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In her presentation to the Wapakoneta school board on Tuesday evening, Carrie Knoch, director of student achievement for Wapakoneta City Schools, presented an overview of math performance for last year’s 8th graders.
Across the state of Ohio, just 30 percent of students passed 8th-grade math on the Ohio State Test, Knoch said.
Wapakoneta’s test results showed that its students fared better than the average of student scores across Ohio.
The explanation for the drop was a complex mix of reasons for Knoch to flesh out from the data.
The first reason was COVID. The second is a more long-term issue that was detected earlier.
“We saw changes following COVID. I can’t really tell you that COVID exacerbated that. We also started to see some changes that the current 8th and 9th graders, in terms of the way that they learn and the way that they communicate prior to COVID. So, it was probably a combination of both,” said Knoch.
A third reason has to do with the switch-up in the testing process once students reach 8th grade.
The students expected the test to be summative, meaning it measures whether the student has measured the standards by their end-of-school-year math performance.
But for the first time for these kids, the division of students is different.
“This is the first time that they’ve been divided into two different tests. Before, they’d always just taken their grade-level math tests. Now, it’s Algebra I and 8th-grade math,” Knoch said.
A fourth reason has to do with the complexity of the wording of the questions on the test itself.
Simply put, if students’ reading ability prevents them from comprehending the math question they are being asked to solve, the test is also measuring reading comprehension (or lack of it) and not math ability alone.
“There is some research that has recently come out that shows what everybody’s always felt--but this new research really lends itself to show that it’s true,” Knoch said, having shown difficult-to-understand examples from the test to the board as well as members of the public in attendance.
With this information in hand, Koch said she felt “confident” that changes can be made in the curriculum to raise Wapakoneta’s scores even higher in the future.
