Waller, Reeves, and the Soul of the Mississippi Republican Party

“There must be a few times in life when you stand at a precipice of a decision. When you know there will forever be a Before and an After…”
― Justina Chen Headley, North of Beautiful

Before getting into the heart of this discussion, there is one thing which needs to be pointed out. The national Republican Party is currently dominated by the ascendancy and presidency of Donald Trump. This fact is obvious to most people, but is worth mentioning because of the relevance of this national party domination to the current state of the Republican Party in Mississippi and specifically to the choice of a Republican nominee for Governor. It is vital to understand because Donald Trump is not a “traditional” Republican. In fact, one could easily argue this is the reason he was elected by a different coalition of voters than was expected for most national Republican officeholders; who were fed up with “establishment” political parties in general, especially the political brand which most Republicans in national office represented. Trump was an outsider, a disrupter, of the status quo. Whether or not he lives the principles out in his life or to what extent he believes them firmly, he is also primarily conservative in his promise to pass policies that are in keeping with “social conservative” principles (pro-life, pro-2nd Amendment, etc.) Despite being a business man, Trump’s stances on economic issues and the role of government are much different from what we once considered traditionally Republican. Trump is not keen on new taxes, but is for increased government spending on infrastructure and the expansion of government’s role in many different areas, from involvement in the economic decisions of businesses to locate or manufacture their goods where they please to the astronomical increase in the use of tariffs to artificially affect prices outside of free-market forces. Trump’s appeal is not to truly “shrink” government altogether. His rhetoric is to make government quit working against “you,” as the perception is that it has not been geared to help “you,” as much as it should. The “you” in this case is the “common man,” the person traditionally employed in manufacturing or other jobs and who struggles to make ends meet and to keep himself or his family in the middle class. (I am using the masculine version of pronouns in the broad sense here, representing both male and female.) In this way, Trump is a “populist” more than he is a traditional political “conservative,” as the word has been defined in the past two decades. This is not meant as an insult or meaning what he represents is good or bad. However, it is very true that Trump’s ascendancy to political power and total domination of the Republican Party at this point reveals the fact that being “socially conservative,” is the main thing people are referring to when they say they are a “conservative Republican” in the current atmosphere, at least in the remaining parts of traditional conservatism represented in the current Republican Party. Trump’s power rests upon having convinced a large portion of the voting population that he will keep their life as they currently enjoy it from being changed by outside forces, as many perceive that it was in danger of being changed. Government will not necessarily be shrunk at all, as spending has only gone up, but its interference will not be directed to the common working American or their way of life. Instead, it will be used to aid them and certainly to keep back the forces which threaten to change that way of life. With all of that being said, the main point of this introduction is that despite what they may say in their ads or try to represent themselves as being, neither nominee for Governor in Mississippi is much like Trump, plain and simple.

There is only one way in which they are like Trump or at least like the policies Trump advocates, and it bears mentioning. Both Republican candidates and one also might mention the Democratic nominee, Jim Hood, as well are avowed “social conservatives.” Hood, Reeves, and Waller all advocate support for protecting the lives of the unborn. All staunchly advocate the right of the individual to keep and bear arms. All are openly and unabashedly believers in Jesus Christ. Therefore, there is really no question that all three are social conservatives. Save for a minority of partisan voters, who question Hood’s social conservatism simply because he is a Democrat and the national party is more socially liberal, there is no proof at all to contradict these statements. None of the candidates have ever shown any hatred of or lack of work to support these “traditional,” social conservative stances. Any hint to the otherwise is just rhetoric to cast suspicion on the sincerity of the others’ beliefs in this regard, but lacks any real proof. The difference of the candidates from Trump then does not lie in social conservatism. The difference between Reeves or Waller and the President has to do with the personal style, the President’s economic populism, and the purpose of government.

In regards to style, Reeves is a natural introvert and according to some, socially inept. You seldom, if ever, hear of someone describing their delightful experience talking with Reeves or of their good time in his company. Whether intentional or not, this has translated into a perception of him being socially aloof, conceited, and having an air of entitlement or superiority. In keeping with this introverted nature, he does not appear comfortable expressing his emotions overtly, whether positive or negative. On the other hand, President Trump, as many populists were before him, is extremely comfortable with fiery rhetoric and tapping into the emotions of a group or crowd. Reeves is controlled and calculating in this respect and generally comes across as more cold. When Reeves does attempt to imitate the President’s rhetoric or confrontational style, no amount of lighting, scripting, or consultants seem capable of changing the fact that it comes across as inauthentic. In fact, when Reeves has tried to imitate Trump’s more emotional and confrontational style, it often instead shines a light on his natural tendency toward introversion, instead of selling the viewer that he is naturally fiery and confrontational. If Reeves were to get fired up emotionally about any topic, it would probably be more about the prospect of cutting a budget than about any issue that affects the religious values or economic conditions of the average Mississippian. Reeves is perfectly willing to seek retribution on those who have crossed him politically during his work in the Mississippi Senate. Yet, these actions were almost always taken behind closed doors and in actions that were calculating and precise, instead of emotional and in bombastic public behavior. Truly, Reeves is not Trump in style and this is readily apparent to most everyone. Equally so, Waller is not like Trump in style either. While Waller is much more extroverted than Reeves, seeming to enjoy interactions with others through conversation. He comes across as relatable in a way Reeves cannot naturally accomplish. However, Waller’s difference from Trump is that he comes across as the good-natured father or even grandfather figure, as opposed to Trump’s image as a fiery fighter ready to jump in the ring either in person on via social media. Waller is extroverted in conversation and seems reasonably comfortable expressing positive emotions (empathy, interest, caring, etc.), but reserved in expressing negative emotions or seeking out confrontations. Clearly, neither Reeves nor Waller is “Trumpian” in their nature or style, but both in differing ways.

