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tenth graders in the fall of 1978 and to ninth graders in the spring of 1979, statewide 82 and 85 percent, respectively, passed both tests. Since 1978, there has been a sharp drop in the percentage of students who failed both tests or passed only one, according to information from the state Department of Education.
State superintendent of public instruction Dr. S. John Davis finds the higher passing rate this spring encouraging but emphasized that it must be viewed in light of differences in schooling and ability among groups taking the tests on the three occasions. The fall 1978 data, for example, include tests results for handicapped students.
State Department of Education personnel attribute higher passing rates in March to three major factors: in general, teachers are directing instruction more specifically to skills measured by the tesJ , school personnel are more adept at spotting students in danger of failing and are providing special instruction to them; and students are realizing the importance of the tests and are preparing for them more seriously.
Department personnel stress that competency tests are designed to measure only practical skills in reading and mathematics. Improved success rates offer no evidence of improvement in general academic achievement.
93.5%