Colorado

U.S., Colo. ACT results flat

A quarter of the 2011 high school graduates who took the ACT test met or exceeded all of the test system’s four college readiness benchmarks, while 23 percent of Colorado graduates met all four.

The 2011 results are similar to those posted in 2010, when 24 percent of test-takers nationwide met or exceeded all four benchmarks and 23 percent did so in Colorado.

Colorado traditionally lags national averages slightly in ACT reports. Colorado is one of only eight states were 100 percent of students are required to take the test in the 11th grade.

ACT scores are required by many colleges as part of the application process, but in recent years the Iowa-based test company has worked to position the test and a set of companion exams as predictors of college readiness that can be used by students, counselors and even policymakers.

In a prepared statement released by ACT, Education Secretary Arne Duncan said, “These ACT results are another sign that states need to raise their academic standards and commit to education reforms that accelerate student achievement.” The 2011 results were released early Wednesday.

ACT test scores chart
Click to enlarge. Chart by ACT

The readiness benchmarks, which are calculated using grades earned by college students correlated to their ACT scores, identify the minimum ACT scores in the test sections on English composition, reading, math and science that indicate if a student has a 50 percent chance of earning a B or higher or about a 75 percent chance of earning a C or higher in a typical first-year college course.

The chart shows the percentages of U.S. and Colorado students who met the benchmark in each subject area.

The math and science percentages were up slightly from 2010 while English and reading were unchanged.

In Colorado, 13 percent of test-takers met the benchmarks in three subjects, 17 percent in two, 15 percent in one, and 32 percent met none of the benchmarks. Nationally, 28 percent of test-takers didn’t meet the benchmark in any subject, the same percentage as in 2010.

Here are the national average scores on the ACT test:

  • Composite – 21.1
  • English composition – 20.6
  • Math – 21.1
  • Reading – 21.3
  • Science – 20.9

Colorado scores were 20.7 composite, 20.1 English, 20.4 math, 20.9 reading and 20.7 science.

Colorado students’ 2010 average scores in those areas were 20.6 composite, 19.9 English, 20.4 math, 21.1 reading and 20.7 science.

More than 1.62 million 2011 graduates took the ACT test. The proportion of African-American and Hispanic test-takers has grown from 19 percent in 2007 to a high of 26 percent in 2011. Score results show significant gaps between the scores of white students and minorities.

The annual report from ACT also examined the percentage of students who take what the testing company believes is an appropriate set of college prep courses. The report found that 69 percent of Colorado students took recommended coursework in English composition, 54 in reading, 46 percent in math and only 34 percent in science.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.