doveryai, no proveryai” [ do-ve-RYAI NO pro-ve-RYAI ] “trust, but verify” while in office. The Afterclap, unlike public, private, or government education authorities, encourages you to “doveryai, no proveryai.”

At The Afterclap, we do not compare different cohorts. We hold this comparison to be an “academic fallacy” perpetrated on the public. And we have this position, not because we know everything about each cohort. We hold this position because we know that beyond apparent similarities, each cohort is alien to each other academically, socially, and scientifically down to their collective DNA., and insufficient data is collected to make any comparison.

Henry County Schools, District, and Georgia’s Composite Report Card Grades:

Dutchtown 53

Eagle’s Landing 54

Hampton 48

Locust Grove 52

Luella 51

McDonough 46

Ola 57

Stockbridge 49

Union Grove 58

Woodland 50

School System 52

State 56

We could have separated the results into ERW and Mathematics, but the results would not improve.

You can find The Afterclap online:

Web: https://theafterclap.com/

Facebook: https://www.facebook.com/The-Afterclap-107153424017370

Twitter: https://twitter.com/@TAfterclap

Source: Henry County Press Release # 0013-09-2021

2019 Twelfth Grade NAEP Science Report

June 4, 2021 ~ bkendall527 ~ 2 Comments

Almost two years past the Cohort Class of 2019 arrived at Terminus Station in their Birth through High School Graduation Journey. As potential life-long-Learners, data shows the Class of 2019 was left behind, unprepared, and inadequately learned. Yet they were forced out of their Factory-model, Assembly line, Age-group promotion, Schools.

The last part of this report shows the cumulative effect of Parent-education levels on student learning. If you have read the Eighth-Grade results, this will not be new. Otherwise, this may be the first time you have seen the Parent impact on learning.

The results you will see here are different from the classic misdirection released through the Media by “The U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP)” to the public. The Afterclap uses a proprietary Mathematical Formula and Process, “Calculating the Percent of a Perfect Score.

The process produces two essential products:

1. The percent of points earned.

2. The equivalent Classroom Grade.

The math is not complicated. However, students are expected to master this level of math before leaving the Eighth-Grade.

Calculating the Percent of a Perfect Score is vital because, in Education and Communication, the Sender must start where the Receiver’s level of knowledge is. Otherwise, all the Receiver hears or sees is misdirection or misinformation because they do not understand it. At The Afterclap, we believe a super-majority of the adults in the United States understands percent and classroom grades ranging from zero to a perfect score of one-hundred.

To convert a Percent of a Perfect Score to a classroom grade, drop the percent sign and round to the nearest whole number. All average scores found within this post are classroom equivalent grades.

All students.

The average Science grade was 50.

In the tenth percentile, 34.

In the ninetieth percentile, 66.

40.64 percent (Below Basic) scored from 0 to 47.

37.14 percent (Basic level) scored from 48 = (47.33%) to 59.

20.40 percent (Proficient level) scored from 60 to 73 = (73.67%).

1.82 percent (Advanced level) scored from 74 to 100.

By Gender:

Male Students

The average Science grade was 51.

In the tenth percentile, 33.

In the ninetieth percentile, 67.

39.29 percent (Below Basic) scored from 0 to 47.

35.75 percent (Basic level) scored from 48 = (47.33%) to 59.

22.55 percent (Proficient level) scored from 60 to 73 = (73.67%).

2.41 percent (Advanced level) scored from 74 to 100.

Female Students

The average Science grade was 49.

In the tenth percentile, 33.

In the ninetieth percentile, 64.

42.00 percent (Below Basic) scored from 0 to 47.

38.54 percent (Basic level) scored from 48 = (47.33%) to 59.

18.22 percent (Proficient level) scored from 60 to 73 = (73.67%).

1.23 percent (Advanced level) scored from 74 to 100.

National School Lunch Program Eligibility, Three Categories:

Eligible Students.

The average Science grade was 45.

In the tenth percentile, 30.

In the ninetieth percentile, 60.

56.61 percent (Below Basic) scored from 0 to 47.

33.14 percent (Basic level) scored from 48 = (47.33%) to 59.

9.86 percent (Proficient level) scored from 60 to 73 = (73.67%).

0.39 percent (Advanced level) scored from 74 to 100.

Students Not Eligible.

The average Science grade was 53.

In the tenth percentile, 37.

In the ninetieth percentile, 68.

29.69 percent (Below Basic) scored from 0 to 47.