As stated the President is an economic populist in practice, despite whether someone might want to call him “conservative” or not. Again, this is not to paint this populism as a positive or negative trait, but a true one nonetheless. Trump is more than willing to use whatever powers he or the government have at their disposal to advance the path he wishes to pursue. He raises tariffs on Canada and China to protect certain industries. He spends government money as subsidies to farmers affected by his tariffs. Only today, he put out a Tweet literally stating, “Our great American companies are hereby ORDERED to immediately start looking for an alternative to China.” None of these actions and manifold others are anything similar to a traditional “economic conservative,” who have always advocated free markets and a lack of government intervention in trade. Instead, he is a populist, attempting to appeal to people that he is doing things that will benefit them, regardless of whether they are “small government” or “free-market” in nature. Thus, the positions he takes are ones which he hopes become “popular” paths forward, without necessarily being ideologically purely in line with economic conservative principles. In this regard, Reeves is vastly different than the President. Reeves has consistently been a politician who desires to be seen as willing to slash government spending and to advocate for less government at every turn, whether or not the government is actually providing services most people find beneficial and services which may generally be seen as quite popular. He has actively pushed, along with Speaker Gunn in the House, the largest cut in corporate taxes in Mississippi history. He has delighted and was seemingly the most visibly excited conducting hearings in which he berated various department heads of different agencies about how they would have to get by with less funding and their budgets would have to be cut in the future. He has pushed “school choice” and the use of vouchers which shift money away from traditional public schools and allow that money to be spent to support private schools. Yes, Reeves is fairly extreme in the zeal with which he want to see government spend less money, regardless of whether the cuts involve services traditionally seen as needed or vital. Take the issue of roads and bridges and their upkeep, or lack thereof, in Mississippi. From the current Governor, Phil Bryant, downward, everyone in Mississippi knows that our roads and bridges are in horrendous shape. Many of those roads and bridges at this point sit condemned with traffic unable to even use them. Yet, despite prods from Governor Bryant, Reeves could not or would not even pass a bill to provide the needed funding to truly address this issue. Regarding public education, Reeves disdain for anything operated or provided by the government is probably its most visible. Reeves has pursued few issues with the fervor and consistency which he has pursued the cutting of public school budgets and funding for public school related activities. In almost every case, when caught between a need for the state that required government spending to meet or simply letting the need go unmet, he has always seemed to lean and err on the side of letting the need go unaddressed rather than spend anything to solve it. In this way, Reeves is extremely different than President Trump, who has made infrastructure (roads, bridges, etc.) improvements a cornerstone of his agenda and one which requires government to spend vast amounts of public funds. Trump has not shied away from raising the debt ceiling or any other activity to spend funds necessary, if the alternative meant letting a popular or in his perception “needed” government service disappear. Waller differs from Trump a bit was well in this way, but actually has a touch more common ground than Reeves has with the President. Waller advocates increased spending for roads, bridges, and other infrastructure via a “tax swap,” which he insists will not require a true raising of taxes. Waller has also advocated increased spending on public education, mainly for economic development reasons and making the state more attractive to industry. Waller has stated he does not see the need to raise taxes to fund many of these priorities, but to simply shift spending toward completing them. While Trump has supported increased government spending on many fronts, he has not advocated necessarily putting more funding toward public education, and in that way Waller differs from him. Trump has not been very vocal on the issue, but one would have to assume that his appointment of Betsy Devos, a staunch public school critic, as Education Secretary would have to be interpreted as being substantially different from the support Waller seems to advocate in regards to schools and school funding. Waller is a bit closer to what President Trump actually practices on the priorities of the spending he advocated, but not completely in line with his same priorities, especially in regards to public education.

This point leads into the final difference between the candidates for the Republican nomination for Mississippi Governor, a difference in what the role of government should be in our lives. The President seems to view the government as a tool to use to meet his political goals, the goals he believes will be best for the country economically or otherwise. He mainly seeks to shrink government where he believes it is doing work that is not in the best interest of the country or at least in the interest of the “working man” he desires to appear to represent, conversely growing it in the areas where the opposite perception holds. In contrast, Reeves very much seems to advocate the government, no matter its function or purpose, as being fundamentally a problem which needs to be shrunk or removed. Reeves’ devotion to his philosophy of less government is so pure and certain, that he does not seek to compromise on it in any real way. Whether this is to protect his political record and reputation as a “traditional economic conservative” or whether it is just inherently a part of his nature, there is no compromise in Reeves pursuit of his idealogy. Whatever problems the government may be addressing or could address, they are better to go on unsolved than to compromise his academically pure view of less government spending. Reeves view of an ideal government seems to be an extremely limited one, but one which does come alive here and there, if the goal is to help a large company or corporation. Reeves seems to see the large company or corporation as a generator of economic activity, and from Reeves’ actions one can see a pattern that government intervention to help such large businesses or corporation is the one type of government action he finds acceptable. However, Reeves is staunchly against government spending, even at present levels, if the goal seems to be services or interventions which help individuals or much smaller businesses. Waller, on the other hand, seems to be more pragmatic in his vision of government, whether the goal is helping businesses or individuals. Waller is advocating a generally limited government, but one which is willing to take action and use resources to address problems of widespread concern, such as his proposals on road/bridges and public education. In this way, Waller seems less academic in his vision of government’s scope and purpose and less interested in adhering to one particular theory or what is good or bad based upon what is nationally seen as pure “economic conservatism” and shrinking the government at all costs. Reeves is focused to pursue his vision of government, regardless of the effect on the common Mississippian. Waller is more focused on having a positive effect on the common Mississippian, while doing his best to pursue his overall limited vision of government in his efforts.

