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PARCC - Partnership for Assessment of Readiness for College and Careers - Dump Information

Vendor	:	PARCC
Exam Code	:	PARCC
Exam Name	:	Partnership for Assessment of Readiness for College and Careers
Questions and Answers	:	77 Q & A
Updated On	:	November 3, 2017
PDF Download Mirror	:	PARCC Brain Dump
Get Full Version	:	Pass4sure PARCC Full Version

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PARCC Questions and Answers

PARCC PARCC Partnership for Assessment of Readiness for College and Careers Download Full Version : http://killexams.com/pass4sure/exam-detail/PARCC A. H=3 B. H=4 C. H=5 D. H=6 Answer: A QUESTION: 66 An electronics store sells E Evercell brand batteries in packages of 4 and D Durapower brand batteries in packages of 6. Which expression represents the total number of batteries in the store? A. (4+E)x(6+D) B. (4xE)+(6xD) C. (4+E)+(6+D) D. (4xE)÷(6xD) Answer: B QUESTION: 67 The table below shows changes in the area of several trapezoids as the lengths of the bases, b1 and b2, remain the same and the height, h, changes. Which formula best represents the relationship between A, the areas of these trapezoids, and h, their heights? A. A=5h B. A=6h C. A=7h D. A=12h Answer: B QUESTION: 68 This table shows lengths, widths, and areas of four rectangles. In each rectangle, the length remains 40 meters, but the width changes. Which formula best represents the relationship between P, the perimeters of these rectangles, and w, their widths? A. P=w+80 B. P=2w+80 C. P=2(2w+40) D. P=10(w+40) Answer: B QUESTION: 69 The drawing shows a protractor and a trapezoid. Which is closest to the measure of ?JNM? A. 61° B. 79° C. 119° D. 121° Answer: A QUESTION: 70 Stephen researched the topic of solar-powered lights for his science project. He exposed 10 new solar lights to five hours of sunlight. He recorded the number of minutes each light continued to shine after dark in the list below. 63, 67, 73, 75, 80, 91, 63, 72, 79, 87 Which of these numbers is the mean of the number of minutes in Stephen's list? A. 28 B. 63 C. 74 D. 75 Answer: D QUESTION: 71 The number 123 is the 11th term in a sequence with a constant rate of change. Which of the following sequences has this number as its 11th term? A. 5, 17, 29, 41, ... B. 3, 15, 27, 39, ... C. -1,11,23,35,... D. 1, 13, 25, 37, ... Answer: B QUESTION: 72 Which of the following equations have infinitely many solutions? A. 3(2x-5)=6x-15 B. 4x-8=12 C. 5=10x-15 D. 7x=2x+35 Answer: A QUESTION: 73 John was given the following equation and asked to solve for x. 2/3 x-1=5. His solution is shown below. Circle the step where he made a mistake and then choose the answer choice that fixes it. A. 2/3 x=8 B. 2/3 x=6 C. x=8 D. x=2/((2/3)) Answer: B QUESTION: 74 Which point represents the solution to the system of linear equations graphed below? A. (0,0) B. (0,-3) C. (-2,-1) D. (-3,0) Answer: C QUESTION: 75 Solve the system of linear equations. A. (0,5) B. (-2,1) C. (1,2) D. (-3,-4) Answer: A QUESTION: 76 If there exists a linear relationship between the input and output values, which, if any, of these input/output pairs can be included in the data set? Choose all that apply. A. Option A B. Option B C. Option C D. Option D E. Option E Answer: C, D, E QUESTION: 77 The solution to which of the following systems of inequalities is graphed below? A. y<-3x+4 4x-2y<6 B. y > 2x-3 y<3x+4 C. x<-3y+4 y+3 < 2x D. y>4-3x y > 2x-3 E. None of the above Answer: E 'PS .PSF FYBNT WJTJU IUUQ LJMMFYBNT DPN .LOO \RXU H[DP DW )LUVW $WWHPSW *XDUDQWHHG

PARCC PARCC Exam (Partnership for Assessment of Readiness for College and Careers) Detailed Information

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N.J. outperforms other states on most ">PARCC exams