39.66 percent (Basic level) scored from 48 = (47.33%) to 59.

27.78 percent (Proficient level) scored from 60 to 73 = (73.67%).

2.88 percent (Advanced level) scored from 74 to 100.

Student Information Not Available.

The average Science grade was 52.

In the tenth percentile, 36.

In the ninetieth percentile, 67.

31.82 percent (Below Basic) scored from 0 to 47.

41.19 percent (Basic level) scored from 48 = (47.33%) to 59.

25.01 percent (Proficient level) scored from 60 to 73 = (73.67%).

1.98 percent (Advanced level) scored from 74 to 100.

Race and Ethnicity Using 2011 Guidelines, School-reported:

Students identified as White.

The average Science grade was 54.

In the tenth percentile, 39.

In the ninetieth percentile, 68.

27.86 percent (Below Basic) scored from 0 to 47.

41.82 percent (Basic level) scored from 48 = (47.33%) to 59.

27.81 percent (Proficient level) scored from 60 to 73 = (73.67%).

2.51 percent (Advanced level) scored from 74 to 100.

Students identified as Black.

The average Science grade was 42.

In the tenth percentile, 27.

In the ninetieth percentile, 57.

68.56 percent (Below Basic) scored from 0 to 47.

25.32 percent (Basic level) scored from 48 = (47.33%) to 59.

5.94 percent (Proficient level) scored from 60 to 73 = (73.67%).

0.17 percent (Advanced level) scored from 74 to 100.

Students identified as Hispanic.

The average Science grade was 45.

In the tenth percentile, 30.

In the ninetieth percentile, 60.

55.55 percent (Below Basic) scored from 0 to 47.

34.66 percent (Basic level) scored from 48 = (47.33%) to 59.

9.42 percent (Proficient level) scored from 60 to 73 = (73.67%).

0.37 percent (Advanced level) scored from 74 to 100.

Students identified as Asian.

The average Science grade was 55.

In the tenth percentile, 37.

In the ninetieth percentile, 71.

26.53 percent (Below Basic) scored from 0 to 47.

32.99 percent (Basic level) scored from 48 = (47.33%) to 59.

34.66 percent (Proficient level) scored from 60 to 73 = (73.67%).

5.81 percent (Advanced level) scored from 74 to 100.

Students identified as American Indian and Alaska Native.

The average Science grade was 47.

In the tenth percentile, 33.

In the ninetieth percentile, 62.

51.43 percent (Below Basic) scored from 0 to 47.

35.57 percent (Basic level) scored from 48 = (47.33%) to 59.

11.83 percent (Proficient level) scored from 60 to 73 = (73.67%).

1.17 percent (Advanced level) scored from 74 to 100.

Students identified as Native Hawaiian and Other Pacific Islander.

The average Science grade was 46.

In the tenth percentile, 31.

In the ninetieth percentile, 62.

58.22 percent (Below Basic) scored from 0 to 47.

27.90 percent (Basic level) scored from 48 = (47.33%) to 59.

13.20 percent (Proficient level) scored from 60 to 73 = (73.67%).

0.69 percent (Advanced level) scored from 74 to 100.

Students identified as Two or More Races.

The average Science grade was 526.

In the tenth percentile, 36.

In the ninetieth percentile, 67.

34.06 percent (Below Basic) scored from 0 to 47.

38.39 percent (Basic level) scored from 48 = (47.33%) to 59.

25.38 percent (Proficient level) scored from 60 to 73 = (73.67%).

2.16 percent (Advanced level) scored from 74 to 100.

Student Results Correlated to Father’s Education Level:

Father Did Not Finish High School.

The average Science grade was 46.

In the tenth percentile, 31.

In the ninetieth percentile, 60.

54.25 percent (Below Basic) scored from 0 to 47.

35.76 percent (Basic level) scored from 48 = (47.33%) to 59.

9.70 percent (Proficient level) scored from 60 to 73 = (73.67%).

0.30 percent (Advanced level) scored from 74 to 100.

Father Graduated From High School.

The average Science grade was 47.

In the tenth percentile, 32.

In the ninetieth percentile, 63.

48.36 percent (Below Basic) scored from 0 to 47.

37.38 percent (Basic level) scored from 48 = (47.33%) to 59.

13.72 percent (Proficient level) scored from 60 to 73 = (73.67%).

0.54 percent (Advanced level) scored from 74 to 100.

Father Has Some Education After High School.

The average Science grade was 51.

In the tenth percentile, 36.

