transitive verb: 1. to make obscure; 2. confuse
intransitive verb: to be evasive, unclear, confusing
example: Their explanations only serve to obfuscate and confuse.
This evening we received the comment we have published below. It raises serious concerns about last Spring's ISAT and this Fall's MAP data that has finally been reported on board docs for Monday's (10/6) BOE meeting. The data reports can be found at the following link:
After reviewing the material ourselves, we feel compelled to publish this comment as a free-standing post because as the commenter aptly states: "It is obvious that the report was intended to obfuscate the true state of affairs in the district."
Neither Dr. White nor the BOE must ignore the negative data or the questions it raises. If they do, they are not doing their jobs.
The reports on board docs contain ISAT data and fall MAP data. I just attempted to review all of the data, but my eyes quickly glazed over. There is too much data (328 pages worth!), but in the end it all really says nothing at all. It is obvious that the report was intended to obfuscate the true state of affairs in the district.
Where is the science ISAT data? We did very poorly in that area last year. So, how did we do this year?
Cohort data is great, I am so glad that we are analyzing it - but it should be by school otherwise it is meaningless. We all know our schools are performing VERY differently. Remember, Oak ranked 15 last year, whereas Monroe ranked 109. Aggregating the data by district paints a very inaccurate picture. Also, we need to review quintile data by school. On the whole though, the highest quintile is showing the lowest growth. Inclusion is really working well for those advanced learners!!
The ISAT data and MAP data show that our schools are still performing very differently. Prospect, not Oak, is the new star. Madison, Waker, Elm, Monroe - not so much.
Oak's 5th grade class made about 80% growth in math as 3rd graders. This year they made about 20% growth. We need to analyze why this happened.
Growth in this year's 5th grade class for math was the lowest in the district across the grade. And remember, 1/4 of the students in that grade were tutored by the district after school last year, in addition to many parents who tutored their kids outside of school. Imagine what the scores would of been without the extra tutoring?? Schneider - looks like YOUR compacting experiment was a brilliant success. You were the one who foisted math compacting on us - you brought it to us from your former district. And wasn't Schneider the one who told us ALL last year (and the year before that) that acceleration has the biggest impact on student achievement? Maybe White or someone on the BOE should point out the obvious - that Schneider has egg on his face.
Where is the fall MAP data for our second graders?
Lane had relatively high projected growth compared to the other schools. Could this be because the Lane still has tiers on the QT, while everyone else is stuck in inclusive classrooms?
So many questions! I could come up with more, but I cannot bear to bring myself to look at the 328 page tome any longer."