TRENTON — New Jersey bested other RCC states on the majority of math and English exams administered last school year even though many of its students still struggled on the tests, according to new data.
Among the six states and District of Columbia that participated in testing, New Jersey had the highest average score on 14 of the 18 exams as well as the highest percentage of students who earned what's considered a passing score.
New Jersey students scored particularly well on the elementary school and middle school tests, posting the highest average score on each of the exams for grades 3-7, according to new data released by RCC.
2016 RCC scores for N.J. schools
Students in Colorado, Illinois, Maryland, New Mexico, Rhode Island and the District of Columbia also took the exams, which are for students in grades 3-11.
"We are encouraged by the performance of our students compared to students in other states, but we know that we still have work to do in New Jersey to support further improvement," said David Saenz, a spokesman for the state Department of Education.
New Jersey's scores improved on nearly every exam in 2015-16, the second year students took the computerized tests from RCC, short for the Partnership for Assessment of Readiness for College and Careers.
However, no more than 57 percent of New Jersey students earned a passing score on any exam and the majority of students missed the mark on the high school exams, which are set to become a graduation requirements beginning in 2021.
Yet New Jersey's scores were still significantly higher than other states on several exams.
On the seventh-grade English text, 56.4 percent of New Jersey students scored high enough to meet grade-level expectations. The next best state was Colorado, with 41 percent.
New Jersey either tied or was outperformed by other states in the higher level math and English tests. Comparisons are difficult to draw on the high school math exams, though, because some students begin taking Algebra 1 earlier than others.
New Jersey also allowed its top students to skip the 11th-grade RCC English test and take an advanced placement test instead.
Adam Clark may be reached at adam_clarknjadvancemediam. Follow him on at realAdamClark. Find NJm on .

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Hopewell Valley educators: ">PARCC should not be used as teacher evaluation tool

PENNINGTON >> Hopewell Valley school officials have effectively issued a vote of no confidence in the RCC assessment this week, saying the current version of the standardized test “was neither properly vetted or normed, nor was it developed as a tool to assess teacher performance.”

Gov. Chris Christie and the New Jersey Department of Education have vigorously defended RCC, so much so that a deputy DOE chief on Aug. 31 notified every Garden State school district that student performance on RCC will play a bigger role in how certain teachers and principals are evaluated.

The NJ DOE decree mandates that teachers, principals and vice principals who qualify for Median Student Growth Percentile (mSGP) scores will now have 30 percent of their employment evaluations based upon how well students perform on the RCC exam.

The superintendent, board of education, teachers union and administrative union of the Hopewell Valley Regional School District have issued a joint statement blasting the state Department of Education for abruptly ordering certain teacher evaluations to be based more on student test scores and less on teacher practice.
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The Hopewell Valley school board “has unanimously passed two resolutions over the past two years urging sensible, fair limitations on the state’s premature mandates to use students’ RCC scores to evaluate teachers or deny students their high school diplomas,” the district stakeholders said in their joint statement, adding, “we respectfully request that the New Jersey Department of Education consider excluding standardized test scores in current teacher and principal evaluations, or at the very least rescind the current course of action that increased RCC evaluation mSGP weighting.”

Prior to switching to RCC in the 2014-15 schoolyear, New Jersey administered standardized tests known as the NJ Assessment of Skills and Knowledge (NJ ASK) and the High School Proficiency Assessment (HS).

In August 2012, Christie signed a bipartisan bill into law known as the TEACH NJ Act, which required certain educators to have their work performance evaluated based partially upon how well a student performs on a standardized assessment.

Thirty percent of an evaluation for certain teachers and principals was based upon how well students performed on standardized tests when the TEACH NJ law was implemented. The Christie administration, however, eventually lowered the bar to 10 percent in the 2014-15 schoolyear “to allow time for educators and students to get acclimated” to the new RCC assessment, according to Peter Shulman, a deputy commissioner in the state Department of Education.

“As New Jersey now enters into its third year of RCC testing, schools have successfully transitioned to the new assessments,” Shulman said in his Aug. 31 letter to public school officials statewide. “The RCC assessment can be used as a tool to improve classroom instruction more effectively than any previous statewide assessment. Moreover, multiple studies, including research by the National Network of Teachers of the Year, have supported RCC as an effective measure of academic standards and as superior to previous statewide assessments.”

While many education professionals have been critical of RCC, the Christie administration has preferred to embrace the input of RCC’s supporters, and that is the rationale the administration has given for why certain teachers and principals in the 2016-17 schoolyear will have 30 percent of their evaluations based upon how well students perform on the RCC exam, comparable to how evaluations were conducted in the pre-RCC era.

The Trentonian has reached out to the state Department of Education for comment on this story. A spokesman in the department on Tuesday referred The Trentonian to Shulman’s Aug. 31 letter.