In the ninetieth percentile, 65.

35.98 percent (Below Basic) scored from 0 to 47.

42.04 percent (Basic level) scored from 48 = (47.33%) to 59.

20.79 percent (Proficient level) scored from 60 to 73 = (73.67%).

1.19 percent (Advanced level) scored from 74 to 100.

Father Graduated From College.

The average Science grade was 55.

In the tenth percentile, 39.

In the ninetieth percentile, 70.

24.15 percent (Below Basic) scored from 0 to 47.

38.23 percent (Basic level) scored from 48 = (47.33%) to 59.

33.41 percent (Proficient level) scored from 60 to 73 = (73.67%).

4.21 percent (Advanced level) scored from 74 to 100.

Father’s Education Level Unknown.

The average Science grade was 43.

In the tenth percentile, 28.

In the ninetieth percentile, 59.

61.67 percent (Below Basic) scored from 0 to 47.

29.59 percent (Basic level) scored from 48 = (47.33%) to 59.

8.41 percent (Proficient level) scored from 60 to 73 = (73.67%).

0.33 percent (Advanced level) scored from 74 to 100.

Student Results Correlated To Mother’s Education Level:

Mother Did Not Finish High School.

The average Science grade was 45.

In the tenth percentile, 30.

In the ninetieth percentile, 60.

56.98 percent (Below Basic) scored from 0 to 47.

34.29 percent (Basic level) scored from 48 = (47.33%) to 59.

8.46 percent (Proficient level) scored from 60 to 73 = (73.67%).

0.27 percent (Advanced level) scored from 74 to 100.

Mother Graduated From High School.

The average Science grade was 47.

In the tenth percentile, 31.

In the ninetieth percentile, 62.

49.97 percent (Below Basic) scored from 0 to 47.

36.33 percent (Basic level) scored from 48 = (47.33%) to 59.

12.98 percent (Proficient level) scored from 60 to 73 = (73.67%).

0.72 percent (Advanced level) scored from 74 to 100.

Mother Has Some Education After High School.

The average Science grade was 50.

In the tenth percentile, 35.

In the ninetieth percentile, 64.

39.31 percent (Below Basic) scored from 0 to 47.

40.30 percent (Basic level) scored from 48 = (47.33%) to 59.

19.41 percent (Proficient level) scored from 60 to 73 = (73.67%).

0.98 percent (Advanced level) scored from 74 to 100.

Mother Graduated From College.

The average Science grade was 54.

In the tenth percentile, 38.

In the ninetieth percentile, 69.

27.73 percent (Below Basic) scored from 0 to 47.

38.78 percent (Basic level) scored from 48 = (47.33%) to 59.

29.99 percent (Proficient level) scored from 60 to 73 = (73.67%).

3.50 percent (Advanced level) scored from 74 to 100.

Mother’s Education Level Unknown.

The average Science grade was 41.

In the tenth percentile, 26.

In the ninetieth percentile, 57.

68.18 percent (Below Basic) scored from 0 to 47.

25.22 percent (Basic level) scored from 48 = (47.33%) to 59.

6.33 percent (Proficient level) scored from 60 to 73 = (73.67%).

0.27 percent (Advanced level) scored from 74 to 100.

Student Results Correlated To Parental Education Level, from Two Questions:

Parent Did Not Finish High School.

The average Science grade was 44.

In the tenth percentile, 29.

In the ninetieth percentile, 58.

58.92 percent (Below Basic) scored from 0 to 47.

33.22 percent (Basic level) scored from 48 = (47.33%) to 59.

7.61 percent (Proficient level) scored from 60 to 73 = (73.67%).

0.25 percent (Advanced level) scored from 74 to 100.

Parent Graduated From High School.

The average Science grade was 45.

In the tenth percentile, 30.

In the ninetieth percentile, 60.

55.88 percent (Below Basic) scored from 0 to 47.

33.81 percent (Basic level) scored from 48 = (47.33%) to 59.

9.91 percent (Proficient level) scored from 60 to 73 = (73.67%).

0.40 percent (Advanced level) scored from 74 to 100.

Parent Had Some Education After High School.

The average Science grade was 49.

In the tenth percentile, 35.

In the ninetieth percentile, 63.

42.67 percent (Below Basic) scored from 0 to 47.

40.32 percent (Basic level) scored from 48 = (47.33%) to 59.

16.42 percent (Proficient level) scored from 60 to 73 = (73.67%).

0.59 percent (Advanced level) scored from 74 to 100.

