MISH THE GENIUS
"I believe all kids have a genius in them""I am proud to be a student at Running Brook"
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Mr. Sony Roy, author of this review post not the New York time article. Mr. Roy writes from his residence in Columbia, Maryland.
GOT COLLEGE ON MY MIND
As of this posting on April 4, 2011, Mish the Genius is the pride of his school at "Running Brook Elementary school" in the State of Maryland, for he is Number One in the First in Math program at"Running Brook Elementary School' and he is Number One for the district in Howard County, he is Number Three soon-to-be-number Two for the whole State of Maryland and he is Number Twenty seven in the entire United States of America.
It should be noted that Genius Mish is only eight years old and he solves nearly 350 Math problems daily. When he was only four years old he knew the entire fifty states of the United States of America and their Capital Cities. Under the care of his dear Mom, Raymonde L. Roy and on her lap, Genius Mish developed a passion for learning at an early age. Currently, he attends a great school in Columbia, teaming with highly professional and skilled teachers under the leadership of the great and excellent Principal Troy Todd and the assistant Principal Kevin Mulroe and their flamboyant staff which all reflect what Mr. Sydney L. Cousin, Superintendent of the Howard County Public School System, has been promoting for Howard County as follows"More than a maxim, “excellence in teaching andlearning” is both an expectation and daily practice for the teachers and staff at each Howard County public.
school. Our school system is committed to effectively preparing each student to participate responsibly in adiverse and changing world." This is also in alignment with what "GOT COLLEGE ON MY MIND" promotes, as a mission, to encourage kids to stay in school, get back to school, finish school, go to college, pursue a higher education and change the world. As responsible parents, we are proud to be part of this prestigious community in Howard County Maryland and we invite other parents to come and join this community of excellence toward a higher education for our nation.
Below, is an article from the New York Times emphasizing the educational development in America. We encourage the public to pay close attention to the readings and the Math stats as revealed in this article from the New York times.
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CONTENTS
Power Partnerships, Amazing Opportunities ..................5
Educational Partners by School ....................................14
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Stagnant National Reading Scores Lag Behind Math
By SAM DILLON
Published: March 24, 2010
The nation’s schoolchildren have made little or no progress in reading proficiency in recent years, according to results released Wednesday from the largest nationwide reading test. The scores continue a 17-year trend of sluggish achievement in reading that contrasts with substantial gains in mathematics during roughly the same period.
Richard Perry/The New York Times
A third grader receiving an achievement certificate at the Newton Street School in Newark, N.J., in June 2008.
Multimedia
“The nation has done a really good job improving math skills,” said Mark Schneider, a vice president at the American Institutes for Research and a former official at the Education Department, which oversees the test, known as the National Assessment of Educational Progress. “In contrast, we have made only marginal improvements in reading.”
Why math scores have improved so much faster than reading scores is much debated; the federal officials who produce the test say it is intended to identify changes in student achievement over time, not to identify causes.
In seeking to explain the lagging reading scores, some experts point to declines in the amount of reading children do for pleasure as they devote more free time to surfing the Internet, texting on cellphones or watching television. Others blame undemanding curriculums.
For example, Susan Pimentel, an expert on English and reading standards who is a member of thegoverning board that oversees the test, said that American schools were fairly efficient at teaching basic reading skills in the early grades, but that as students matured they need to be consistently challenged to broaden those skills by reading not only complex literature but also sophisticated nonfiction in subjects like history and science.
“We’re not asking them to read nearly enough,” Ms. Pimentel said.
One group of students, though, has made significant gains in reading over the last decade: the nation’s worst readers. The average scores of fourth graders in the bottom 10 percent for reading increased by 16 points from 2000 to 2009. In contrast, the average scores of the nation’s best fourth-grade readers, those in the top 10 percent, rose by only 2 points during the same period.
“All the progress in reading is being made at the bottom,” said Tom Loveless, a senior fellow at theBrookings Institution. “Our worst readers are getting better, but our best readers are staying about the same.”
Sheila W. Valencia, an education professor at the University of Washington, said the Bush administration’s $1-billion-a-year reading initiative, Reading First, focused instruction in thousands of public schools on building lower-level reading skills.
“We have evidence that Reading First helped young students increase their ability to read words, but not their capacity for comprehension, and the national assessment especially measures reading comprehension,” Professor Valencia said. “So that’s one hypothesis for why scores have stayed pretty constant.”
The reading test, mandated by Congress, was given to 338,000 fourth- and eighth-grade students last spring. Results of the math test, also administered last spring, were released in October.
On average, eighth graders scored 264 on a 500-point scale in reading, compared with 263 in 2007, when the test was last given. Fourth graders scored 221 on the 2009 test, the same average as two years earlier.
The national math and reading tests have been administered every few years since the early 1990s, with average scores in reading rising only four points for fourth and eighth graders over that period. Federal officials say the four points represent slightly less than half a school year’s worth of learning.
Math scores, in contrast, rose 20 points for eighth graders and 27 points for fourth graders from 1990 to 2009; the increase means that 2009 fourth graders knew about two and a half years’ more math than 1990 fourth graders. But in the most recent period, from 2007 to 2009, math scores also failed to rise much.
On average, 33 percent of fourth graders scored at or above the proficient level in the latest reading results. Massachusetts had the highest reading scores, with 47 percent of fourth graders and 43 percent of eighth graders at or above proficiency.
In Colorado, Delaware, Florida, Kentucky, Maryland and Massachusetts, the proportion of fourth-grade students scoring at the proficient level rose by 10 percentage points or more from 1992 to 2009. In Iowa, Maine, New Mexico and Oklahoma, a smaller percentage of students were proficient readers last year than 17 years earlier.
Mr. Sony Roy, author of this review post not the New York time article. Mr. Roy writes from his residence in Columbia, Maryland.
