Virginia Standards of Learning

An evaluation tool for teachers and schools?

(The following articles are a collection of those published in the Fairfax County Journal, and deal with how the "Standards of Learning" affect schools and teachers. The author of these articles is John Herring, a Mathematics teacher in the state of Virginia.)

In my opinion:

The problem with the SOL concept is the idea that if students don't pass, then schools get punished (period!). This concept places the entire educational burden on teachers and students, with no mention of the role of
parents or the family. From the President of the United States on down, the lack of learning on the part of students is addressed by fixing the schools and/or fixing the teachers. The idea of fixing families of students is
never mentioned.

Suppose I went to my local supermarket, bought a turnip, and placed the turnip on a desk in my classroom. Further suppose that I had the abilities of Socrates, the technology of IBM, Microsoft, and Intel combined, a
warehouse full of manipulatives (and expertise in their use), and a huge pot of money from which I could purchase anything I felt I needed. Lastly, suppose I put all of these resources to use trying to teach the turnip the
Pythagorean Theorem. Then I test the turnip. I ask, "Turnip, how many sides does a triangle have?"

The turnip, very withered by now, justs sits there.

So, since the turnip failed, the school administration, the county, the state, and the White House all say one of two things, "Fire the teacher!" or "Give him more money!" Neither of which will produce an educated turnip.

Teaching does not occur UNLESS learning occurs.

The turnip didn't learn because it had neither the ability nor the desire to learn. I have about 125 students. All(100%) of them have the ability to learn. About 120(96%) of my students are capable of passing the Virginia
SOL Test. I expect only about 105(85%)of them will do so. BUT, what about those missing 15 kids? The 11% who could but don't? What's missing?

The missing element for this small minority is the DESIRE to learn. There are  kids out there who just don't care! They don't work in class, and they don't work at home. With these kids (the missing 11%) I (as a teacher) need
help. I need help from the parents, and I can't seem to get it.

I ask parents for 10 minutes a night. I ask them to check the answers on their child's math homework with those in the back of the book, and to have the student rework the missed problems. That's all. I don't expect
mathematical abilities or help from the parents. I do expect the parents to tell the student to call me if help is needed. They all have my number.

Why doesn't this work? The parents' excuses are varied but fall primarily into two categories: "We work too long and too hard," or "We can't get him (or her) to do anything."

For a small population of students, needed parental involvement in the education process is missing. And also missing is any mention of the role parents must play in the process. The State of Virginia has decreed dire
consequences for schools and students for failure to pass the SOL tests. Where are the incentives (or consequences) for parents? When are parents, or their importance in the process, even mentioned in all the oratory about improving test scores in this county, state, or country?

I'll bet we would see a marked difference in parental involvement if we told them that summer school was mandatory for a 'D' or an 'F' and cost $5000!

If I sound frustrated, it's because I am. Luckily, I teach in a community (Burke, VA) which is well above the middle of the socio-economic ladder. The vast majority of my students are great kids, and their parents are
interested and supportive. I pity those teachers who are giving the job their best, but get far less parental support than I. For them, the SOL concept must be a nightmare.

The point I'm trying to make is that parents are the third leg of the educational stool. Their necessity seems to be overlooked.

John Herring
Mathematics Teacher
Lake Braddock Secondary School

In my opinion:

        I try to be a nice, mild-mannered mathematics teacher, but every so often I read or experience something that incites me. The most recent incident was my reading a "SOUNDOFF" article from a Springfield caller who
stated, "If teachers are not prepared to take responsibility for learning in the classroom, then I think it's time for them to find themselves some other jobs."

        At the beginning of every school year I have a discussion with my students on the concept of teaching and learning. I tell them I am a "learning assistant", that teaching does not take place unless learning
takes place. I explain that I will do my best to teach those who want to learn, but that if they do not want to learn then I am wasting my time.