Parent Graduated From College.

The average Science grade was 54.

In the tenth percentile, 38.

In the ninetieth percentile, 69.

28.78 percent (Below Basic) scored from 0 to 47.

39.03 percent (Basic level) scored from 48 = (47.33%) to 59.

28.94 percent (Proficient level) scored from 60 to 73 = (73.67%).

3.25 percent (Advanced level) scored from 74 to 100.

Parental Education Level Unknown.

The average Science grade was 40.

In the tenth percentile, 24.

In the ninetieth percentile, 56.

72.38 percent (Below Basic) scored from 0 to 47.

22.55 percent (Basic level) scored from 48 = (47.33%) to 59.

4.96 percent (Proficient level) scored from 60 to 73 = (73.67%).

0.10 percent (Advanced level) scored from 74 to 100.

You can read the 2019 Fourth Grade NAEP Science results here and Eighth Grade results here.

NOTE: Percentages of students may not equal 100 percent.

The Afterclap translates test results because we care enough to do what nobody else does. Present understandable results. We hope you found this post informative and will show your concern by sharing.

You can find us:

Web: https://theafterclap.com/

Facebook: https://www.facebook.com/The-Afterclap-107153424017370

Twitter: https://twitter.com/@TAfterclap

LINKS:

2019 NAEP Fourth Grade Science Results, https://theafterclap.com/2021/05/29/2019-fourth-grade-naep-science-results/

2019 NAEP Eighth Grade Science Results, https://theafterclap.com/2021/05/31/2019-eighth-grade-naep-science-results/

SOURCE:

U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2019 Science Assessment. https://www.nationsreportcard.gov/ndecore/landing

2019 Eighth Grade NAEP Science Results

May 31, 2021June 4, 2021 ~ bkendall527 ~ 2 Comments

The effect of Parent-education levels on student learning seems to be a taboo subject. However, this release is the most recent collection point since 1971 showing the impact of Parent-education levels on student performance and included in this post. It may be information you will see for the first time in your life.

The years from Birth to this Eighth Grade Cohort find these Lifelong learners still behind published expectations and hope. At the time of the assessment, roughly thirteen years had passed, and with the current release of information, fifteen years have passed. How is it possible to make up for fifteen years of lost learning opportunities?

The process produces two essential products:

1. The percent of points earned.

2. The equivalent Classroom Grade.

Calculating the Percent of a Perfect Score is vital because, in Education and Communication, the Sender must start where the Receiver’s level of knowledge is. Otherwise, all the Receiver hears or sees is misdirection or misinformation because they do not understand it. At The Afterclap, we believe a super-majority of the adults in the United States understands percents and classroom grades ranging from zero to a perfect score of one-hundred.

To convert a Percent of a Perfect Score to a classroom grade, drop the percent sign and round to the nearest whole number. All average scores found within this post are classroom equivalent grades.

All Students

The average Science grade was 51.

In the tenth percentile, 35.

In the ninetieth percentile, 65.

32.92 percent (Below Basic) scored from 0 to 46.

32.41 percent (Basic level) scored from 47 to 56.

32.51 percent (Proficient level) scored from 57 to 71.

2.16 percent (Advanced level) scored from 72 to 100.

Students by Gender

Male Students

The average Science grade was a 51.

In the tenth percentile, 35.

In the ninetieth percentile, 66.

32.90 percent (Below Basic) scored from 0 to 46.

30.95 percent (Basic level) scored from 47 to 56.

33.59 percent (Proficient level) scored from 57 to 71.

2.56 percent (Advanced level) scored from 72 to 100.

Female Students

The average Science grade was 51.

In the tenth percentile, 36.

In the ninetieth percentile, 65.

32.94 percent (Below Basic) scored from 0 to 46.

33.92 percent (Basic level) scored from 47 to 56.

31.39 percent (Proficient level) scored from 57 to 71.

1.75 percent (Advanced level) scored from 72 to 100.

National School Lunch Program eligibility, Three categories

Eligible Students

The average Science grade was 47.

In the tenth percentile, 31.

In the ninetieth percentile, 61.

48.01 percent (Below Basic) scored from 0 to 46.

32.11 percent (Basic level) scored from 47 to 56.

19.34 percent (Proficient level) scored from 57 to 71.

0.54 percent (Advanced level) scored from 72 to 100.

Students Not eligible

The average Science grade was 55.

In the tenth percentile, 42.

In the ninetieth percentile, 68.

