N.E.C.A.P. Trials by Joselyn

N.E.C.A.P. Trials by Joselyn - August 2014 Scholarship Essay

A high school student experiences many instances when a test's score determines the student's future. It seems almost like a rite-of-passage to cram for a high stakes test until the brain becomes so full of information that it feels like what was studied is gone. At my high school, not only did we take PSATs and SATs but we also had a new test named the “New England Common Assessment Program (N.E.C.A.P).” The test began as a trial to see how prepared students are in general, however, the school board decided that the N.E.C.A.P would become a graduation requirement starting with the class of 2014, this is where the real trouble began.

The test consisted of several parts: reading and writing, math and science. All parts needed to be passed with at least a two on a scale of one to four. The two meant the student is “Partially Proficient” and just barely passed the test but passed it nevertheless. The only part in which a two was not required to pass, was in science due to the varying curriculum in the New England area. The math and writing portions were by far the most important to the school department.

In preparation for the NECAP, the principal of my high school decided to turn our advisory time into review of the math that would be on the test. Since the math section had mostly algebra and geometry, the teachers would review and re-explain how to do the operations because most of the students were in Calculus and Advanced Mathematical Studies. This meant that algebra and geometry had been taken years before and could have been forgotten since then. They did the same procedure for the science portion simply because they didn't want to make it seem unimportant. On top of the study halls during advisory, we had class meetings in which the principal and assistant principals reassured us all that no one would be held back from graduating because we were so prepared.

When the results of the NECAP came back, a poster was placed in the main foyer which read that “60% of the class of 2014 is partially proficient or more. Congratulations!” None of the students knew who passed or failed at that point so we were all ecstatic. Later that week, during my Algebra II class, my teacher pulled about seven students including myself, into the hallway and showed us the results. In my algebra II class seven students failed the NECAP. It was the worst moment of embarrassment and outright failure I had ever experienced. But, I was determined to succeed in whatever I do and so I did not let the score break me. Instead, I searched for help and ways to make up the test and do better on it.

After speaking to my guidance counselor and math teacher, I was informed that I would have one more opportunity to take the NECAP math section. They tried to console me by telling me that I just missed the mark by one point and then suggested I do extra work in the areas the NECAP found weakness in. I stayed after school for tutoring almost everyday and still felt overwhelmed. They offered a summer math boot camp and I signed up and completed it. The last part of the boot camp required us to take a practice test to see how much we learned from the beginning to the end of the program. The results of the practice test were reassuring, I still needed to continue working in some parts but I was sure I could pass the NECAP the second time around.

The next time I took the NECAP math I felt more comfortable with the material on the test and what I knew and how to complete the test. The results came back a few months later and I was told that I passed it with a two and how I missed the “proficient” or three section by a few points. I used that experience to prove to myself that anything is possible if the time and effort is put into place. I am now even more determined to succeed because due to this instance I found new strategies and how to pick myself up after a hard fall.