Roux: Kids read what they want to read, or don't

You may have heard the news by now and wondered just what is wrong.

Statewide, only 16 percent of the seniors passed the reading portion of their FCAT retake exam. They have had five chances, and they still didn't get it. Our local percentage was about the same as the state's, although our sample was too small to be counted. Our local juniors did just fine on their retakes. We tied for third highest in the state. Go Seahawks!

All sophomores take the test and that first time 'round it includes short and extended response questions. That means they are scored on reading as well as writing. Current budget restraints are likely to eliminate the writing portions next year. Retakes are not timed, all multiple choice, and the kids get four shots to try and pass.

What happens if they don't? No diploma. They receive a Certificate of Completion instead. They can still go to community college, but have to pass the College Placement test, or take remedial courses until that is possible.

There are alternatives. After graduation students can retake the FCAT as many times as they want. They can also substitute acceptable scores on the ACT or SAT college placement tests. Personally, if I had a child who was not improving on FCAT, I would prep them for the ACT or SAT instead.

I have always thought we should ditch the FCAT and all its associated expenses in favor of the ACT and SAT anyway. That may be heresy to the state level administrators, but I do believe it would save us all a bunch of money and better prepare our children for college.

Back to that lucky 16 percent. Last year it was 20. Furthermore, the number of sophomores who pass the test has ranged historically from 37 percent in 2001 to lows of 32 percent in 2005 and 2006. The all-time high was 38 in 2008 and 2009, matched 2001 at 37. Do you think maybe it is time to take a look at what educators have been doing and acknowledge that it simply is not working?

Certainly not for lack of trying. We have the Center for Reading Research. We have the far-reaching initiatives of Just Read, Florida! We have mandatory, ongoing reading assessments and Intensive Reading Classes. We have “research-based” curriculum. We have professional development training for teachers out the ying-yang. Is any of that increasing the number of proficient readers at the secondary level?

Nope.

Maybe we should regroup and take a hard look at what actually happens in individual schools. Take a glance at the classrooms and the teachers.

Years ago, as director of Secondary Reading for Just Read, Florida!, Evan Lefsky, Ph.D. wrote, “Are all students provided with many books they can read and want to read?” He also advocated access to high-interest materials, time to read, and a place to read as keys to success.

I would add teachers who read and can discuss books and articles with students. In addition, is there a culture of literacy? Do teachers model Standard English when they speak and write? Is there any joy of reading shared with our children?

It seems to happen more at the elementary level. I guess books are cheaper for the little ones.

If we really want to make a change for the big kids, we need to follow Lefsky's advice. Provide money for extensive classroom libraries with current, relevant content on a variety of reading levels. That means books, magazines, newspapers, and computers with enough band width to encourage exploration.

I may be oversimplifying here, but a kid will figure out a way to decode text he or she really wants to read. And hey, I'll be there ready to teach and guide them through the process.

Once they conquer the technique and see intrinsic value in print, I believe that skill will transfer to mastering the boring text of standardized tests. More importantly, they will be lifelong readers.

Teachers need money for books and magazines the kids actually want to read.

Please.

Denise Roux is a regular columnist for the Apalachicola and Carrabelle Times. To reach her, email her at rouxwhit@mchsi.com

Franklin’s reading retake results

Based on results released last week by the Florida Department of Education, 28 Franklin County High School juniors retook the reading portion of the FCAT (Florida Comprehensive Assessment Test) this year.

Of these, the mean developmental scale score achieved was 1764, 24 points better than the statewide average, and the mean scale score was 270, four points better than the state average.

Of these juniors, 36 percent passed the reading portion, 20 percentage points better than the state average. Of this group, only 7 percent scored at a Level 3 or better, with the remaining 92 percent divided equally between Level 1s and Levels 2s.

Scoring at a Level 1 or 2 indicates the student has achieved either limited or little success meeting Sunshine State Standards. It suggests their reading skills are at least one year or more behind what is considered proficient for a Florida 10^th grader.