These differences make for a crossroads of sorts in Mississippi politics in this runoff election for the Republican nomination for Governor. Either Reeves or Waller will not be truly “Trumpian” choices, that is a given. The choice will instead be whether the Mississippi Republican Party will be one that chooses to be a “big tent” of conservative leaning ideas, which can incorporate support for services which are seen as benefiting the common good of the state, and might compromise a bit on staunch, economic conservative ideals. Or, will Mississippi make a choice that goes back to the “pre-Trump” adherence of making government shrink, regardless of noble intentions or services it provides that are perceived as beneficial, in the pursuit of the old pure “economic conservatism” that once dominated what many now call the “establishment” wing of the Republican Party. Will the party be one which can make room for both the ideologically pure, establishment style economic conservatism and those who advocate a more pragmatic view of the role of government? Or will the party take a harder line, allowing only the totally pure devotees to government cuts and establishment economic conservatism. The choice will not only decide the heart and soul of the Republican Party in Mississippi, but the choice has the potential to cause a seismic shift politically in our state; a shift which one particular socially conservative Democrat, named Jim Hood, may benefit from and exploit this November by providing a place for those who may find themselves cast outside the Republican “tent” by the results of the runoff election. I hinted at the eventual development of these lines in the Mississippi Republican Party which began to form a few years ago and how a “conservative” Democrat might be able to exploit them, if Reeves’ and Gunn’s style of Republicanism became totally dominant in the state-level party. Depending on the results of the soul-searching and eventual choice made in Tuesday’s Republican runoff, the state could have a more diverse Republican Party that makes room for slight differences in some views, or the results could set the stage for the reappearance of a “socially conservative” Governor in Mississippi, who happens to be a Democrat.

*If you are interested in the article from several years ago somewhat predicting the current fault-lines in Mississippi state-level politics, please click on the following article from 2015: Return of the Mississippi Conservative Democrat?).

– Clint Stroupe

As always, all views expressed on The Thinking Conservative Blog are personal and my own alone.

2018-19 Mississippi Algebra I MAAP Results Ranked by District & by School

Due to a little more teasing apart of the data, it always takes me a bit longer to post the Algebra I rankings. As usual, I have listed the results for the state in Algebra I by district/school and ranked them by percent scoring in the top two levels. Using the percent in the top two levels seems to be the preferred method of determining the percent scoring a “Proficient or above” type score, which is the goal score range. This is certainly preferable than the average scale score or other “average” scores used by SchoolDigger and other sites to rank performance, due to being more telling in regards to instructional effectiveness and being the same goal as the Mississippi state accountability model has for our students, classes, schools, and school districts to reach. If you are still curious about why average “scale score” or average “standardized scale score,” are not a legitimate means to examine MAAP performance by a group of students according to our accountability model, feel free to read a post on the subject from a couple of years ago, (Why Average Scale Scores Should Not Be Used for MAAP Performance Comparisons).

The following links will take you to the Mississippi Academic Assessment Program (MAAP) Algebra I results from the 2018-2019 school year for districts as a whole, high schools and attendance centers with a 9th grade, and junior high & middle schools without a 9th grade (if curious about the reasoning behind this splitting of school rankings see the “Caveats” below):

2018-19 Algebra MAAP Rankings by District

2018-19 Algebra MAAP Rankings of Schools with a 9th Grade

2018-19 Algebra MAAP Rankings of Schools WITHOUT a 9th Grade (Middle or Junior High Schools)

As discussed in previous years, more caution should be used in examining these Algebra I results than with any others listed. There are several extremely important differences in how the Algebra I assessment is given and reported that make it quite unique.

Caveats of the 2018-2019 MAAP Algebra I results:

Algebra I is unique in that students may take it during the middle school years (typically the 8th grade). These middle school students who took Algebra I in 2018-2019, all took the end-of-course MAAP Algebra I assessment just as their high school counterparts did. In many school districts across the state, the decision is made to allow students who have demonstrated advanced achievement in 7th grade mathematics to take Algebra I in the 8th grade in order to “get a jump” on the accumulation of high school credits. This “jump” might pay off by freeing up the student to take more advanced electives, dual-credit/enrollment, or AP courses later in high school. Why is this important when analyzing results reported by school?