        I explain that I could go to my local grocery store, purchase a turnip, and spend the rest of my life trying to teach it. I could use the greatest techniques, the fanciest computers, and a huge truckload of
"hands-on" manipulatives. I could be the Socrates of the twentieth century, but the turnip would remain an uneducated vegetable.

        Teaching and learning go hand-in-hand. One cannot occur without the other. I, as a teacher, accept total responsibility for doing my best to teach those who want, or are even just willing, to learn. I'll do my best
to create a conducive environment and encourage a desire to learn, but the bottom line is this - the responsibility for learning rests with the student and the student's parents, not with the teacher.

John Herring
Mathematics Teacher
Lake Braddock Secondary School 

I take issue with the statement by Herndon Middle School teacher Rick Wormelli, published in the Fairfax County Journal of September 17.

Mr. Wormelli stated, "Teachers won't be able to hide behind the percentages anymore. They will have to use their professional judgement to make sure students are demonstrating the skills they should be learning."

Is this to imply that until he helped craft the new grading system Mr. Wormelli did not use his professional judgement? What is meant by, "hiding behind the percentages anymore"? Has Mr. Wormelli been hiding behind some percentages? How? I have been using percent scores to arrive at letter grades, but I haven't hid behind them. Nor, to my knowledge have any of my colleagues at Lake Braddock Middle School hidden behind percentages.

In fact, the grading system, whether a percent system or a 4.0 scale system, has absolutely no bearing on the use of my professional judgement. Students who demonstrated high achievement earned high percent scores and
will earn high 4.0 scale scores. Students who demonstrated low achievement earned low percent scores and will earn low 4.0 scale scores. BUT -- many of those who would NOT have passed to the next higher grade under the
percent system will now do so. The design of the 4.0 scale system is most forgiving of underachievement!

Yes, I am somewhat irked. I am irked because I don't believe the new system will help students LEARN more. There are no new "motivators" in the 4.0 scale system, and, in fact, the consequences of doing nothing are reduced!

I am irked because an attempt is being made to separate work habits from achievement. (This is a purely philosophical disagreement.) If a Marine platoon leader is ordered to occupy a hill and she does so without losing
any of her men, she has accomplished the mission. If a Marine platoon leader is ordered to occupy a hill and he loses half his platoon, he also has accomplished the mission. Under which platoon leader would you rather
serve?

I am irked because the new system requires a lot more work, and not work that helps students learn more. (Of course, this is just a personal problem!) In the past I could enter raw scores in my gradebook and let my
trusty computer make all the appropriate conversions. Now I am required by the rules to enter ONLY 4.0 scale or letter grades in my gradebook. I must make the appropriate conversions by hand. I grade 50 to 75 papers a day. The time adds up, and I would much rather spend my time waiting in a Xerox line. (Which has accounted for 159 minutes in the last 9 working days.)

I am irked at the use of the "consistency in the county" rationale. Unless all teachers of a given subject teach exactly the same material, exactly the same way, with exactly the same assessments, scored exactly the same
way, with exactly the same scoring rubric, we will be inconsistent. Consistency is not affected whether we use a percent, a letter, or a number between 0 and 4 as a grading tool.

I am a teacher for the county. My marching orders are to use the 4.0 scale system. I'll do it. Please don't imply that my judgement was not in use prior to the implementation of this system.

Thank you.

John L. Herring
Math Teacher
Lake Braddock Secondary School

I read Mychele Brickner's comments in the January 29th Fairfax County Journal regarding the "racial divide" in the scores on the Stanford 9 tests.

I very much agree with her comment, "Does that mean poor people can't learn? That's totally not true." Students from poor families or non-English speaking families (or from both, as is often the case) CAN learn. They are
not turnips.

I'm not sure if I agree with the rest of the quote, "Do we have to work harder? Yes."

If by the word "we" she is referring to educators (i.e., teachers and administrators), then I must, respectfully, disagree. I don't think more effort on my part or my administrator's part would improve the performance
of the "at risk" students in my classrooms, many of whom are from socioeconomically disadvantaged families.

