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

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 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 math is not complicated. You or your child is/were expected to master it before leaving the Eighth-Grade.

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:

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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