  1. –In a situation where a district has a separate elementary, junior high, or middle school which includes an 7th or 8th grade and has Algebra I testers, those results will show up under the elem/jr. high/middle school where they took it. This has a two-fold effect. First, the school with the junior high test takers will typically have extremely high test scores as the more advanced students are typically enrolled in the course (with some exceptional cases at schools where the total opposite might be taking place for strategic reasons with polar opposite results). Second, the school where those students typically move on to the 9th grade (the “high school”) will typically now have extremely lower Algebra I scores on average due to the fact that the upper achieving students have already taken the course in the 8th grade at the elem/jr. high/middle school where they were the year before. Thus, middle schools will typically have extremely higher scores in comparison to all other school types. This is in reference to the results only and not in reference to where the student’s results will apply in terms of the school’s accountability model grade.
  2. –In some school districts these extremes do not take place at all and results are not skewed due to the “split” between taking Algebra I in the middle school grades. This occurs for three typical reasons. First, some districts have a blanket policy that no student, regardless of achievement, will be able to take Algebra I before 9th grade. Thus, in those schools all students’ scores will fall under the high school in which they enter the 9th grade. The only exception to this is a few schools across the state that include the 9th grade in their middle school or have a middle school made only of 9th graders. This 9th grade middle school scenario is extremely rare in Mississippi, but it does exist causing further skewing of results when attempting to compare schools head to head. Second, there are a fair number of high schools which include 7th – 12th grades. In these combined 7th – 12th high schools, no skewing takes place as all Algebra I test takers are reported under the one school name regardless of the grade they take the course. Third, there are a minority of K-12 schools, often called “attendance centers,” still left across the state. These schools have the same situation as the 7th – 12th grade high schools listed previously, in that they will not have skewing of results as takes place in the “caveat #1” schools listed above.
  3. –Thus, in an ideal situation, one might compare three categories of schools’ Algebra I results. The first category being elem/jr. high/middle schools with students taking Algebra I in the 7th/8th grade. The second category being high schools which receive students from those type of elem/jr. high/middle schools which allow Algebra I to be taken. The third category being made up of K-12 attendance centers and 7th – 12th high schools whose scores reflect all of their Algebra I students regardless of grade level.
  4. –In the real world, these categories must be taken into consideration when comparing schools (district comparisons are not affected because all students regardless of grade level taking Algebra I end up under the umbrella of the particular district’s results). However, attempting to show these distinctions when examining statewide results is impossible without the state supplying information about each schools grade levels (and perhaps even their philosophy or rules regarding students taking Algebra I). Since my rankings rely on publicly available data, I have to use my own judgement as to what category a school might fall under.

Due to these very important caveats, I have made my best attempt to show this distinction of results by making two categories for ranking schools. The first category includes K-12 attendance centers and all high schools that have a 9th grade (including both 7th-12th & 9th-12th high schools). The second category includes elementary, junior high, and high schools which do not have a 9th grade, but which did have Algebra I test results. These categories are not perfect as some schools (such as those very rare 9th grade only schools) have to be lumped into one category or the other even though they are unique situations. Also, some schools names may not reflect their actual grade levels (such as Nowhereville High School which despite its name is actually a K-12 attendance center) resulting in the possibility of me accidentally placing them in an inappropriate category. However, I feel the attempt must be made to show at least these two category distinctions or else the results would make little sense (with middle schools virtually dominating the top half of the rankings for the reasons listed above).

Despite the long-winded dissertation, I hope these results provide information which you find beneficial. I feel pretty confident in the data at this point, but please let me know if you spot any errors. My goal for making this information available in this particular format is to aid in improved instruction for all of our students. I simply ask, if you make use of the data in this format, please pass along the word of where you obtained it. To paraphrase Crash Davis from Bull Durham, I hope when you speak of me, you speak well.

As a side note, please remember to vote in the upcoming runoff for the Republican Governor nomination, if you did not vote in the Democratic Primary. It is an excellent opportunity to choose a better path for Mississippi and a change from the status quo. As of right now, there are two choices of the three still in the race for Governor who seem to have a heart and mind for public education, and there is one who has consistently shown he does not share those values by his actions. Choose wisely both in the runoff and ultimately in November, and be sure to tell your friends and family about your planned choices. Many go to the polls only knowing the name they last heard on television, and a brief word from you can make a huge difference in the ultimate outcome. It is up to us as informed voters to share with our fellow Mississippians what is truly at stake.

Thanks,

Clint Stroupe

2018-19 Mississippi MAAP U.S. History Rankings by School and by District

There is an old adage, “the squeaky wheel the grease.” While this may or may not be the case in relation to this situation, the Mississippi Department of Education has thankfully decided to release information on the 5th Grade Science, 8th Grade Science, Biology I, and U.S. History MAAP assessments at the same time as the ELA and Reading MAAP results this year. This is something I have personally written about and without a doubt others expressed the same sentiments both publicly and privately in recent years. Regardless of what prompted the release, I thank the powers that be at MDE for choosing to make this information public prior to official accountability grades being released for the individual schools and school districts. I also commend the creation of the Mississippi Report Card website, as another step in the right direction for making data more readily available and understandable to both the educational community and to the general public. Now, my only unfulfilled wish in regards to the regular release of data would be a grade by grade breakdown of growth rates by school and by district for ELA and Math overall and for the lower quartile, as this is something sorely needed for release to the general public (HINT, HINT any potential readers at MDE). But, without further ado, let’s have a look at the rankings for the 2018-2019 U.S. History MAAP assessment by school and by district.

