Before moving on to discussions of education options overseas and those available in the Washington area, this chapter focuses on some common topics that Foreign Service parents would find helpful whether they are living abroad or in the United States. These include: an explanation of the often baffling battery of standardized tests that our American school system administers; a discussion of the important school records that ease our children's transition from one school to another; and some suggestions on ways for parents to become involved in the schools their children may attend.
STANDARDIZED EDUCATIONAL TESTING
Because as Foreign Service parents we often need to take an active role in the education of our children, good information on your student's capabilities and potential is vital. Standardized testing is an important tool for parents and school systems to use in measuring a child's academic growth and potential or to uncover learning disabilities. At overseas schools, information on American standardized testing may not always be available. Therefore, we need to be aware of the different sorts of tests commonly administered in U.S. schools. These tests can be a positive element in the instruction and learning of students. However, standardized tests provide only part of the information needed to evaluate a school's effectiveness or to make sound educational decisions for a child.
Two types of standardized tests include required school-based tests, such as the Science Research Association (SRA) achievement series, and admissions and placement tests. In the Washington area, each county or city school system publishes a description of the testing program in that system, as well as the interpretations and uses of particular tests within the system. Parents should contact the school district for that material. See Chapter 6 for contact information.
SCHOOL-BASED TESTS
School-based tests can be grouped into three categories: readiness tests, achievement tests, and ability tests.
Readiness tests, such as the Metropolitan Readiness Test (MRT), measure skills necessary for success in beginning reading and mathematics. Given to kindergarten children in the United States at the end of the school year, the test measures development of skills and abilities that contribute to "readiness" for first grade. This type of test is infrequently used.
Achievement tests, such as the Science Research Association tests (SRAs), Iowa Test of Basic Skills (ITBS), and the Stanford Achievement Tests, test how well students are learning compared with students in other schools across the nation. Given at different grade levels, these tests measure both what the child has learned and how well s/he can apply that learning to more complex types of thinking.
Ability or educational aptitude tests, such as the Wechsler Intelligence Scale for Children (WISC-III), Otis Lennon, and Educational Assessment, are indicators of a child's capacity for learning, and are variously administered as group tests or individually, usually by a psychologist.
Standardized test results are an important part of a child's school record, along with teacher observations and results of classroom performance. Before 1974, a child's academic records were carefully guarded by some schools and shielded from review by concerned parents. Now the Family Educational Rights and Privacy Act requires schools to notify parents at least once a year of their right to review their child's records whenever they wish.
ADMISSIONS AND PLACEMENT TESTS
Admissions and placement tests are given at testing centers in the United States and abroad on regularly scheduled dates each year. Applicants must register for the tests in advance and pay a fee. The following is a short description of the most important optional tests:
The Secondary School Admission Test (SSAT)
The SSAT is a standardized entrance examination often required by private day and boarding schools. It is considered a useful barometer of general academic ability, reading comprehension, and math skills. The Secondary School Admission Test Board administers the test. Some Foreign Service families have used this test to measure their child's educational level when returning to the United States from abroad.
Scholastic Assessment Test (SAT)
The SAT is sometimes called "The College Boards" because it is administered by the College Board and is used as one basis for college admission. The SAT is also used by the Johns Hopkins Center for the Advancement of Academically Talented Youth (CTY) to identify students to participate in special youth programs. See Chapter 11 for more information on CTY programs.
Considerable changes were made to the test in 1994. Now there are two SAT tests. The SAT I is a three-hour test with both verbal and math sections. Each section is scored on the basis of 200 (low) to 800 (high). It is usually taken in the spring of 11th grade and the fall of 12th. It can be repeated; the highest score is the one that counts. Special arrangements for untimed tests can be made for learning-disabled students.
The verbal section of the new SAT I emphasizes critical reading and reasoning with long reading passages followed by questions that measure the student's ability to read at the college-level, making inferences and following the logic of an argument. Other verbal reasoning skills tested include the ability to recognize and to establish relationships between pairs of words through analogies. Vocabulary knowledge is tested in context based on critical reading passages or independent sentences. The mathematics section tests the student's ability to solve problems using arithmetic, algebra, and geometry. (The test assumes a year of algebra and some geometry.) This section is in three formats: multiple choice, quantitative comparison, and a new section in which students provide their own answers. The College Board publication Taking the SAT I: Reasoning Tests describes in detail how the test is organized, timed, scored and the types of questions used. It includes a complete practice test and test-taking tips.