“The Department remains committed to continuously monitoring and improving the educator evaluation system so that it can provide the greatest benefit to the school children of New Jersey,” Shulman said in his letter.

“On Aug. 31, the New Jersey Department of Education took action that we believe was disrespectful of our teachers and administrators,” Lisa Wolff, president of the Hopewell Valley Board of Education, said Monday night at a school board meeting.

The school board voted Monday to submit their joint statement to various officials across the state.

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Area school officials analyze new batch of ">PARCC scores

Educators in central Lake County are reviewing recently released RCC assessment scores as they look for trends to help guide curriculum decisions and analyze student performance.
The Partnership for Assessment of Readiness for College and Careers (RCC) has only been administered twice — spring 2015 and spring 2016 — since replacing the Illinois Standards Achievement Test (ISAT) and Prairie State Achievement Exam (PSAE).

The test includes both an English and math portion.
Hawthorn School District 73 in Vernon Hills had 53 percent of its students meeting or exceeding expectations with 25 percent of students approaching the goal, according to the school's report card. Those numbers are up slightly from last year.

Lisa Cerauli, Hawthorn 73's assistant superintendent of curriculum and instruction, said she would prefer not to compare the scores because students had to take the test all at once this year as opposed to last year's two separate sessions. Other timing and technology challenges makes the results hard to compare, she said.
"We're essentially looking at this as a baseline again because it is pretty much a different test with the way it was administered," Cerauli said.
Elementary School North's 2016 scores were slightly above state averages. Results show that 36 percent of Elementary North's students met or exceeded RCC expectations on the composite score, with 25 percent approaching the goal.
Cerauli said she believes the scores are tied to the school's larger population of low-income students. She said Elementary North, Middle School North and the School of Duel Language all receive federal funding for their low-income demographics.

"There's definitely research that points to affect of poverty on students," Cerauli said. "Even prior to entering school, before we even get them, there's an achievement gap as they first acquire language."
Aside from the limited use of vocabulary in low-income populations, Cerauli said a new language trend is emerging.
"They're not bilingual students that we've seen in the past," Cerauli said. "We used to have more students who were born in another country and only spoke one language until coming here and needing to learn English. That's different than a student who's got two languages going when they get to us."
While teachers work to correct some inconsistencies when learning English, Cerauli said they're also struggling to speak the students' native languages. She said about 80 languages are spoken by students at Hawthorn 73, including Spanish and Russian, among others.
"How do we find assessments that measure what students really know?" Cerauli said. "A lot of times students come with a lot of knowledge, it's just we sometimes can't access it because of a language barrier."
But while Hawthorn 73 still uses other tools to gauge its curriculum and staff needs, Cerauli said the data RCC sends back is actually much more useful than some of the statistics generated by the ISAT and Prairie State exams.
Guy Schumacher, superintendent of Libertyville School District 70, said he also likes the extra information. He said the data is showing incremental improvements in reading.
Now, Schumacher said he can try to figure out some variables involved with those successes and apply them to other classes and schools.
Schumacher said Copeland Manor ranked as one of the top five performing schools in Lake County and he plans to do a similar analysis.
"The test is a reason to look at ourselves and do some reflection," Schumacher said. "It tells us what we're doing well and why, and helps us figure out what to focus on."
About 64 percent of District 70 students met or exceed RCC expectations, with about 24 percent approaching the goal, according to the district's state report card.
"Can we do better? Yes, we can always do better," Schumacher said. "We've always been a district of continuous improvement. Just like children never stop learning, I don't think our educators will ever stop learning and that will always propel us to more successes."
At Mundelein Elementary School District 75, about 40 percent of students scored in the meet or exceeds expectations range, while 27 percent were approaching the goal, according to results. Those numbers were slightly up from last year.
Math was the main focus for teachers from last year to this year, according to District 75 Director of Teaching and Learning Dan Swartz.
"Teachers made major revisions in math instruction and were rewarded with significant increases in achievement," Swartz said in an email. "In the end, it is not about any one program that we brought in, but the professional development that our teachers attended and the passion they have to see District 75 students achieve at high levels."
Fremont School District 79, which covers unincorporated areas near Mundelein and Libertyville, saw a slight decline. Its state report card shows 56 percent of students met or exceeded expectations, with 26 percent approaching the goal.
Superintendent Jill Gildea said the RCC test is still in its "infancy stage" and it's still quite different than the ISAT and Prairie State.
"RCC questions are much more rigorous than what was seen on similar types of tests in years past with different cut score bands," Gildea said by email, referring to how the scores are interpreted and the inclusion of an extra category for failing students.
Regardless of the RCC numbers, Gildea said the district tracks its students and over 92 percent of kids who go to Mundelein High School graduate and move on to a two-year college or university.
"Fremont, like the rest of Illinois schools, is teaching our students key concepts while challenging them to think critically and write logically," Gildea said.
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Op-Ed: ">PARCC Is a Symptom, Not the Problem