19.34 percent (Below Basic) scored from 0 to 46.

32.44 percent (Basic level) scored from 47 to 56.

44.51 percent (Proficient level) scored from 57 to 71.

3.71 percent (Advanced level) scored from 72 to 100.

Students With an Unknown Status

The average Science grade was 55.

In the tenth percentile, 42.

In the ninetieth percentile, 67.

19.30 percent (Below Basic) scored from 0 to 46.

34.22 percent (Basic level) scored from 47 to 56.

43.47 percent (Proficient level) scored from 57 to 71.

3.01 percent (Advanced level) scored from 72 to 100.

Race and Ethnicity using 2011 guidelines, school-reported

White Students

The average Science grade was 55.

In the tenth percentile, 42.

In the ninetieth percentile, 67.

20.12 percent (Below Basic) scored from 0 to 46.

33.54 percent (Basic level) scored from 47 to 56.

43.25 percent (Proficient level) scored from 57 to 71.

3.09 percent (Advanced level) scored from 72 to 100.

Black Students

The average Science grade was 44.

In the tenth percentile, 29.

In the ninetieth percentile, 58.

57.82 percent (Below Basic) scored from 0 to 46.

28.60 percent (Basic level) scored from 47 to 56.

13.33 percent (Proficient level) scored from 57 to 71.

0.25 percent (Advanced level) scored from 72 to 100.

Hispanic Students

The average Science grade was 47.

In the tenth percentile, 32.

In the ninetieth percentile, 61.

47.10 percent (Below Basic) scored from 0 to 46.

32.71 percent (Basic level) scored from 47 to 56.

19.60 percent (Proficient level) scored from 57 to 71.

0.59 percent (Advanced level) scored from 72 to 100.

Asian Students

The average Science grade was 56.

In the tenth percentile, 41.

In the ninetieth percentile, 69.

17.96 percent (Below Basic) scored from 0 to 46.

30.04 percent (Basic level) scored from 47 to 56.

46.15 percent (Proficient level) scored from 57 to 71.

5.85 percent (Advanced level) scored from 72 to 100.

American Indian and Alaska Native Students

The average Science grade was a 48.

In the tenth percentile, 35.

In the ninetieth percentile, 69.

45.71 percent (Below Basic) scored from 0 to 46.

33.82 percent (Basic level) scored from 47 to 56.

19.36 percent (Proficient level) scored from 57 to 71.

1.11 percent (Advanced level) scored from 72 to 100.

Native Hawaiian and Other Pacific Islander Students

The average Science grade was 46.

In the tenth percentile, 29.

In the ninetieth percentile, 60.

46.00 percent (Below Basic) scored from 0 to 46.

33.49 percent (Basic level) scored from 47 to 56.

20.47 percent (Proficient level) scored from 57 to 71.

0.03 percent (Advanced level) scored from 72 to 100.

Students of two or more races

The average Science grade was 53.

In the tenth percentile, 38.

In the ninetieth percentile, 66.

27.87 percent (Below Basic) scored from 0 to 46.

33.12 percent (Basic level) scored from 47 to 56.

36.21 percent (Proficient level) scored from 57 to 71.

2.80 percent (Advanced level) scored from 72 to 100.

By Parental Education Levels

By Father’s Education Level:

Father Who Did Not Finish High School

The average Science grade was 47.

In the tenth percentile, 32.

In the ninetieth percentile, 61.

46.55 percent (Below Basic) scored from 0 to 46.

33.36 percent (Basic level) scored from 47 to 56.

19.55 percent (Proficient level) scored from 57 to 71.

0.55 percent (Advanced level) scored from 72 to 100.

Father Who Graduated High School

The average Science grade was 49.

In the tenth percentile, 35.

In the ninetieth percentile, 63.

37.98 percent (Below Basic) scored from 0 to 46.

35.24 percent (Basic level) scored from 47 to 56.

25.76 percent (Proficient level) scored from 57 to 71.

1.02 percent (Advanced level) scored from 72 to 100.

Father With Some Education After High School

The average Science grade was 53.

In the tenth percentile, 39.

In the ninetieth percentile, 65.

25.99 percent (Below Basic) scored from 0 to 46.

36.41 percent (Basic level) scored from 47 to 56.

35.73 percent (Proficient level) scored from 57 to 71.

1.87 percent (Advanced level) scored from 72 to 100.

Father Who Graduated College

The average Science grade was 56.

In the tenth percentile, 42.

In the ninetieth percentile, 68.