The SAT II Subject Tests replace the previous Achievement Tests. They are a series of mostly multiple-choice one-hour tests measuring achievement in 18 areas. They measure the knowledge of particular subjects and the ability to apply that knowledge. The SAT II: Writing Subject Test replaces the English Composition Test with Essay and the multiple-choice English Composition Test. It consists of a 20-minute essay and 40 minutes of multiple-choice questions.
The subject tests include: writing, literature, American history and social studies, world history, mathematics level I, mathematics level II-C with calculator, German, Spanish, Chinese, modern Hebrew, Italian, Latin, biology, chemistry, and physics. Students choose which tests to take. They should be taken as soon as possible after a student has finished a course in that subject. Up to three can be taken on any one testing date, but the SAT I and SAT II may not be taken on the same date. The scoring is on the same 200 to 800 scale as the SAT.
Students taking the SAT II: Writing Test may have the Writing Sample Copy Service send copies of their timed essay to three colleges. In addition, at the time of the initial registration, students may opt for Score Choice which places a hold on the scores until the student has the opportunity to review his/her performance. Most colleges grant credit for superior performance on SAT II tests. Students should inquire about college policy when applying for admission.
Sample tests and testing information are available in the College Board's Taking the SAT II Subject Tests. For current guidance on further SAT preparation, contact FLO's Education and Youth Officer.
Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test (PSAT/NMSQT)
The PSAT is a shorter version of the SAT that provides an early measure of verbal and mathematical abilities and is used to identify colleges for which a student may be qualified. The PSAT scores are reported in the range of 20 (low) to 80 (high). Juniors who take the test can enter the competition for the National Merit Scholarship; black students can use it to compete in the National Achievement Scholarship Program for Outstanding Negro Students; and Hispanic students can use it to qualify for scholarships offered by the National Hispanic Scholar Awards Program. The PSAT/NMSQT Student Bulletin, published by the College Board, contains a complete sample test, an answer key, and scoring instructions.
American College Testing Program (ACT)
The ACT is a 3 1/2-hour test required by some colleges, particularly in the Midwest, the West, and some parts of the South. It combines aspects of both the SAT I and SAT II in one testing instrument. Scored on a scale from 0 (low) to 36 (high), the ACT reports scores for English, social sciences, natural sciences, and mathematics, plus a composite average of the four subjects. The ACT is given at centers around the world on scheduled testing dates. For further information, contact:
American College Testing
2255 North Dubuque Road
P.O. Box 168
Iowa City, Iowa 52243-0168
Tel: 319-337-1000
Web site: http://www.act.org
College Level Examination Program (CLEP)
The CLEP is administered by the College Board and offers six general examinations and 30 subject examinations. It is designed to allow students to receive college credit for knowledge gained outside the classroom. Started more than twenty five years ago, CLEP is now the nation's most widely accepted credit-by-examination program. Nearly two-thirds of all accredited institutions of higher education award credit for satisfactory scores on CLEP examinations. Over the years, these colleges have found that students who choose CLEP are motivated, intellectually curious, and independent learners. These are qualities they look for and value in their students. The "general" exams (English composition, humanities, mathematics, natural sciences, and social sciences and history) measure knowledge accumulated in these broad areas of study. The tests are at the level of courses usually required in the first year or two of college. Colleges and universities may give credit for successfully completing the exam. Three or six semester hours of credit are usually awarded for satisfactory scores on each General Examination, and one to four semester credits for the subject exams. The subject exams are equivalent to end-of-the-year course exams in college and require a higher degree of specialized knowledge and training; each is 90 minutes long. Many colleges use the CLEP English examination to assess the writing skills of students.