One thing to keep in mind in regards to the U.S. History results is they are divided into four performance levels. This is familiar to us who are “seasoned” enough to remember Mississippi’s old system of Minimal, Basic, Proficient, and Advanced, which was once used in regards to the ELA and Math assessment results. The rankings published here are based upon schools and districts reaching the highest percentage of students in the top two levels (Level 3 & 4, basically Proficient or above). This is the most sound way to rank such results as it is the criteria used for determining points for the Mississippi Accountability Model which determines the letter grade (A-F) for all individual Mississippi schools and individual school districts. The inferiority of using average scale score to assess results or rank is addressed in other blog posts on this same site. While average scale score is easy to do, it tells little about instruction and is of no value in regards to Mississippi accountability. If you are still curious about why average “scale score” or average “standardized scale score,” are not a legitimate means to examine MAAP performance by a group of students according to our accountability model, feel free to read a post on the subject from a couple of years ago, (Why Average Scale Scores Should Not Be Used for MAAP Performance Comparisons).

Always keep in mind, the ideal measure of student, class, school, and district performance is growth of students from start to finish in a course. But, there is no means used by the state currently to assess growth in 5th Science, 8th Science, Biology I, or U.S. History. In the absence of such growth data, we must look at the next best thing, which is the percentage of students scoring in the top two scoring levels. I have compiled these rankings and published them as a personal project of mine, with the only goal of improving student learning by allowing districts and schools to see where they rank in regards to one another. I simply ask that if you use this data (and judging from the high volume of traffic to these results on the blog and the fact they seem to sometimes work their way into unattributed use by local news publications), please mention where it was obtained. As I like to quote from Bull Durham, “when you speak of me, speak well.”

Please let me know, if you spot anything which does not look correct or if you have any questions. The results can be accessed by clicking on the links below:

2018-19 U.S. History MAAP Rankings by School

2018-19 U.S. History MAAP Rankings by District

As a side note, please remember to vote in the upcoming runoff for the Republican Governor nomination, if you did not vote in the Democratic Primary. It is an excellent opportunity to choose a better path for Mississippi and a change from the status quo. As of right now, there are two choices of the three still in the race for Governor who seem to have a heart and mind for public education, and there is one who has consistently shown he does not share those values by his actions. Choose wisely both in the runoff and ultimately in November, and be sure to tell your friends and family about your planned choices. Many go to the polls only knowing the name they last heard on television, and a brief word from you can make a huge difference in the ultimate outcome. It is up to us as informed voters to share with our fellow Mississippians what is truly at stake.

Thanks!

– Clint Stroupe

2018-19 Mississippi MAAP Biology Rankings by District & School

Hello again to my friends visiting the site, especially to my fellow educators. I hope you have had a great start to your school year! It is once again time for our Mississippi Academic Assessment Program (MAAP) data release. As usual, I have listed the results for the state in Biology by district/school and ranked them by percent scoring in the top two levels. Using the percent in the top two levels seems to be the preferred method of determining the percent scoring a “Proficient or above” type score, which is the goal score range for students to reach. This is the only data to be derived from this data release which influences school district accountability levels. This method is certainly preferable to using the average scale score or similar methods used in the past by SchoolDigger and other websites for reasons discussed in previous posts. If you are still curious about why average “scale score” or average “standardized scale score,” are not a legitimate means to examine MAAP performance by a group of students according to our accountability model, feel free to read a post on the subject from a couple of years ago, (Why Average Scale Scores Should Not Be Used for MAAP Performance Comparisons).

I feel pretty confident in the data at this point, but please let me know if you spot any errors. My goal for making this information available in this particular format is to aid in improved instruction for all of our students. I simply ask, if you make use of the data in this format, please pass along the word of where you obtained it, as all too often people do not. To paraphrase Crash Davis from Bull Durham, I hope when you speak of me, you speak well.

Simply click the link below to access the DISTRICT LEVEL Biology ranking report:
2018-19 Biology MAAP Rankings by District

Click the following link below to access the SCHOOL LEVEL Biology ranking report:
2018-19 Biology MAAP Rankings by School

I commend the Mississippi Department of Education for the state report card website development and the more timely release of U.S. History and Science (5th, 8th, and Biology I) score data. Even more valuable would be growth residuals scores by grade/subject for the ELA and Math assessments by school and district, which has never been available to my knowledge. However, hopefully this may be the year this information will be made available for the public. The squeaking made on this site does seemed to have generated a bit of grease in the past, and this is why I continue to mention this much-needed data for a more complete picture of what is being “told” by this assessment data.

As a side note, please remember to vote in the upcoming runoff for the Republican Governor nomination, if you did not vote in the Democratic Primary. It is an excellent opportunity to choose a better path for Mississippi and a change from the status quo. As of right now, there are two choices of the three still in the race for Governor who seem to have a heart and mind for public education, and there is one who has consistently shown he does not share those values by his actions. Choose wisely both in the runoff and ultimately in November, and be sure to tell your friends and family about your planned choices. Many go to the polls only knowing the name they last heard on television, and a brief word from you can make a huge difference in the ultimate outcome. It is up to us as informed voters to share with our fellow Mississippians what is truly at stake.

Thanks,

Clint Stroupe

*These rankings are for informational purposes only. Growth is far more valuable information on determining whether learning took place and to what degree rather than end-of-year scores only, which only tell us where students at a school “ended up” without knowledge of where they “began.”