19.00 percent (Below Basic) scored from 0 to 46.

30.51 percent (Basic level) scored from 47 to 56.

46.22 percent (Proficient level) scored from 57 to 71.

4.27 percent (Advanced level) scored from 72 to 100.

Father’s Education Level Unknown

The average Science grade was 47.

In the tenth percentile, 32.

In the ninetieth percentile, 61.

47.61 percent (Below Basic) scored from 0 to 46.

31.61 percent (Basic level) scored from 47 to 56.

20.15 percent (Proficient level) scored from 57 to 71.

0.62 percent (Advanced level) scored from 72 to 100.

By Mother’s Education Level:

Mother Did Not Finish High School

The average Science grade was 47.

In the tenth percentile, 32.

In the ninetieth percentile, 60.

48.80 percent (Below Basic) scored from 0 to 46.

33.54 percent (Basic level) scored from 47 to 56.

17.23 percent (Proficient level) scored from 57 to 71.

0.44 percent (Advanced level) scored from 72 to 100.

Mother Graduated High School

The average Science grade was 48.

In the tenth percentile, 33.

In the ninetieth percentile, 62.

42.52 percent (Below Basic) scored from 0 to 46.

33.64 percent (Basic level) scored from 47 to 56.

23.02 percent (Proficient level) scored from 57 to 71.

0.83 percent (Advanced level) scored from 72 to 100.

Mother With Some Education After High School

The average grade was a 52.

In the tenth percentile, 39.

In the ninetieth percentile, 65.

27.60 percent (Below Basic) scored from 0 to 46.

37.78 percent (Basic level) scored from 47 to 56.

33.14 percent (Proficient level) scored from 57 to 71.

1.48 percent (Advanced level) scored from 72 to 100.

Mother Graduated College

The average Science grade was 55.

In the tenth percentile, 40.

In the ninetieth percentile, 68.

21.77 percent (Below Basic) scored from 0 to 46.

31.27 percent (Basic level) scored from 47 to 56.

43.29 percent (Proficient level) scored from 57 to 71.

3.67 percent (Advanced level) scored from 72 to 100.

Mother’s Education Level Unknown

The average Science grade was 46.

In the tenth percentile, 30.

In the ninetieth percentile, 61.

50.79 percent (Below Basic) scored from 0 to 46.

30.05 percent (Basic level) scored from 47 to 56.

18.41 percent (Proficient level) scored from 57 to 71.

0.75 percent (Advanced level) scored from 72 to 100.

Parental Education Level, From Two Questions:

Did Not Finish High School

The average Science grade was 45.

In the tenth percentile, 31.

In the ninetieth percentile, 59.

51.72 percent (Below Basic) scored from 0 to 46.

32.60 percent (Basic level) scored from 47 to 56.

15.27 percent (Proficient level) scored from 57 to 71.

0.41 percent (Advanced level) scored from 72 to 100.

Graduated High School

The average Science grade was 47.

In the tenth percentile, 32.

In the ninetieth percentile, 61.

47.96 percent (Below Basic) scored from 0 to 46.

32.42 percent (Basic level) scored from 47 to 56.

19.03 percent (Proficient level) scored from 57 to 71.

0.59 percent (Advanced level) scored from 72 to 100.

Some Education After High School

The average Science grade was 51.

In the tenth percentile, 38.

In the ninetieth percentile, 64.

30.52 percent (Below Basic) scored from 0 to 46.

38.50 percent (Basic level) scored from 47 to 56.

29.84 percent (Proficient level) scored from 57 to 71.

1.14 percent (Advanced level) scored from 72 to 100.

Graduated College

The average Science grade was 55.

In the tenth percentile, 40.

In the ninetieth percentile, 67.

22.43 percent (Below Basic) scored from 0 to 46.

31.78 percent (Basic level) scored from 47 to 56.

42.32 percent (Proficient level) scored from 57 to 71.

3.47 percent (Advanced level) scored from 72 to 100.

Unknown

The average Science grade was 45.

In the tenth percentile, 29.

In the ninetieth percentile, 60.

54.03 percent (Below Basic) scored from 0 to 46.

29.18 percent (Basic level) scored from 47 to 56.

16.40 percent (Proficient level) scored from 57 to 71.

0.39 percent (Advanced level) scored from 72 to 100.

You can read the 2019 Fourth Grade NAEP Science Results here and Twelfth Grade results here.

NOTE: Percentages of students may not equal 100 percent. We posted what was published.

