The Annual National Assessment results show grade nine pupils scoring on average, 13% in maths, with Limpopo grade nines scoring an average of 9%. So says this report ‘we’re facing a national crisis‘. The really scary thing is that the results that point to some improvement seem to show the best levels of achievement at levels which should be the very worst levels acceptable. So, we’re elated at a minority who are scoring 50% or an average that crept from 17% to 36% of grade threes who scored 50% when the majority should be scoring at least 50% + and a significant minority should be up there in the nineties. This is grasping at straws. This is kidding ourselves.
Let’s hear it for the grade threes and grade three teachers, but the grade three teachers are not going to be promoted to grade 4, so these little rays of sunshine are going to be switched off by teachers of grade 4 and above, who clearly are not coping.
We are looking for reasons to claim that something we are doing in the classrooms must be right and that somehow that ameliorates the results of other grades. We are rationalising our failure to come to grips with the problems in our education system. If we were really doing something significant for the schooling system as a whole we would be seeing significant improvements across all grades for all subject, and the DDF don’t see those sorts of results, so, as with our previous perceptions of previous assessments, we have to conclude that it is not just the grade nine maths that is in crises but the whole public school system that is in crises.
Why are we not surprised?
By way of contrast, visit the Direct Democracy Forum’s eduction policies and see how we can help.
The buck stops at the ballot box.