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OEA FOR SCIENCE TEST SCORES

Recommendations for Solving the Problem of Low Scores on the Ohio Educational Assessment for Science at Hampton High School

Liberty Student

School of Education, Liberty University

In partial fulfillment of EDUC 816

Author Note

Student Name

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Student Name

Email: [email protected]

Introduction to the Problem

The problem was that 58% of the students at Hampton High School failed to meet the state’s level of satisfactory performance on the OEA for Science (ODOE, 2020a). Low academic achievement was defined as students’ “incomplete understanding of essential concepts in science and inconsistent connections among central ideas” (ODOE, 2018b, p. 14). Students who score below 50% on the test were considered to have failed the OEA for Science assessment (ODOE, 2018b). Low scores on the assessment had a detrimental effect on Hampton High School and have reflected poorly on students, parents, teachers, staff, and administrators, as well as the school board, town governments, businesses, and companies within the region. In the past, school leadership tried to solve this problem by requiring teachers to spend more time teaching concepts covered on the test. Most recently, the school offered free after-school tutoring for students. Both historically and presently, these efforts have proven ineffective, as approximately half the students who took the assessment failed

References

Ohio Department of Education. (2020a). Ohio assessment and accountability reporting system (OAARS). https://lms.backpack.education/public/Ohio

Ohio Department of Education. (2020b). The Ohio educational assessments: Why participation matters. Ohio Department of Education. https://www.ohio.gov/doe/sites/.gov.doe/files/inline-files/Why%20Participation%20Matters-1.pdf

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