2018-19 Mississippi MAAP Grade 8 Science Rankings by District & School

Hello again to my friends visiting the site, especially to my fellow educators. I hope you have had a great start to your school year! It is once again time for our Mississippi Academic Assessment Program (MAAP) data release. As usual, I have listed the results for the state in 8th Grade Science by district/school and ranked them by percent scoring in the top two levels. Using the percent in the top two levels seems to be the preferred method of determining the percent scoring a “Proficient or above” type score, which is the goal score range for students to reach. This is the only data to be derived from this data release which influences school district accountability levels. This method is certainly preferable to using the average scale score or similar methods used in the past by SchoolDigger and other websites for reasons discussed in previous posts. If you are still curious about why average “scale score” or average “standardized scale score,” are not a legitimate means to examine MAAP performance by a group of students according to our accountability model, feel free to read a post on the subject from a couple of years ago, (Why Average Scale Scores Should Not Be Used for MAAP Performance Comparisons).

I feel pretty confident in the data at this point, but please let me know if you spot any errors. My goal for making this information available in this particular format is to aid in improved instruction for all of our students. I simply ask, if you make use of the data in this format, please pass along the word of where you obtained it, as all too often people do not. To paraphrase Crash Davis from Bull Durham, I hope when you speak of me, you speak well.

Simply click the link below to access the DISTRICT LEVEL 8th Science ranking report:
2018-19 8th Science MAAP Rankings by District

Click the following link below to access the SCHOOL LEVEL 8th Science ranking report:
2018-19 8th Science MAAP Rankings by School

I commend the Mississippi Department of Education for the state report card website development and the more timely release of U.S. History and Science score data. Even more valuable would be growth residuals scores by grade/subject for the ELA and Math assessments by school and district, which has never been available to my knowledge. However, hopefully this may be the year this information will be made available for the public. The squeaking made on this site does seemed to have generated a bit of grease in the past, and this is why I continue to mention this much-needed data for a more complete picture of what is being “told” by this assessment data.

As a side note, please remember to vote in the upcoming runoff for the Republican Governor nomination, if you did not vote in the Democratic Primary. It is an excellent opportunity to choose a better path for Mississippi and a change from the status quo. As of right now, there are two choices of the three still in the race for Governor who seem to have a heart and mind for public education, and there is one who has consistently shown he does not share those values by his actions. Choose wisely both in the runoff and ultimately in November, and be sure to tell your friends and family about your planned choices. Many go to the polls only knowing the name they last heard on television, and a brief word from you can make a huge difference in the ultimate outcome. It is up to us as informed voters to share with our fellow Mississippians what is truly at stake.

Thanks,

Clint Stroupe

*These rankings are for informational purposes only. Growth is far more valuable information on determining whether learning took place and to what degree rather than end-of-year scores only, which only tell us where students at a school “ended up” without knowledge of where they “began.”

2018-19 Mississippi MAAP Grade 5 Science Rankings by District & School

Hello again to my friends visiting the site, especially to my fellow educators. I hope you have had a great start to your school year! It is once again time for our Mississippi Academic Assessment Program (MAAP) data release. As usual, I have listed the results for the state in 5th Grade Science by district/school and ranked them by percent scoring in the top two levels. Using the percent in the top two levels seems to be the preferred method of determining the percent scoring a “Proficient or above” type score, which is the goal score range for students to reach. This is the only data to be derived from this data release which influences school district accountability levels. This method is certainly preferable to using the average scale score or similar methods used in the past by SchoolDigger and other websites for reasons discussed in previous posts. If you are still curious about why average “scale score” or average “standardized scale score,” are not a legitimate means to examine MAAP performance by a group of students according to our accountability model, feel free to read a post on the subject from a couple of years ago, (Why Average Scale Scores Should Not Be Used for MAAP Performance Comparisons).

I feel pretty confident in the data at this point, but please let me know if you spot any errors. My goal for making this information available in this particular format is to aid in improved instruction for all of our students. I simply ask, if you make use of the data in this format, please pass along the word of where you obtained it, as all too often people do not. To paraphrase Crash Davis from Bull Durham, I hope when you speak of me, you speak well.

Simply click the link below to access the DISTRICT LEVEL 5th Science ranking report:
2018-19 5th Science MAAP Rankings by District

Click the following link below to access the SCHOOL LEVEL 5th Science ranking report:
2018-19 5th Science MAAP Rankings by School

I commend the Mississippi Department of Education for the state report card website development and the more timely release of U.S. History and Science score data. Even more valuable would be growth residuals scores by grade/subject for the ELA and Math assessments by school and district, which has never been available to my knowledge. However, hopefully this may be the year this information will be made available for the public. The squeaking made on this site does seemed to have generated a bit of grease in the past, and this is why I continue to mention this much-needed data for a more complete picture of what is being “told” by this assessment data.

As a side note, please remember to vote in the upcoming runoff for the Republican Governor nomination, if you did not vote in the Democratic Primary. It is an excellent opportunity to choose a better path for Mississippi and a change from the status quo. As of right now, there are two choices of the three still in the race for Governor who seem to have a heart and mind for public education, and there is one who has consistently shown he does not share those values by his actions. Choose wisely both in the runoff and ultimately in November, and be sure to tell your friends and family about your planned choices. Many go to the polls only knowing the name they last heard on television, and a brief word from you can make a huge difference in the ultimate outcome. It is up to us as informed voters to share with our fellow Mississippians what is truly at stake.

Thanks,

Clint Stroupe

*These rankings are for informational purposes only. Growth is far more valuable information on determining whether learning took place and to what degree rather than end-of-year scores only, which only tell us where students at a school “ended up” without knowledge of where they “began.”

