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Post by asmodeus on Jul 1, 2010 8:55:01 GMT -5
Impressive achievement for NV having 5 perfect ACT scores. Impressive achievement that D204 had 6 perfect ACT scores. Congratulations to the WV and NV students. No, it's an impressive achievement for the one student at WV, but it's not an impressive achievement for WV. NV had more than 5 times the expected percentage of perfect scores and roughly the same percentage of perfect scores as New Trier.
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Post by title1parent on Jul 1, 2010 9:10:45 GMT -5
Impressive achievement that D204 had 6 perfect ACT scores. Congratulations to the WV and NV students. No, it's an impressive achievement for the one student at WV, but it's not an impressive achievement for WV. NV had more than 5 times the expected percentage of perfect scores and roughly the same percentage of perfect scores as New Trier. Thanks for clarifying, Asmo. However, I think getting a perfect score is an achievement no matter what the percentage or what HS in the district you go to. I wasn't looking at it in a statistical sense. I was looking at it as an overall achievement for the district.
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Post by asmodeus on Jul 1, 2010 11:47:30 GMT -5
Yes, I wasn't trying to disparage WV, as its "performance" with respect to the normal distribution of perfect scores was about what one would expect.
It is interesting that the student at WV has the same last name as one of the students at NV. I wonder if there is a relation.
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Post by momto4 on Jul 1, 2010 17:23:08 GMT -5
Yes, I wasn't trying to disparage WV, as its "performance" with respect to the normal distribution of perfect scores was about what one would expect. It is interesting that the student at WV has the same last name as one of the students at NV. I wonder if there is a relation. I'd be willing to bet these same students would have scored the same regardless of attendance at WV or NV, but we have no way of knowing. It seems unlikely that NV did something differently that led to this result.
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Post by incognito on Jul 1, 2010 22:16:55 GMT -5
Yes, I wasn't trying to disparage WV, as its "performance" with respect to the normal distribution of perfect scores was about what one would expect. It is interesting that the student at WV has the same last name as one of the students at NV. I wonder if there is a relation. I'd be willing to bet these same students would have scored the same regardless of attendance at WV or NV, but we have no way of knowing. It seems unlikely that NV did something differently that led to this result. I agree that the students would have achieved the perfect score whether at WV or NV. Judging only by names there is an obvious cultural inclination. I would imagine "Zhao" in that culture is as common as Smith is here in the states. Breaking the perfect students down by race/culture, are the numbers more proportionate between NV and WV? While a perfect score is impressive it's not the end all be all.
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Post by asmodeus on Jul 2, 2010 8:19:29 GMT -5
I don't know why one would believe this. Would the same 5 students have had a perfect score if they had attended Oswego or Plainfield?
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Post by momto4 on Jul 2, 2010 8:40:36 GMT -5
I don't know why one would believe this. Would the same 5 students have had a perfect score if they had attended Oswego or Plainfield? I expect they would have so long as they have taken whatever coursework contributes to a student gaining the knowledge needed for answering all the questions. Why wouldn't they have?
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Post by asmodeus on Jul 2, 2010 14:37:15 GMT -5
Because a student's success is based on several factors, including:
- family upbringing - school curriculum - individual teachers - support (or lack thereof) of peers/friends/classmates
Certainly the family part would be consistent regardless of whether the school was WV or NV. But are the class offerings exactly the same at the two schools? Could some of the teachers be better at one or the other? Could there be distractions at one school that are not present at another? I don't know the answers to these questions, but there must be a reason why NV had almost 5% of the perfect scores in the state of Illinois.
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Post by title1parent on Jul 2, 2010 14:58:24 GMT -5
Because a student's success is based on several factors, including: - family upbringing - school curriculum - individual teachers - support (or lack thereof) of peers/friends/classmates Certainly the family part would be consistent regardless of whether the school was WV or NV. But are the class offerings exactly the same at the two schools? Could some of the teachers be better at one or the other? Could there be distractions at one school that are not present at another? I don't know the answers to these questions, but there must be a reason why NV had almost 5% of the perfect scores in the state of Illinois. Yes, the course offerings are the same at each school. Curriculum IS the same in regards to what needs to be covered. Teams of teachers work together from all 3 schools to write curriculum and write common assessments and share common activities that they feel are essential for all students. How a teacher teaches, yes that will be different in presentation. However, teachers have a tendency to share lessons/activities with their colleagues from the other HS. Understand that each school and their student body is different. How each class is composed and approached in instruction will be different from teacher to teacher and from school to school.
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Post by title1parent on Jul 8, 2010 13:54:32 GMT -5
Indian Prairie School District 204 announced the appointment of several new principals in the district.
Kenneth Bonomo is the new principal of Welch Elementary School. Bonomo comes to District 204 from Wheaton Community School District 200 where he held several positions, most recently serving as principal of Pleasant Hill Elementary School in Winfield. He began his career in Lisle School District 202 where he was a business education instructor and assistant football coach.
Bonomo has a master's degree in educational administration and administrative certification from North Central College in Naperville and a bachelor�s degree in business management from Eastern Illinois University.
He is taking over the principal post from Sharon Jennings, who retired in June.
Jeremy Ricken will serve as principal at Gombert Elementary School, replacing retiring Kris Ross.
Ricken is returning to his roots as he began his career in District 204 in 1994 as a speech-language pathologist. He went on to serve as assistant to the principal and student services coordinator at White Eagle Elementary School. Ricken has also held a principal position in Plainfield School District 202 and Oswego School District 308. He opened one of District 308's newest elementary schools, Hunt Club, in 2009. He received the Those Who Excel Award of Recognition from the Illinois State Board of Education in 2009 and was recognized in 2005 as Leader of the Year by District 308.
He received his bachelor's degree and master's degree in speech-language pathology from Northwestern University and a master's degree in educational administration from Northern Illinois University. He is pursuing a doctorate in educational administration from Illinois State University in which his dissertation topic is Professional Learning Communities.
Claudette Walton is the new principal of Cowlishaw Elementary School. Walton served as assistant principal at Fry Elementary School and also as a human resources director for District 204, specializing in teacher recruitment and retention. An educator for 19 years, she taught first, second and third grades at Wheaton Community School District 200, and later served as the district's director of human resources.
Walton has a master's degree in elementary education and educational leadership with an administrative endorsement. She currently is pursuing a doctorate in educational administration from National Louis University.
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Post by WeNeed3 on Aug 26, 2010 14:22:51 GMT -5
8/26/10 204 E-news announcement ACT Scores Increase
Indian Prairie School District 204 students continue to make steady gains on the ACT exam. The recently released ACT results show the average composite score reached 23.9, a 0.1 increase over last year. This is significantly higher than the state average, which dropped 0.1 to 20.7.
District 204 students' scores have steadily increased since 2005, especially when compared to state averages. During that time period, District 204 saw an increase of 1.1, while the average district across the state saw an increase of .6 during the same period.
"We're pleased that Indian Prairie students continue to perform well on the ACT exam," said Superintendent Kathy Birkett. "Although test scores are not the only measure of student success, it shows that our curriculum helps to prepare students for college. The work comes not only from our high school teachers, but teachers at lower grade levels who lay the foundation for our students' success in high school."
Eight years ago, Illinois became the first state to require that all high school juniors, not just those who planned to attend college, take the ACT as part of the Prairie State Achievement Examination. The ACT consists of curriculum-based tests in English, mathematics, reading and science, designed to measure the skills needed for success in first-year college coursework. The test is scored on a 36 point scale.
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