Tests show improved writing by Nebraska students
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By KEVIN ABOUREZK / Lincoln Journal Star
Jarod Ockander paused for a moment Thursday when asked what he and other teachers at David City High School did last year to improve their junior class writing scores.
He said David City staff took it upon themselves to raise writing scores by incorporating writing in all subjects.
But in the end, the students were the ones who did the work.
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“I think we just had some committed students who took it upon themselves to be successful,” the English, speech, theater and reading teacher said. “They are a very goal-oriented group.”
Mission accomplished.
This year, David City’s 11th-graders scored 100 percent on the statewide writing test, compared to 95 percent in 2007.
The Nebraska Department of Education on Thursday released the results of the 2008 statewide writing test administered to students in grades 4, 8 and 11.
The state saw steady increases at all grade levels tested in 2008.
“We’re happy about the continued improvement, and we’re happy about that continued improvement in all groups of students,” said Pat Roschewski, director of statewide assessment.
Overall, 93 percent of Nebraska students showed proficiency in writing, compared with 89 percent in 2007. It’s the best proficiency rate since the state began the tests seven years ago.
The results showed that 91 percent of Nebraska fourth-graders, 93 percent of eighth-graders and 94 percent of 11th-graders are proficient or better in writing.
In addition, students of different racial and ethnic groups improved, as did low-income, special education and English Language Learner students.
Roschewski attributed that progress to such factors as individual schools making writing a priority and schools analyzing results from previous statewide writing tests in order to find areas for improvement.
The only subgroups that saw declines in scores statewide from 2007 to 2008 were 11th-grade Asians — a 1 percent drop — and eighth-grade students who participated in the migrant education program — a 2 percent drop.
About 61,200 students took the test at individual schools in January and February.
Students were tested on their mastery of the six traits of writing: ideas, organization, voice, word choice, sentence fluency and conventions.
At David City, Ockander tries to teach his students that nobody gets it perfect the first time.
“We do a lot of writing and editing in class,” he said.
Another important lesson is not to worry about length, but to focus on telling the story, whether it’s a page or 10 pages.
Oh, and never forget, he tells his students, we are all writers.
“Some of us, we just have to work a little harder to find our voices,” he said. “That’s kind of my job is to help them find that path.”
Reach Kevin Abourezk at 473-7225 or kabourezk@journalstar.com.
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a reader wrote on August 21, 2008 2:04 pm:
Huh wrote on August 21, 2008 3:31 pm:
application in other states where they have jobs, like at a company
in three town in Indiana making batteries for new electric cars employing
850. Sure won't find any jobs in Nebraska unless its work for the state,
city or teach!!! "
Skeptical wrote on August 21, 2008 3:40 pm:
Library Card wrote on August 21, 2008 3:51 pm:
Peggy wrote on August 21, 2008 10:04 pm:
A wrote on August 22, 2008 6:16 am:
BH wrote on August 22, 2008 7:14 pm:
Your point seems valid on its face; however, research on writing supports the conclusion that students who write frequently for a variety of purposes improve in writing proficiency simply by engaging in that activity. There doesn't even have to be feedback given to the student on all the writing that's produced. Hence, a math teacher who, for example, does not feel competent to give students help in the process of writing still provides evaluation of the accuracy of the students' writing, resulting in improved student ability to use written language to clearly express ideas for a specified audience. Additionally, students who regularly read a variety of types of exemplary writing become better writers. Therefore, it makes sense to provide as many opportunities for students to read and write in all subject areas in order to improve writing proficiency. "