2018-19 Mississippi MAAP 3-8 Mathematics Rankings by District

Hello again to my friends visiting the site, especially to my fellow educators. I hope you have had a great start to your school year! It is once again time for our Mississippi Academic Assessment Program (MAAP) data release. As usual, I have listed the results for the state in Mathematics for grades 3rd – 8th by school district and ranked them by percent scoring in the top two levels. Using the percent in the top two levels seems to be the preferred method of determining the percent scoring a “Proficient or above” type score, which is the goal score range for students to reach. This is the only data to be derived from this data release which influences school district accountability levels. This method is certainly preferable to using the average scale score or similar methods used in the past by SchoolDigger and other websites for reasons discussed in previous posts. If you are still curious about why average “scale score” or average “standardized scale score,” are not a legitimate means to examine MAAP performance by a group of students according to our accountability model, feel free to read a post on the subject from a couple of years ago, (Why Average Scale Scores Should Not Be Used for MAAP Performance Comparisons).

I feel pretty confident in the data at this point, but please let me know if you spot any errors. My goal for making this information available in this particular format is to aid in improved instruction for all of our students. I simply ask, if you make use of the data in this format, please pass along the word of where you obtained it, all too often people do not. To paraphrase Crash Davis from Bull Durham, I hope when you speak of me, you speak well.

Simply click the link below to access the Mathematics MAAP school district ranking report:

2018-19 Mathematics 3-8 MAAP Rankings by District

I commend the Mississippi Department of Education for the state report card website development and the more timely release of U.S. History and Science score data. Even more valuable would be growth residuals scores by grade/subject for the ELA and Math assessments by school and district, which has never been available to my knowledge. However, hopefully this may be the year this information will be made available for the public. The squeaking made on this site does seemed to have generated a bit of grease in the past, and this is why I continue to mention this much-needed data for a more complete picture of what is being “told” by this assessment data.

As a side note, please remember to vote in the upcoming runoff for the Republican Governor nomination, if you did not vote in the Democratic Primary. It is an excellent opportunity to choose a better path for Mississippi and a change from the status quo. As of right now, there are two choices for Governor who seem to have a heart and mind for public education, and there is one who has consistently shown he does not share those values by his actions. Choose wisely both in the runoff and ultimately in November, and be sure to tell your friends and family about your planned choices. Many go to the polls only knowing the name they last heard on television, and a brief word from you can make a huge difference in the ultimate outcome. It is up to us as informed voters to share with our fellow Mississippians what is truly at stake.

Thanks,

Clint Stroupe

*These rankings are for informational purposes only. Growth is far more valuable information on determining whether learning took place and to what degree rather than end-of-year scores only, which only tell us where students at a school district “ended up” without knowledge of where they “began.”

2018-19 Mississippi MAAP 3-8 Mathematics Rankings by School

Hello again to my friends visiting the site, especially to my fellow educators. I hope you have had a great start to your school year! It is once again time for our Mississippi Academic Assessment Program (MAAP) data release. As usual, I have listed the results for the state in Mathematics for grades 3rd – 8th by individual school and ranked them by percent scoring in the top two levels. Using the percent in the top two levels seems to be the preferred method of determining the percent scoring a “Proficient or above” type score, which is the goal score range for students to reach. This is the only data to be derived from this data release which influences school district accountability levels. This method is certainly preferable to using the average scale score or similar methods used in the past by SchoolDigger and other websites for reasons discussed in previous posts. If you are still curious about why average “scale score” or average “standardized scale score,” are not a legitimate means to examine MAAP performance by a group of students according to our accountability model, feel free to read a post on the subject from a couple of years ago, (Why Average Scale Scores Should Not Be Used for MAAP Performance Comparisons).

I feel pretty confident in the data at this point, but please let me know if you spot any errors. My goal for making this information available in this particular format is to aid in improved instruction for all of our students. I simply ask, if you make use of the data in this format, please pass along the word of where you obtained it, all too often people do not. To paraphrase Crash Davis from Bull Durham, I hope when you speak of me, you speak well.

Simply click the link below to access the Mathematics MAAP school ranking report:

2018-19 Mathematics 3-8 MAAP Rankings by School

I commend the Mississippi Department of Education for the state report card website development and the more timely release of U.S. History and Science score data. Even more valuable would be growth residuals scores by grade/subject for the ELA and Math assessments by school and district, which has never been available to my knowledge. However, hopefully this may be the year this information will be made available for the public. The squeaking made on this site does seemed to have generated a bit of grease in the past, and this is why I continue to mention this much-needed data for a more complete picture of what is being “told” by this assessment data.

As a side note, please remember to vote in the upcoming runoff for the Republican Governor nomination, if you did not vote in the Democratic Primary. It is an excellent opportunity to choose a better path for Mississippi and a change from the status quo. As of right now, there are two choices for Governor who seem to have a heart and mind for public education, and there is one who has consistently shown he does not share those values by his actions. Choose wisely both in the runoff and ultimately in November, and be sure to tell your friends and family about your planned choices. Many go to the polls only knowing the name they last heard on television, and a brief word from you can make a huge difference in the ultimate outcome. It is up to us as informed voters to share with our fellow Mississippians what is truly at stake.

Thanks,

Clint Stroupe

*These rankings are for informational purposes only. Growth is far more valuable information on determining whether learning took place and to what degree rather than end-of-year scores only, which only tell us where students at a school “ended up” without knowledge of where they “began.”