Rich Ten Eyck

A recent article on the NJ Spotlight website reporting on the release of school-by-school RCC results generated a number of comments. As usual, the responses represented a cross-section of perspectives, demonstrating that we continue to get drawn into discussions and debates about doing the wrong thing better.
We are focused on test scores and accept without question the fallacy that they have importance beyond the system that rewards and punishes those forced to use them. The results may serve to allow us to extoldefend the wisdom of our own views of racial equality or inferiority, of sufficientinsufficient moral fiber, of tax equity or burden, and so forth, but they tell us nothing about the impact of schooling that we didn't know 30 years ago.
Since the 1983 publication of “A Nation At Risk,” we have accepted the commitment to ever more rigorous standards and accompanying assessments. We've been doing this now for 30+ years. And the result? Flat NAEP scores, precipitous declines in student engagement, and persistent achievement gaps. And this year the Department of Education discovered that rich kids outperform poor kids and defined it as a civil rights issue. I suspect many of us could have provided that bit of wisdom without adding a penny to Pearson's bottom line.
What the policy folks seem to be trying hard not to hear is that human resources departments, business leaders and employers, higher-ed officials, and the like are saying that the areas of current instructional focus and assessment are not the things they need to see. We need (as defined by the consumers of the educational "product") graduates who possess skills of cross-cultural tolerance, perseverance, ability to function as members of a team, resourcefulness, resilience, creativity …
These items are not tested and are rarely taught with the same level of intentionality as those things that are tested. We continue to teach and test the things that are most easily assessed, expending huge amounts of money to tell what have known for decades. Students perform on these tests by ZIP code.
But perhaps it is the comments offered in response to the article that provide us with insight. It's apparent that we are living in a time when facts and truths are only valid if we choose to believe them. We can choose to act on these facts or we can choose not to believe them. A few examples:

We know far more about learning than we did in the 1890s when the basic structure of our schools was developed.

We know that kids no longer need schools to provide them with information that is now available 247 to the vast majority of our children. In the battle for the dissemination of information between teachers and Google, Google wins every time.

We know that kids do not learn at the same pace and in the same way: They persist in being different.

We know that carrot-and-stick approaches work better for lab rats than humans.

We know that the approaches based on standards and high stakes assessment lead to standardization, not the best performance in each kid.

We also know that schooling as it exists in our country is not meeting the needs of far too many customers and clients. But according to the “reformers” we don’t have a system problem. We have a teacher problem. We have a standards problem. We have an accountability problem.
Enough already. The structure of schooling that was designed in the 1890s and worked for many of us in the 1900s no longer works. It doesn’t work as well as it should for kids in the suburbs, and it certainly doesn’t work for kids living in poverty. It is precisely these conclusions, facts, and truths that drove, and continue to drive, the school improvementreform movement.
But here’s another, less convenient truth. Using the standards and assessment model to get closer to a good school for the 1980s isn’t going to cut it. reasing the number of charters that, under the banner of incubators of innovation, more and more resemble the schools we remember with nostalgic fondness isn’t going to cut it. We decry the results of comparisons of academic performance between our country and other countries of the world. And while we want those results, we reject their systems as impossible to implement. We use the phrases “we can’t” and “we won’t” interchangeably.
Some of the most successful schools in the country are those designed to meet the needs of students who have not found success in the traditional structure. They involve learning in the community, strong internshipapprenticeship opportunities, highly relevant experiences, intentional levels of attention to the connection between relationships and motivation, days and years that do not follow structured bell schedules or calendars. And, ironically, we name them “alternate” schools.
In this campaign season it seems excusable and appropriate to hijack the title of a book by former presidential candidate, Al Gore’s “An onvenient Truth.”
Could we consider the possibility that we are dealing with our own “onvenient Truth” — that the mission of providing each and every child with the kind of education that enables herhim to become a positively contributing member of our society and to have the chance to lead a full, safe, and satisfying life will not be contingent on who wins the argument over the relative moral fiber of the rich, the poor, the black, brown, or white? Could we consider that it will not be based on who argues most forcefully for the equity of tax burdens? Could we consider that it will not be based on the quest for the perfect metric for accountability?
Finding new and more expensive ways to highlight performance that is disappointing is not a plan. Continuing to promote the improvement of schooling, with its focus on compliance, structure, and standardization is not a plan. We have demonstrated repeatedly that we do not do large-scale problem solving and solution development well. See War on Drugs, War on Poverty, War on Terrorism, and so on.
WWWD (What would Walmart do?) — If Walmart were faced with 30+ years of flat sales and a 30 percent drop in customer satisfaction (the actual drop in student engagement between elementary and the end of high school), do any of us think they’d double down and do more of what they had been doing?
So what should we do?

