Before Reading an Analysis by The Afterclap

It is not unreasonable to question any form of media or the intention of published information. The Afterclap holds that questioning can be healthy, and is an indication of a thinking and inquisitive person, and welcomes your questions.

 

Analysis Methodology 

1. The analysis prepared by The Afterclap show traditionally reported statistical data (scale scores) as grades.
2. All grades range from 0 to 100, rounded to a single decimal place.
3. The Afterclap has one Benchmark, a grade of 70 or better. Where 70 is the entry-level grade for a basic or better, depth of academic knowledge.
4. The Afterclap logically considers each Graduating class or Cohort to be a separate specific entity of its own. So unique metaphorically, as to be one of a kind new species. Therefore, it does not compare different Graduating classes or Cohorts as a general rule.

 

Why a Grade

The Afterclap uses a grading scale of 0 to 100 because it may be the most commonly understood scale used in the last century.

We also use this scale because we believe that education authorities have broken the most basic core principle of teaching, by using unfamiliar scales without a logical presentation of information that allows the necessary academic growth and functional understanding of the new scales.

The most basic core principle of teaching is: You start teaching a student from where the student’s, “Depth of Knowledge (is or) Stands.” And from that known-place, the teacher takes the student to the next logical-place for academic growth. In effect, making the new-logical-place, the new known-place. This cycle should start shortly after birth, and continue through high school graduation.*

The grades are a step back to what should be a known-place. Where there should be a reasonable depth of comprehension and understanding by all stakeholders.

 

Why the analysis may be discomforting

When presented information using a different point-of-view (POV), it is not unreasonable to:

1. Be skeptical,
2. Feel uncomfortable,
3. Feel threatened if the POV pushes against their comfort zone, or
4. Question the information if the results seem to be magical mathematics.

As to the math, embarrassingly, the mathematics should not be beyond the expected capabilities of a Sixth Grader by the end of the school year. As to the Mathematical thinking level involved, I do not know the answer.

 

During the process of writing this post, the 1895 quote by Leonard H. Courtney, (1832-1918) came to mind:

“…After all, facts are facts, and although we may quote one to another with a chuckle the words of the Wise Statesman, “Lies – damn lies – and statistics,” still there are some easy figures the simplest must understand, and the astutest cannot wriggle out of.”

 

If you find this informative, different, or potentially interesting, follow. If you think I am an idiot, follow, to see how far down the rabbit hole I go. If you suspect someone you know may be interested, for any of the previously stated reasons, share. Or not.

 

* The Afterclap is currently focused on the birth through high school graduation years. However, it is a strong held OPINION:

1. Before a student graduates from high school, they should be able to continue the cycle described by teaching themselves for the rest of their lives.
2. Able to teach the basic level of skills of how-to-learn and how to teach-themselves to their children.
3. And none of this restricts the choice to continue their education beyond high school for the rest of their lives.

 

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Resource links used:

phrases, sayings, proverbs and idioms at The Phrase Finder [https://www.phrases.org.uk/index.html], and [https://www.phrases.org.uk/meanings/lies-damned-lies-and-statistics.html]

Lies, Damned Lies and Statistics – University of York –  [https://www.york.ac.uk/depts/maths/histstat/lies.htm]