Incidentally I've sent her a copy of an extensive critique of the 1994 NAEP
(National Assessment of Educational Progress) reports which only recently
become available. They show that key aspects of whole language correlate
pocitively with teast scores on the NAEP. Theses aspects are silent
reading and choosing their own reading in school, use of trade books
rather than basals and reading at home for fun. Also Books read outside of
school has a positive relationship to scores. Nothing shows any negative
effects of whole language. In the 1992 NAEP study there was a question on
preferred methods . In that year kids in rooms where teachers ssaid they
made heavy use of phonics did more poorly than average and kids in rooms
where teacherssaid they made moderate to heavy use of whole language did
better than average.
Some other facts from the NAEP reports: 86% of California teachers said
they have mor than 25 kids in their classes. That contrasts with Maine
where 95% have less than 25 and Texas where 100% report under 25.
California spends less than $5000 PER pupil comparable to much poorer
states and half of what New York, New Jersey, and other big states spend.
Also interesting is that a small percent of California teachers have BA's
in edccation and only 29% have Masters degrees (as compare to 84% in
Indiana and 82% in Kentucky),
Finally the four border states- California, Arizona, New Mexico and Texas
each have high absentee rates (25% or higher). Maine, Wisconsin and North
Dakota- the three states with the highest NAEP mean scores have less than
5% absenteeisn each.
For those surprised to see Ken Goodman spouting statistics and test means
I agree there are oother people better qualified to do so- but somebody
had to do it. I get so weary of reporters telling me about the abysmal
scores in Californis due to whole language.
Ken Goodman