2018-19 Mississippi MAAP English II Rankings by District & School

Hello again to my friends visiting the site, especially to my fellow educators. I hope you have had a great start to your school year! It is once again time for our Mississippi Academic Assessment Program (MAAP) data release. As usual, I have listed the results for the state in English II by district/school and ranked them by percent scoring in the top two levels. Using the percent in the top two levels seems to be the preferred method of determining the percent scoring a “Proficient or above” type score, which is the goal score range for students to reach. This is the only data to be derived from this data release which influences school district accountability levels. This method is certainly preferable to using the average scale score or similar methods used in the past by SchoolDigger and other websites for reasons discussed in previous posts. If you are still curious about why average “scale score” or average “standardized scale score,” are not a legitimate means to examine MAAP performance by a group of students according to our accountability model, feel free to read a post on the subject from a couple of years ago, (Why Average Scale Scores Should Not Be Used for MAAP Performance Comparisons).

I feel pretty confident in the data at this point, but please let me know if you spot any errors. My goal for making this information available in this particular format is to aid in improved instruction for all of our students. I simply ask, if you make use of the data in this format, please pass along the word of where you obtained it, as all too often people do not. To paraphrase Crash Davis from Bull Durham, I hope when you speak of me, you speak well.

Simply click the link below to access the DISTRICT LEVEL English II ranking report:
2018-19 English II MAAP Rankings by District

Click the following link below to access the SCHOOL LEVEL English II ranking report:
2018-19 English II MAAP Rankings by School

I commend the Mississippi Department of Education for the state report card website development and the more timely release of U.S. History and Science score data. Even more valuable would be growth residuals scores by grade/subject for the ELA and Math assessments by school and district, which has never been available to my knowledge. However, hopefully this may be the year this information will be made available for the public. The squeaking made on this site does seemed to have generated a bit of grease in the past, and this is why I continue to mention this much-needed data for a more complete picture of what is being “told” by this assessment data.

As a side note, please remember to vote in the upcoming runoff for the Republican Governor nomination, if you did not vote in the Democratic Primary. It is an excellent opportunity to choose a better path for Mississippi and a change from the status quo. As of right now, there are two choices for Governor who seem to have a heart and mind for public education, and there is one who has consistently shown he does not share those values by his actions. Choose wisely both in the runoff and ultimately in November, and be sure to tell your friends and family about your planned choices. Many go to the polls only knowing the name they last heard on television, and a brief word from you can make a huge difference in the ultimate outcome. It is up to us as informed voters to share with our fellow Mississippians what is truly at stake.

Thanks,

Clint Stroupe

*These rankings are for informational purposes only. Growth is far more valuable information on determining whether learning took place and to what degree rather than end-of-year scores only, which only tell us where students at a school “ended up” without knowledge of where they “began.”

2018-19 Mississippi MAAP 3-8 Language Arts Rankings by District

Hello friends and many of my fellow educators. Yesterday, we had the annual Mississippi Academic Assessment Program (MAAP) public data release. As usual, I have listed the results for the state in Language Arts for grades 3rd – 8th by individual school district and ranked them by percent scoring in the top two levels. Using the percent in the top two levels seems to be the preferred method of determining the percent scoring a “Proficient or above” type score, which is the goal score range and the only data to be derived from this data release which influences school district accountability levels. This is certainly preferable to using the average scale score or similar methods used in the past by SchoolDigger and other websites for reasons discussed in previous posts. If you are still curious about why average “scale score” or average “standardized scale score,” are not a legitimate means to examine MAAP performance by a group of students according to our accountability model, feel free to read a post on the subject from a couple of years ago, (Why Average Scale Scores Should Not Be Used for MAAP Performance Comparisons).

I feel pretty confident in the data at this point, but please let me know if you spot any errors. I plan to upload the Mathematics rankings later tonight. My goal for making this information available in this particular format is to aid in improved instruction for all of our students. I simply ask, if you make use of the data in this format, please pass along the word of where you obtained it, all too often people do not. To paraphrase Crash Davis from Bull Durham, I hope when you speak of me, you speak well.

Simply click the link below to access the ELA ranking report:

2018-19 ELA 3-8 Rankings by District

I commend the Mississippi Department of Education for the state report card website development and the more timely release of U.S. History and Science score data. Even more valuable would be growth residuals scores by grade/subject for each assessment by school and district, which has never been available to my knowledge. But, hopefully this may be the year this information will be made available for the public. The squeaking made on this site does seemed to have generated a bit of grease in the past, and this is why I continue to mention this much-needed data for a more complete picture of what is being “told” by this assessment data.

As a side note, remember to vote in the upcoming runoff for Governor, if you did not vote in the Democratic Primary. It is an excellent opportunity to choose a better path for Mississippi and a change from the status quo. As of right now, there are two choices for Governor who seem to have a heart and mind for public education, and there is one who has consistently shown he does not share those values by his actions. Choose wisely both in the runoff and ultimately in November, and be sure to tell your friends and family about your planned choices. Many go to the polls only knowing the name they last heard on television. It is up to us as informed voters to share with our fellow Mississippians what is truly at stake.

Thanks,

Clint Stroupe

*These rankings are for informational purposes only. Growth is far more valuable information on determining whether learning took place and to what degree rather than end-of-year scores only, which only tell us where students at a school district “ended up” without knowledge of where they “began.”