The English Composition With Essay examination is given only in October, January, April, and June, but the other tests are given monthly at more than 1,200 locations nationwide and can be arranged for candidates abroad on request. Students can also take the CLEP exams during freshman orientation at college or at test centers in the United States. Likely candidates for the CLEP program are students who have been taking honors or advanced courses and who score in the top 25 percent on the SAT or ACT. Testing accommodations are available for students with disabilities.
Advanced Placement Program (AP)
The AP program offers college-level courses and examinations in many academic areas. Students register in March or April to take the examinations in May. Colleges and universities have different policies on granting credit and/or advanced standing for students getting a grade of three or higher on these tests. See Chapter 12 for further discussion of the Advanced Placement and the International Baccalaureate (IB) programs. Students can take the AP exam without taking the class.
DIAGNOSTIC TESTING
Parents who are concerned about a child's educational progress may wish to obtain a general educational evaluation. If a learning disability or developmental delay is suspected, the Employee Consultation Service staff will make a referral to a diagnostician. It is difficult to obtain appropriate diagnostic testing at most overseas posts.
Diagnostic testing usually consists of four elements: intelligence testing, aptitude testing, achievement testing, and psychological screening. From these tests, the parent can learn what is reasonable to expect of a child, what type of school might best suit her/him, and how the child's academic achievement compares to U.S. norms for students of a certain age.
Some commonly used tests include the following:
Every child will not need to take all of these tests. The educational diagnostician will select appropriate tests based on background information and observation of the child.
Following the testing, the diagnostician reviews and interprets the tests before meeting with parents to share the results and recommendations. A written report follows and should include specific recommendations that the child's teacher can use as a guide in helping the child learn. School districts usually conduct their own testing.
A more complete discussion of the uses of diagnostic testing and its role in medical clearances is given in Chapter 10.
TESTING AND THE OVERSEAS STUDENT
Many schools overseas have adequate school-based testing programs, but others (especially local and non-English-language schools) do not. Parents should review with school officials at post which standardized tests the school regularly administers. Copies of test results should be kept with the child's school records and hand-carried when the family transfers to a new post. If your child has never taken any standardized tests, you should contact the Office of Overseas Schools or the FLO Education and Youth Officer for guidance.
The SAT I and II are given overseas on six scheduled test dates a year. Registration forms and descriptive materials are usually available from school counselors. Registration should be made at least two months in advance. If there is no official testing site at post, administration of the test can usually be arranged. Contact the FLO Education and Youth Officer for further information.
The ACT is also given in centers around the world on scheduled testing dates. Applicants must register 4-to-6 weeks in advance. Many colleges that use the ACT do not require applicants outside the country to take it; instead, they advise students to take the test after they arrive on campus. Overseas students must make early plans to meet the test requirements for colleges in which they are interested. Occasionally test administration overseas is unavoidably postponed or canceled. If this happens, students should write, by airmail, to the college, explain the situation, and ask for advice. Usually colleges will make appropriate allowances for such emergencies. The FLO Education and Youth Officer may be contacted for assistance.
The SSAT is administered overseas twice a year, in January and in April. Overseas students who need to take the SSAT for admission to a boarding school or U.S. private school can make arrangements for group testing both in the U.S. and at some overseas locations or for individual testing at several U.S. sites including Washington, D.C. Individual testing may be arranged in the U.S. or overseas on dates other than the two testing dates for a higher fee. See the SSAT information bulletin for details, or contact the Education and Youth Officer for assistance.
Resources
Bulletin for the SAT Program
Information Guide for the CLEP Program and Registration Guide
Official Handbook for the CLEP Examinations
PSAT/NMSQT Student Bulletin
Taking the SAT I: Reasoning Tests
Taking the SAT II: Subject Tests
Available from:
The College Board
45 Columbus Avenue
New York, NY 10023
Tel: 212-713-8000
Web site: http://www.collegeboard.comCLEP Colleges
Available from:
College Level Examination Program
From The College Board
45 Columbus Avenue
New York, NY 10023
Tel: 212-713-8000
Web site: http://www.collegeboard.com/clepSecondary School Admission Test Guide - International
Available from:
Secondary School Admission Test Board
Customer Service
Box CN 5339
Princeton, NJ 08540
Tel: 609-683-4440
Web site: http://www.ssat.org
SCHOOL RECORDS TO CARRY FROM POST TO POST
Foreign Service parents must keep full, current, and easily transportable records of their children's academic careers. Unexpected assignment changes or evacuations can create a sudden need for current records. It is easier to obtain copies of transcripts, teacher narrative reports, and recommendations for college before leaving a post. Sophomores and juniors should consider collecting college recommendations when leaving a school, because of the difficulties in locating overseas faculty. A record that charts a child's social, emotional, and academic growth is a valuable information tool for teachers, counselors, educational advisors, and parents themselves.