The Afterclap translates test results because we care enough to do what nobody else does. Make the results understandable. We hope you found this post informative.

We hope you will share this post.

You can find us:

Web: https://theafterclap.com/

Facebook: https://www.facebook.com/The-Afterclap-107153424017370

Twitter: https://twitter.com/@TAfterclap

SOURCE:

2019 Fourth Grade NAEP Science Results

May 29, 2021June 4, 2021 ~ bkendall527 ~ 2 Comments

At the end of the time between Birth and this Fourth Grade Cohort, these Lifelong learners are already behind published expectations and hope. What was not released, if it was collected at all, was the impact of Adult-education levels. However, this impact is part of the Eighth-Grade-Cohort release. The effect of Adult-education levels is brought up because the time between a child’s birth and their fourth year in elementary school is within the years needed to lay and build the foundations for life-long learning. At the time of the assessment, roughly nine years had passed, and with the current release of information, eleven years have passed. How is it possible to make up for eleven years used ineffectively?

The process produces two essential products:

1. The percent of points earned.

2. The equivalent Classroom Grade.

Calculating the Percent of a Perfect Score is vital because, in Education and Communication, the Sender must start where the Receiver’s level of knowledge is. Otherwise, all the Receiver hears or sees is misdirection or misinformation because they do not understand it. At The Afterclap, we believe a super-majority of the adults in the United States understands percents and classroom grades ranging from zero to a perfect score of one-hundred.

To convert a Percent of a Perfect Score to a classroom grade, drop the percent sign and round to the nearest whole number. All average scores found within this post are classroom equivalent grades.

All students

The average 2019 Fourth Grade grade in Science was 50, and students scoring in the tenth percentile a 34, and those scoring in the ninetieth percentile a 65.

26.87 Percent of Students scored Below Basic level, earning a grade from 0 to 43.

37.54 Percent of Students scored at the Basic level, earning a grade from 44 to 55.

34.52 Percent of Students scored at the Proficient level, earning a grade from 56 to 74.

1.07 Percent of Students scored at the Advanced level, earning a grade from 75 to 100.

By Gender

Male

The average 2019 Male Fourth Grade grade in Science was 50, and students scoring in the tenth percentile a 34, and those scoring in the ninetieth percentile a 66.

27.21 Percent of Students scored Below Basic level, earning a grade from 0 to 43.

36.40 Percent of Students scored at the Basic level, earning a grade from 44 to 55.

35.24 Percent of Students scored at the Proficient level, earning a grade from 56 to 74.

1.16 Percent of Students scored at the Advanced level, earning a grade from 75 to 100.

Female

The average 2019 Female Fourth Grade grade in Science was 50, and students scoring in the tenth percentile a 35, and those scoring in the ninetieth percentile a 65.

26.52 Percent of Students scored Below Basic level, earning a grade from 0 to 43.

38.73 Percent of Students scored at the Basic level, earning a grade from 44 to 55.

33.77 Percent of Students scored at the Proficient level, earning a grade from 56 to 74.

0.97 Percent of Students scored at the Advanced level, earning a grade from 75 to 100.

National School Lunch Program eligibility, by three categories

Eligible Students

The average 2019 Eligible Fourth Graders grade in Science was 46, and students scoring in the tenth percentile a 30, and those scoring in the ninetieth percentile a 60.

40.22 Percent of Students scored Below Basic level, earning a grade from 0 to 43.

39.68 Percent of Students scored at the Basic level, earning a grade from 44 to 55.

19.91 Percent of Students scored at the Proficient level, earning a grade from 56 to 74.

0.18 Percent of Students scored at the Advanced level, earning a grade from 75 to 100.

Students Not eligible

The average 2019 Not Eligible Fourth Graders grade in Science was 55, and students scoring in the tenth percentile a 42, and those scoring in the ninetieth percentile a 68.

13.12 Percent of Students scored Below Basic level, earning a grade from 0 to 43.

34.90 Percent of Students scored at the Basic level, earning a grade from 44 to 55.

49.98 Percent of Students scored at the Proficient level, earning a grade from 56 to 74.

2.00 Percent of Students scored at the Advanced level, earning a grade from 75 to 100.

Status Unknown

The average 2019 Fourth Graders grade with Unknown Eligibility in Science was 54, and students scoring in the tenth percentile a 41, and those scoring in the ninetieth percentile a 67.

