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<DIV>I'm not sure how many NLA subscribers are directly responsible for the actual input of NRS data as I am, but I can share that at least in SC there were many problems with the process in 2000-2001. I am certain that whatever the state eventually turned over to the feds could not have been very accurate, although I'm sure it was the best we could do. I also can't believe we were the only ones with a problem, as we use LitPro and so do many other states. I hate to be a nay-sayer, but truth to tell I think that eventually the NRS will collaspe of its own weight. Given available resources, I don't think it is possible to derive a valid picture of the AELS "system" through the existing NRS process, even if we all agreed that the parameters have been set fairly. There is just too much data being crunched with too many opportunities for subjective decision-making and plain error. I've decided to give it my very best, but I'll need a lot of convincing to trust the results, never mind the analysis of those results. </DIV>
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<DIV>> Somehow, I'm still not getting it. Is it that the seven lit.=20</DIV>
<DIV>> achievement levels aren't measuring learning, that folks are actually=20</DIV>
<DIV>> not learning, that the instruments that determine what learning=20</DIV>
<DIV>> occurs aren't appropriate, or what? I'm sorry for this lack of=20</DIV>
<DIV>> professional analysis, but find it unsettling, at best, to think=20</DIV>
<DIV>> about all the effort in all the states and wondering if it's the=20</DIV>
<DIV>> indicators that are misleading us, the learning/teaching itself or=20</DIV>
<DIV>> some other thing.</DIV>
<DIV>> </DIV>
<DIV>> Janet Isserlis</DIV>
<DIV>> </DIV>
<DIV>Deborah W. Yoho</DIV>
<DIV>Co-moderator, NIFL-Health and</DIV>
<DIV>Executive Director</DIV>
<DIV>Greater Columbia Literacy Council</DIV>
<DIV>921 Woodrow Street, Columbia, SC 29205</DIV>
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