[AAACE-NLA] "Success" thresholds

[George Demetrion]

We've administered the DAR, and though it's not a diagnostic, CASAS. I
don't want to get into scores in a public forum, but they're at the
lower end on each.  In the past we've administered the LVA-based READ
with ditto results.

Moreover, her range is far from atypical, which is my point, and there
are many students in the program for as long, who score in an even lower
range.

To put this in some perspective, Hartford's 1990 NALL Level 1 stats are
rated at 41%.  Perhaps things in the city have changed since then,
though I haven't seen any evidence to that effect.

With all this in mind, these categories of measurement are those, if you
will, imposed on the student, which are at best, indicators--important
ones to be sure, though I contend that they miss as much as they
capture, particularly, if you will, the phenomenology of learning as
experienced by the learner.  This also needs to be factored in.

George Demetrion

-----Original Message-----
From: aaace-nla-bounces at lists.literacytent.org
[mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of
AWilder106 at aol.com
Sent: Wednesday, May 18, 2005 8:50 AM
To: National Literacy Advocacy List sponsored by AAACE
Subject: Re: [AAACE-NLA] "Success" thresholds

George,

Have you done any diagnostic work with this student?

Thanks.

Andrea
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