When I look at my records of those students "at risk," I don't see students who are working hard at learning. I see students who do little or no homework, who are often discipline problems, and whose parents either won't
or can't (due to language barriers) take an active role in the educational process. There are a couple exceptions, students who are having a "struggle" with parents and are purposely trying to fail.

"Back-to-School Night" is a very telling experience. For my 8th Grade Algebra classes, there is standing room only for the parents. For the Math 8 classes, maybe half the seats are filled. Could parental interest have an
effect on the students' math abilities in the 8th grade? If I call an Algebra student's parents because I'm not getting homework, I see almost instantaneous improvement in the student's performance. (There is one
exception -- he's in a "battle" with his mom!)

On the other end of the spectrum are parents I've called five or more times (so far) and see absolutely no difference in student performance on homework. THIS IS TRUE FOR THE VAST MAJORITY OF MY "AT RISK" STUDENTS.

So, if by "we" Mrs. Brickner is referring to educators AND, most especially, PARENTS, then I agree with her comment. My next question would be, "What are 'we' doing to get parents of 'at risk' students involved in
the learning process?" More computers in schools won't help. Perhaps offering the computer to parents, as an incentive, might help. Something needs to be done to get these parents involved!

Many are quick to criticize the schools for low SOL performance (Witness Mr. Lancto's comments last week). Have we looked at the records of the individual students who failed? I think not. I think we would find students
who did little, if any, homework, who cared little about learning, and whose parents did little to change that attitude!

I continue to see the barrage against schools and educators for poor student performance, with no mention of parental involvement. And I see nothing being done by county, state, or federal governments to improve the
situation. In fact, the situation is simply unmentioned.

Why??

John Herring
Mathematics Teacher
Lake Braddock Secondary School

In my opinion:

If I had read Mychele Brickner's article (Stop rationalizing bad SOL scores and get down to work, 18 February, 1999) purely from the perspective of a parent, I would be extremely upset with Fairfax County Public Schools
(FCPS). The article read as though FCPS were totally at fault for the poor student performance on the Virginia Standards of Learning (SOL) tests. Her suggestions for fixing the problem, "...fine-tune test administration
issues and address problem areas with curriculum fixes," imply that our schools are mistreating a lot of eager-to -learn students.

I agree with some of Mrs. Brickner's assertions. The FCPS 8th Grade math curriculum is broader than that of the state, which allows teachers less time to focus on the SOLs. The integrated math textbook used in some
schools is lacking in some of the state-mandated curriculum. And, of course, students should never be told a test doesn't count.

However, as a teacher my perspective on her article was somewhat different than that of a parent. I realize there is much more to the education process than just the curriculum, textbook, testing times, and teachers.
Nowhere in her article did Mrs. Brickner mention the roles played by student attitudes and parental support! The assumption seems to be that both parents and students are doing all they can to succeed, but the schools are letting them down.

I have suggested to Mrs. Brickner that the county should do some analysis of the students who failed the test. Were they, in fact, eager-to-learn students let down by the system?

I decided to do some analysis of my own. I looked at my students who received a grade of  "D+, D, or F" for their second quarter grade. Of my 77 Mathematics 8 students, 22 were in the "D+ or below" category - about 28%
of my students! Clearly this is unacceptable. If these students were trying to learn, and this was the best I could do, then I should be looking for new work.

But then I looked at average homework grades for the quarter. If these students were really trying, then their homework grades should indicate as much. I found that the average homework grade for these students was only
58%, well below the 64% required to get a "D" in the FCPS grading system.

My homework expectations are not overly demanding. I expect students to:

· Try to solve every problem.
· Check answers to odd problems in the back of the book and fix their mistakes.
· Call me if they don't understand how to do a problem.

Students lose points on homework if it is not done, incomplete, or if the answers to odd numbered problems are wrong.

For students even remotely interested in learning, these expectations are not overly demanding. Furthermore, parents should find checking the students' homework an easy task. The answers that count are in the book!

