Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g2IDeUu11566; Mon, 18 Mar 2002 08:40:30 -0500 (EST) Date: Mon, 18 Mar 2002 08:40:30 -0500 (EST) Message-Id: <18.1beec392.29c747a0@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: AWilder106@aol.com To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3955] RE: The ceiling effect X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 4.0 for Mac - Post-GM sub 146 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 729 Lines: 18 Friends, I've come a little late into this discussion, and already I've sounded off without much knowledge, I think. It seemed to me when I worked in a middle school, that there was a ceiling effect--I know there was this because the principal worried about it--to do with kids not progressing in reading skills. It looked like "sliding back" because some students went right on advancing. When I worked with the Principal in that school, and did teacher observation, I came to some seat of the pants conclusions as to the cause. Now, in adult ed we are seeing the same thing, as measured by the TABE? Sorry if I have spoken without understanding the exact context, I am seeking a little additional clarity. Andrea
This archive was generated by hypermail 2b30 : Fri Jan 17 2003 - 14:41:15 EST