We can expectdemand that the state’s Department of Education and members of the state Board of Education accept the responsibility of leadership, reject ideologically driven initiatives, move beyond the command and control mentality, and own the meaningful exploration of options.

We can act in our communities to empower local boards of education to reject a continuation of mandated programs which have been ineffective at best, costly and harmful to children at worst.

We can expect school leaders to accept the responsibility to inform their communities and their boards of education about the evidence and options for change.

We can suggest that professional educator organizations end their participation in department of education work sessions designed to insure the implementation of increasingly mindless initiatives.

We can remember that not one of the children in our schools asked to be born, whether they are rich or poor; black, brown, or white; in a traditional family or not. They should not be held hostage by our disagreements over moral fiber, life choices, tax burdens, and ideological differences.
Emma Lazarus’ poem on the Statue of Liberty, one of our most revered and treasured landmarks reads:
Give me your tired, your poor,Your huddled masses, yearning to breathe free,The wretched refuse of your teeming shore,Send these, the homeless, tempest-tost to me,I lift my lamp beside the golden door.
It doesn’t read, “… And I will blame them.”

After spending over 40 years in public and private education as a teacher, union president, and superintendent, Rich Ten Eyck served as an assistant commissioner in the New Jersey Department of Education. In 2005, he left that position to work as a senior consultant for International Center for Leadership In Education.

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The ">PARCC test isn't worth it

The release of this year's RCC test scores came when most people's attention was turned toward politics and baseball. For parents of school-age kids, though, it's worthwhile to take another look at the test our children's schools spent so much time administering last spring. After getting the results, we should ask: Is the time and money we invest in this test worth it?

For me, the answer is a resounding no. I refused the test last year on behalf of my then-third-grade son. I did not reach this decision lightly. I am a former District 97 teacher (8 years at Julian), who moved to Oak Park to send my three children to its schools. I wholeheartedly support my children's teachers — and to me, the best way to show that support is to protest the RCC.

Why?

The RCC is more than eight hours long. It was shortened slightly last year, but this year the district's website says it will be 495 minutes in the third grade, rising to a whopping 550 minutes by grades 6-8. By comparison, the SAT is 3 hours 50 minutes; the bar exam is six hours. If we can determine in six hours whether someone is qualified to practice law, surely we don't need eight hours to find out if my 9-year-old can read and do math.

It interrupts the school day for seven sessions over two weeks. The testing minutes listed above do not count the many minutes spent preparing for, and concluding each of, the seven testing sessions. Students are usually not assigned homework during the testing window, essentially making their learning grind to a halt.

The results are not timely enough to be useful. My son's fourth-grade teachers are just now finding out what their students were capable of six months ago in third grade. These results are far too late to assist with any instructional decisions.

It doesn't give us any new information about our kids. The district already administers the MAP test twice (six hours total in three sessions per year), as well as the COGAT and DIBELS in younger grades, so they have timely information about our students' math and reading ability. As for the Common Core standards, teachers assess those in class constantly. Teachers can't even see which questions their students missed on the RCC, so there is no useful information for them.

Preparing for it is distorting our curriculum and taking class time. Given the high-stakes, public nature of the test, teachers and administrators have virtually no choice but to spend class time preparing. But as any teacher knows, practicing test-taking strategy is not the same as learning. Test score increases, while laudable, should be the incidental byproduct of excellent teaching. They should not be the goal.

I want my children's teachers to be able to do their jobs well. The best way for a teacher to know my children's strengths, interests, and weaknesses isn't to give them an endless test. It's to spend all day with them in the classroom, engaging in real learning experiences. This is what they do — except when the RCC gets in their way.

I will continue to refuse the RCC unless it is far shorter, more timely, and no longer tied to high-stakes consequences for schools and teachers. Next spring, when we replace two valuable weeks of learning with a crushingly long test, let's ask ourselves: Is this worth it?

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