No, the schools aren't perfect, and neither are we teachers. (Nor are the Standards of Learning, but that's the subject of another letter.) But student and parent apathy play a big role in the SOL test performance and I
can see nothing being done by the leadership to improve the situation.

Will my 22 "D+ or below" students pass the Virginia SOL test? That's doubtful. Would changing the textbook, curriculum, testing times, or teacher improve their performance? Well, perhaps a change in the latter would help, but none of the other changes will do much for these students.

We need some incentives (or consequences) that will focus students and parents on learning. Help.

John Herring
Mathematics Teacher
Lake Braddock Secondary School

In My Opinion,

About a year ago, I wrote a letter to the Fairfax County Journal in which I predicted that about 15% of my students would fail the 8th Grade Mathematics Standards of Learning Test. In fact, 18 of my 118 students
failed the SOL test. That's right at 15%. The good news is that 85% of my students passed the test!

I deserve a pat on the back, right? Wrong! Students, parents, and teachers are responsible for our children's education. At least a third of the credit goes to those great students who take the responsibility for paying
attention, doing their homework, and staying motivated to learn. Another third of the credit goes to those great parents who show their interest in school work and have developed a work ethic in their children. That leaves
only a third of the credit remaining, and that gets spread amongst the eight teachers who have tried their best for these kids from 1st through 8th Grade. So, I get only about 1/24th of the total credit!

HOWEVER, based on the threats by the school superintendent, the money being spent to retrain me on teaching techniques, the new materials the county is buying to help me teach, and the extra time the county wants me to devote to improving student performance, I can only conclude one thing. I am fully and solely responsible for any SOL test failures of my students! Given that, I am surprised that not once have I (or any other teacher to my
knowledge) been asked WHY the failures occurred. I suppose that's fair.

Because the failures are totally my fault, I analyzed a year's worth of data to see if I could identify some of my more glaring shortcomings. For the 18 students who failed, some statistics are presented below:

-The average homework grade for those who failed was 59.8%. That's an 'F' in anyone's book.

-The average homework grade for those who passed was 80%. That's a 'C+'.

-Eleven of those who failed received a final class grade of 'D' or 'F'.

-Six of those who failed missed the equivalent (given that we are on "block
scheduling") of 15 or more days of school.

-One student missed the equivalent of 43 days, another missed 76 days.

There were seven students who received a final grade of 'C' or higher and still failed the SOL test. Three of these received a final class grade of 'B', and they deserved every bit of it. I assume they had a bad day when
they took the test. Two of the seven had homework averages of 85% and 90% respectively. They were hard workers but poor test takers. The other two students were borderline,and they didn't have a good day on SOL day.

Eleven students failed the SOL because they deserved to fail. They did little or no work, and they missed too much school. For that, I am 100% responsible.

So, I think the best way to solve the problem is for me to adopt the kids who don't want to learn and get them headed in the right direction. Then someone will be ensuring their homework gets done and that they go to
school. I believe I can already identify about two-thirds of my SOL failures for this year. If we move fast, maybe we can forestall this with a multiple adoption!

P.S. Can I have my $30,000 (just coincidentally the amount of the Supe's bonus) now?

John Herring
Mathematics Teacher
Lake Braddock Secondary School

The preceding articles were written by John Herring, a mathematics teacher at Lake Braddock Secondary School, located in Burke, VA. These "Letters To The Editor" were published in the "Fairfax County Journal". John Herring is a retired U.S. Army Lt. Colonel whose distinguished military career included service as a Combat Engineer Company Commander, Systems Analyst for various military based systems, and English teacher for college students in South Korea. Lt.Col. Herring also served in Viet Nam, 1969. During his tour of duty in this combat zone he was wounded in combat. He received a Purple Heart for his wounds. Among his many other achievements he was awarded the Bronze Star, Legion of Merit, Air Medal, and numerous other decorations. He is also, I am very proud to say, my brother.

For information on the "Standards of Learning" dealing with the Virginia School Systems, click here.

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