Roanoke Times
Copyright (c) 1995, Landmark Communications, Inc.
DATE: SUNDAY, February 14, 1993 TAG: 9302120161
SECTION: EXTRA PAGE: 1 EDITION: METRO
SOURCE: JOE KENNEDY STAFF WRITER
DATELINE: LENGTH: Long
SIXTH-GRADERS ACROSS VIRGINIA ARE FEELING THE PRESSURE. SOO THEY'LL HAVE TO
The question was simple: How many pupils in Heather Simmons' sixth-grade class at Lucy Addison Magnet Middle School in Roanoke passed the first practice test for the Literacy Passport examinations?Perhaps half the class raised a hand.
How many passed the second pre-test?
About two-thirds put a hand up.
And how many thought they would pass the real thing?
Everyone thrust up a hand, and began to laugh and talk about the test, which they will confront sometime during the next two weeks.
From Tidewater to the coalfields, from Bristol to the shores of the Potomac, sixth-grade pupils in Virginia public schools are waiting to take the fourth annual edition of the state test - which measures minimum competency in math, reading and writing.
Pupils who get good grades generally do well, though the writing portion, consisting of one open-ended essay question, has been known to throw even some on the honor roll.
Pupils who fail one or more of its three parts may take it again in the seventh grade, and the eighth.
Those who do not pass all three portions enter high school as non-graded students. They attend classes but receive no credits until they pass the complete test. They cannot participate in Virginia High School League or other school-approved activities. If they haven't passed it by the time they are second-semester seniors, they will receive a certificate of attendance instead of a diploma.
Understandably, the test causes concern for many pupils, and for their parents and teachers as well.
"My grandmother always tells me not to be nervous, but I am," said Princess Etzler, a pupil in Simmons' class.
"My dad said not to get very upset and I'll do all right," a classmate said.
"My aunt just tells me to study," said Dennis Marston, another classmate.
Tina Weiner, assistant principal at Addison, said she tells incoming pupils that passing the Passport will be their No. 1 goal - not to the exclusion of learning the required curriculum, but in tandem with it.
"I push them, and I push them hard," she said. "We will do everything possible to get the students passed."
In Roanoke County, Roanoke and Salem, most pupils earn their Passports by the time they enter the ninth grade. Those who do not are subjected to remedial courses designed to improve their skills.
All three school systems boast success rates of 60 percent or more for first-time test-takers.
Despite the high percentages of success, teachers and officials in Salem and Roanoke County are reluctant to crow.
"There are too many other factors that go into it," said Hidden Valley's Joanne Paugh, who teaches language arts.
The pupils "have really only been here a few months," said Joan Caldwell, a colleague who teaches math and language arts.
"A lot of the glory has to go to the elementary teachers," said Carmen Woodby, a math teacher at William Byrd.
Roanoke schools that serve families with higher incomes have success rates that equal Roanoke County schools', said Norm Michaels, assistant superintendent for instruction.
For example, 90 percent of sixth-grade pupils at James Madison Middle School passed all three sections of the test. Ninety-three percent passed reading, 92 percent writing and 92 percent math.
The city is working to raise the success rate of youngsters from poor families, as well, he said.
"We're saying, `You're born with the smarts and we're going to get it out of you, and I don't care if your old man is working or not,' " he said.
"We can't handicap people by saying, `Because you're poor, you can't do as well.' " said Hillary Callahan, the city's reading resource supervisor.
Sarah Love, an 11-year-old pupil at Andrew Lewis, said she expects the test to be "very hard."
"I think I can pass," she said.
"Writing, I'm worried, because I'm not very good at writing," said classmate Michaela Cuddy, also 11.
The writing test causes the most concern. It consists of a single, assignment, such as: Describe your favorite season.
"The subject is not so important," says Joseph Kyle of the county school administration. "What they are looking at is the student's ability to compose, the style and the way he does it, sentence formation, usage and mechanics. We've found that most students have problems with composing and style."
Last year, one of Amy Shank's best young writers at William Byrd failed the writing part because her composition was too short.
"It really got to me," the teacher said. "She cried about it. Her mother was upset. . . . I'm encouraging my students this time to write at least three or four pages."
Like teachers at other schools, she also insists that her charges go through several steps before committing their final writing sample to the test form. The steps include brainstorming, pre-writing and revising.
Some teachers and principals question the way the writing is graded.
"It is an authentic kind of assessment," says Judy Self, supervisor of elementary education in Salem, who helped develop the writing test while working for the state Department of Education.
"You really can look and see distinct weaknesses."
After years of complaints from colleges and employers about high school graduates who couldn't read or write, many schools are emphasizing writing throughout their curricula. "Journaling" is common, not only in language arts classes but in social studies, science, math and others. But the practice may vary from school to school and class to class.
"I would like to see a coherent K-through-12 writing program where students are writing in all subject areas, and consistently," said Patricia Kelly, associate professor of English education at Virginia Tech. She was on the state committee that examined ways of assessing youngsters' writing skills.
Those who fail a portion of the literacy test, or are at risk of failing, can get remedial work during the school day, either in regular classes or in classes devoted especially to the Passport.
At Hidden Valley, they can receive extra help before school or in night sessions. Selected Roanoke County pupils are strongly encouraged to attend summer schools specifically designed to cover material tested by the Passport.
About 280 pupils went to last summer's sessions at Hidden Valley, coordinated by teacher Nancy Rohrbaugh. About 120, from grades four through eight, went to Carmen Woodby's sessions at William Byrd.
Roanoke offered an eight-week summer school session at James Madison Middle School for Passport casualties.
High schools also provide remediation. Salem High School has seven non-graded students who report 45 minutes early three days a week to receive individual attention. They will take the Passport again this spring, as will eight transfer students.
Sixth-grade teachers say they do not limit their instruction to the material included on the tests, but they make sure to cover that material. One said she was incorporating decimals into her lessons on areas and perimeters. The latter won't be on the test, but decimals will.
"They're just testing them on what we've been testing them on for years," said Wendy Wingo, who teaches math and science at Wilson.
But, said Telecia Sims, a pupil at Wilson, "If you don't pass all three, next year, when you're in the seventh grade, you don't get electives."
Many administrators say the test is helpful in showing the public what the schools are accomplishing.
Others say they think accountability is needed, but dislike the Literacy Passport.
"I like the test," says Norm Michaels of the Roanoke schools. "I like the assessment idea. I don't have any problem with it. I probably would say we don't do enough of it. Assessment is the key to progress."
Said Kay Duffy, the principal at Woodrow Wilson: "It's another bridge that we cross. Every parent wants their son or daughter to do well."
Sarah Love of Andrew Lewis said her fears are eased by parental reassurances. "My mom's a teacher, and she says I can probably pass it."
Blaire Wells, a classmate, expects to pass it. If she failed a part, "I'd probably cry and be upset," she said.
Most do pass, sooner rather than later. Still, the test plays on young minds.
"If I didn't pass part of the test, I'd feel embarrassed, and my mom would probably say, `I think you could do better,' " said Lisa Brady, a pupil at Lucy Addison.
But she was optimistic. "My mom always says, `Get plenty of sleep, eat a good breakfast and you'll do fine,' " she said. "And I always do fine."
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