A child's school folder should include the following items:
PARENTAL INVOLVEMENT IN OVERSEAS SCHOOLS
Parents are a child's first and most influential teachers, and parental involvement helps children learn better. At overseas posts, the importance of parental involvement cannot be overemphasized. The primary form of involvement should be a close monitoring of each child's progress through regular conferences with the teacher/counselor/principal, as needed or appropriate. Additionally, there are many other ways to become involved in a school including participating in leadership and decision-making positions, and contributing time, goods, and fund-raising for special projects.
PARENT-TEACHER CONFERENCES
In addition to explaining school programs and goals, regular parent-teacher conferences offer the teacher an opportunity to learn about a child's home life and about how parents view their child's capabilities and needs. Parents should prepare for the conference by looking over the child's homework, tests, and special activity papers to gain a sense of the child's progress. Answers to the questions below should give a clear idea of a child's academic and social strengths and weaknesses and suggest ways to reinforce school objectives at home.
If the purpose of the parent-teacher conference is to discuss a child's unacceptable school behavior or poor academic performance, parents should be aware that emotions may surface that divert attention from the central task of examining the child's performance in the classroom and determining how it can be improved.
Parents should try to resolve questions or issues directly with the teacher rather than with his/her supervisors. The teacher, with day-to-day responsibility for the child, can best help the parent understand what the school is trying to accomplish. After a conference, however, it may be necessary to make appointments to see other members of the school staff or an outside consultant about any special problems the child may be having.
SERVING ON SCHOOL BOARDS
Serving as a member of any school board is an important public service. With the added complications of the host country's different laws and customs, service as a school board member overseas demands even greater dedication and wisdom. The quality of a school's program is dependent largely upon the leadership and decision-making abilities of the governing board.
The major functions of a school board are the following:
It must be noted that the only legal authority lies in the corporate action of the board; an individual school board member has no legal authority to act.
School boards are sometimes appointed, but more often they are elected by the school's general assembly. Many overseas American schools have a U.S. Mission representative on the board, often in a nonvoting capacity. All school board members must be willing to place the best interests of the school above all other considerations, to maintain confidentiality of information received by virtue of being on the board, to communicate the needs and programs of the school to the community, and to think constructively and creatively about solutions to school problems. The ideal board member is interested in education, has a broad knowledge of schools, has some experience with schools, and has the time to dedicate to school board service.
Resources
The Challenge: Overseas Schools, Making Them Work - a videotape with accompanying handbook entitled Overseas School Boards: Facing the Issues
Available from:
Office of Overseas Schools
Room H-328, SA-1
Department of State
Washington, DC 20522-2902
Telephone: 202-261-8200
Fax: 202-261-8224
Email: OverseasSchools@state.gov
Web site: http://www.state.gov/m/a/os
OTHER WAYS TO BECOME INVOLVED IN OVERSEAS SCHOOLS
Parents in overseas schools (just as parents in the United States have done for years) may serve as room parents, field trip and social event chaperones, library aides, clerical aides, tutors, reading and math lab assistants, art aides, health clinic assistants, and bus monitors. They can also serve on PTA committees and organize fund-raising events. Volunteering gives parents personal satisfaction, helps round out school programs, and gives children a sense of pride about their parents' interest in their schooling. Parents should always be aware that cultural differences often affect how a school is run. Some cultures do not encourage parental involvement and care should be taken not to offend when offering assistance.
A Family Liaison Office survey of parental involvement in overseas schools described many ways parents contribute to their children's schools:
Information provided by the Family Liaison Office.
Contact the Family Liaison Office
