District ACT
scores in decline
A troubling trend seems
to be lurking in Davenport - ACT scores in the Davenport School District are
continuously getting lower. In 1995, the local score average was 22.9,
higher than the state and national averages, 21.8 and 20.8, respectively.
Just five years later, in 2000, local scores dropped a whole point, down to
an average of 21.7 (slightly higher than the national average of 21.0, but
lower than the state average, 22.0). Currently, scores are at an all-time
low in the Davenport School District - the average score is down to 21.0 -
which is lower than both the state and national average (22.3 and 21.2,
respectively).
A possible contributor to this decline in scores may be the fact that core
classes have become less rigorous. Due to the ‘No Child Left Behind’ policy,
set in 2002, teachers may only have a certain percentage of failing
students, therefore it is encouraged for students to be passed. In order for
students to be passed, teachers find ways to make it easier for the
students. Much of the time, students benefit from this extra help, but
unfortunately, sometimes classes are “dumbed down”, and in the long run,
students’ education is sacrificed.
Another possible contributor is the recently popular block schedule. Central
was the first Davenport high school to adopt the “Block” in 1996, but since
then, both Davenport North and Davenport West have followed suit. The block
schedule divides the school day into four ninety-minute classes, in a four
by four semester plan; it differs from the traditional, seven or eight
forty-five to fifty minute period schedule in that a year-long class is
twice as long in a school day, but takes only half the year to complete.
Supposed benefits are better student-teacher relationships, less grading for
teachers, less passing time in the hallways, and the ability of students to
get more credits in before graduation. Unfortunately, the negatives seem to
outweigh the positives. A math teacher can teach only so much in a certain
amount of time; often, instead of teaching the entire one hour and thirty
minutes, teachers give students time to do their HOME-work. Consequently, in
a block situation, less material may be covered.
The Davenport School District’s ACT scores are in a decline; Davenport’s
students need help. Unfortunately, the district administration cannot seem
to reverse this score pattern, and there is no easy remedy in sight. The
first step to change is realization, and if the causes to the dropping of
district ACT scores can be revealed, then progress towards bringing up these
scores can begin to be made.
