Tuesday, May 4, 2021

Biden Ed Plan DEAD Before Leaving Thought Box, Without New Gen of Academic-parenting OPINION


Academic-parenting is a concept that grew out of my early studies of how

to improve the Quality of the Condition of Education in the school my

youngest attended at the time. And from several surprisingly frank,

honest, and unexpected admissions by other parents of the challenge to

help and support their child at home. And these were parents of fifth

and sixth graders. I came to believe then and still do there is a need.

And by the fall of 2008, I had a descriptive name for it. Today as an

Autodidact Education Anthropologist (AKA as a student) of the field of

education, I can show you the need, which you'll see in the last part of

this post.


In a general sense: Academic-Parenting is activities you can do with

your kids to prepare them to learn in a formal teaching environment and

support them through High school graduation. The goal is to keep it

super simple. And the following reading academic-parenting skill most of

you already know; some to all of:


1. Reading to your child before they know how to read, and then

discussing what you read with them.*

2.  Reading the same book or text with them as they learn to read. Then

discussing it afterward.*

3. Reading together. Not necessarily the same book or text. Or even at

the same time. Then discussing what each of you read.*


* Discussing is not a lecture. It is a conversation where all parties

are comfortable expressing themselves. Effective communication between

you and anyone is identical to building a bridge. The longer you build

on the bridge and keep it open, the stronger it becomes. But if it

collapses, it is damn hard to rebuild. And children (bless them) may

occasionally be trying. The goal is to keep them comfortable and the

communication bridge open as you use your parental authority to address

the situation.


I don't know if anyone else uses the phrase academic-parenting. However,

people write blogs and books detailing numerous simple things you may

already know or can learn to do to equip your kid(s) for formal

schooling and support them through high school graduation.


I find it frustrating when someone writes an opinion without verifiable

facts. And I always wonder if their thoughts were pulled out of some

sunless crevasse or creatively made up for the sake of being argumentative.


The following section will show fact checkable evidence with links

(another pet peeve) showing the impact of parents' education level on

student's measurable academic scholarship, using National Assessment of

Education Progress (NAEP) published results.


1971 Parental Education impact on 17-year-old student acquisition of

Reading Proficiency; TABLE 1: Parent Education Level and Corresponding

Percentage of available Points earned by Mean or Average Score(1):


 > Not a high school graduate = 52%

 > Graduated high school = 57%

 > Some education after high school = 60%


Mean, or Average Score percentages in Table 1, are the equivalent of a

classroom grade. All equivalent classroom grades would be a letter grade

of an "F" if the minimum classroom proficiency were a 70 or better.



1978 Parental Education impact on 17-year-old students learning of

Mathematics Proficiency; TABLE 2: Parent Education Level and

Corresponding Percentage of available Points earned by Mean or Average

Score(2):


 > Not a high school graduate = 56%

 > Graduated high school = 49%

 > Some education after high school = 61%

 > Graduated college = 63%


Mean, or Average Score percentages in Table 2, are the equivalent of a

classroom grade. All equivalent classroom grades would be a letter grade

of an "F" if the minimum classroom proficiency were a 70 or better.


Forty-one and more years later, in 2019


2019 Parental Education impact on 12th-Grade student acquisition of

Reading Proficiency; TABLE 3: Parent Education Level and Corresponding

Percentage of available Points earned by Mean or Average Score(3):


 > Did not finish high school = 54%

 > Graduated high school = 54%

 > Some education after high school = 57%

 > Graduated college = 59%

 > Unknown = 51%


Mean, or Average Score percentages in Table 3, are the equivalent of a

classroom grade. All equivalent classroom grades would be a letter grade

of an "F" if the minimum classroom proficiency were a 70 or better.


2019 Parental Education impact on 12th-Grade student acquisition of

Mathematics Proficiency; TABLE 4: Parent Education Level and

Corresponding Percentage of available Points earned by Mean or Average

Score(4):


 > Did not finish high school = 44%

 > Graduated high school = 45%

 > Some education after high school = 49%

 > Graduated college = 54%

 > Unknown = 42%


Mean, or Average Score percentages in Table 4, are the equivalent of a

classroom grade. All equivalent classroom grades would be a letter grade

of an "F" if the minimum classroom proficiency were a 70 or better.


METHODOLOGY:

At, The Afterclap  Web: http://theafterclap.com/  Facebook: https://www.facebook.com/The-Afterclap-107153424017370  Twitter: https://twitter.com/@TAfterclap       

We translate large-scale Standardized Test measurement

systems through a process named "Calculating the Percent of a Perfect

Score." This KISS (keep it super simple) method converts results to a

percentage and equivalent classroom grade. This translation eliminates

the need for an education authority to tell you what they want you to

believe. Or provide an explanation you may not understand. The process

was created by a Founder of The Afterclap. He spent nine years serving

on Public School Councils with a Georgia legislated expectation to make

positive suggestions to improve the Quality of the Condition of

Education in the school he served. And be able to explain how well

students performed on large-scale standardized tests to parents and

interested stakeholders. As a former student and now as a parent, he

understands the implications of the Classroom Grade and suspects you do

as well. If your child brings home a grade of 57, the score eliminates

some questions and opens the door to specific targeted questions from

"what did you learn today?" To, "what have you not learned yet?" 

Bruce Kendall.


SOURCES:


(1) 1995 > Digest of Education Statistics > National Assessment of

Educational Progress (NAEP) Long Term Trends. > "Table 105. Average

student proficiency in reading, by age and selected characteristics of

students: 1971 to 1992."> Where the earliest year listed for Parental

education impact on 17-year-olds in "Reading Proficiency" was 1971.

https://nces.ed.gov/programs/digest/d95/dtab105.asp


(2) 1999 > Digest of Education Statistics > National Assessment of

Educational Progress (NAEP) Long Term Trends. > "Table 123. Average

mathematics proficiency, by age and by selected characteristics of

students: 1973 to 1996." Where the earliest year listed for Parental

education impact on 17-year-olds in "Mathematics Proficiency" was 1978

https://nces.ed.gov/programs/digest/d99/d99t123.asp


(3) 2019 National Assessment of Educational Progress (NAEP) Reading,

Grade 12, Parental education level, from 2 questions [PARED] and

National jurisdiction. https://www.nationsreportcard.gov/ndecore/landing


(4) 2019 National Assessment of Educational Progress (NAEP) Mathematics,

Grade 12, Parental education level, from 2 questions [PARED] and

National jurisdiction. https://www.nationsreportcard.gov/ndecore/landing


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