14.75 Percent of Students scored Below Basic level, earning a grade from 0 to 43.

38.95 Percent of Students scored at the Basic level, earning a grade from 44 to 55.

44.61 Percent of Students scored at the Proficient level, earning a grade from 56 to 74.

1.69 Percent of Students scored at the Advanced level, earning a grade from 75 to 100.

Race and Ethnicity using 2011 guidelines, school-reported

White

The average 2019 White Fourth Graders grade in Science was 54, and students scoring in the tenth percentile a 41, and those scoring in the ninetieth percentile a 67.

14.95 Percent of Students scored Below Basic level, earning a grade from 0 to 43.

36.83 Percent of Students scored at the Basic level, earning a grade from 44 to 55.

46.84 Percent of Students scored at the Proficient level, earning a grade from 56 to 74.

1.39 Percent of Students scored at the Advanced level, earning a grade from 75 to 100.

Black

The average 2019 Black Fourth Graders grade in Science was 43, and students scoring in the tenth percentile a 28, and those scoring in the ninetieth percentile a 56.

49.31 Percent of Students scored Below Basic level, earning a grade from 0 to 43.

36.86 Percent of Students scored at the Basic level, earning a grade from 44 to 55.

13.72 Percent of Students scored at the Proficient level, earning a grade from 56 to 74.

0.11 Percent of Students scored at the Advanced level, earning a grade from 75 to 100.

Hispanic

The average 2019 Hispanic Fourth Graders grade in Science 46, and students scoring in the tenth percentile a 31, and those scoring in the ninetieth percentile a 60.

38.66 Percent of Students scored Below Basic level, earning a grade from 0 to 43.

40.72 Percent of Students scored at the Basic level, earning a grade from 44 to 55.

20.32 Percent of Students scored at the Proficient level, earning a grade from 56 to 74.

0.30 Percent of Students scored at the Advanced level, earning a grade from 75 to 100.

Asian

The average 2019 Asian Fourth Graders grade in Science was 56, and students scoring in the tenth percentile a 40, and those scoring in the ninetieth percentile a 71.

14.56 Percent of Students scored Below Basic level, earning a grade from 0 to 43.

30.22 Percent of Students scored at the Basic level, earning a grade from 44 to 55.

50.96 Percent of Students scored at the Proficient level, earning a grade from 56 to 74.

4.25 Percent of Students scored at the Advanced level, earning a grade from 75 to 100.

American Indian and Alaska Native

The average 2019 American Indian and Alaska Native Fourth Graders Grade in Science was 47, and students scoring in the tenth percentile a 31, and those scoring in the ninetieth percentile a 61.

35.54 Percent of Students scored Below Basic level, earning a grade from 0 to 43.

40.68 Percent of Students scored at the Basic level, earning a grade from 44 to 55.

23.25 Percent of Students scored at the Proficient level, earning a grade from 56 to 74.

0.53 Percent of Students scored at the Advanced level, earning a grade from 75 to 100.

Native Hawaiian and Other Pacific Islander

The average 2019 Native Hawaiian and Other Pacific Islander Fourth Graders grade in Science was 47, and students scoring in the tenth percentile a 31, and those scoring in the ninetieth percentile a 63.

36.59 Percent of Students scored Below Basic level, earning a grade from 0 to 43.

37.60 Percent of Students scored at the Basic level, earning a grade from 44 to 55.

25.16 Percent of Students scored at the Proficient level, earning a grade from 56 to 74.

0.65 Percent of Students scored at the Advanced level, earning a grade from 75 to 100.

Two or more races

The average 2019 of two or more races Fourth Graders grade in Science was 53, and students scoring in the tenth percentile a 38, and those scoring in the ninetieth percentile a 67.

20.81 Percent of Students scored Below Basic level, earning a grade from 0 to 43.

36.14 Percent of Students scored at the Basic level, earning a grade from 44 to 55.

41.11 Percent of Students scored at the Proficient level, earning a grade from 56 to 74.

1.94 Percent of Students scored at the Advanced level, earning a grade from 75 to 100.

You can read the 2019 Eighth Grade NAEP Science results here and Twelfth Grade results here.

NOTE: Percents of students may not equal 100 percent. We posted what was published.

The Afterclap translates test results because we care enough to do what nobody else does. Make the results understandable. We hope you found this post informative.

If you find education important, we hope you will share this post.

You can find us:

Web: https://theafterclap.com/

Facebook: https://www.facebook.com/The-Afterclap-107153424017370

Twitter: https://twitter.com/@TAfterclap

SOURCE: