SBAC scores: The beginning of the end
So what did we learn from the release of the SBAC scores? What did we learn after spending more than $2 million of state money and countless millions at the district levels to get these scores?
We did learn that the achievement gap has not been in any way affected by implementation of the Common Core.
I have been in a position to analyze CMT and CAPT scores over many years, and the SBAC scores tell the same story as the CMT and CAPT scores. That story is that students in affluent communities score significantly higher than students in poor communities do. No administration of a test will ever change that fact. No set of national standards or standardized test on those standards will ever “close the achievement gap.”
First of all, high scores depend on the quality of the lives children have outside of school much more than what happens in school. Secondly, if the national standards and aligned testing did raise scores, then all scores would go up, both those of the students in affluent districts and those in poor cities. So the “gap” would be unchanged.
We did learn that charter schools, even with their cherry-picked student bodies, did not do better than many public school districts which do not restrict their student populations of special education students, English language learners, or students with behavioral issues.
For example, SBAC eighth grade math scores for charter schools ranked 63, 67, 71, 74, 100, 103, 107, 119, 123,130, and 133 out of 133 reporting districts and schools. Of course, many of those charter schools had better scores than the districts from which their students came and should be expected to have better scores than the students’ originating public school districts because the charter schools have siphoned off students with drive and potential from those districts.
We did learn that the SBAC scores tell us nothing about the learning going on in Connecticut schools. We can’t tell what schools just paid lip service to Common Core Standards and what ones focused almost exclusively on the Common Core.
Without a doubt, the schools with scores demonstrating under 20 percent proficiency on the SBAC spent more time on test prep than the schools in affluent districts with higher SBAC scores. Yet we are told that schools must limit their curriculum to Common Core so that the school’s test scores will improve.
It makes no sense. Some districts which had curriculum dedicated to the Common Core and teachers who taught to it diligently had low test scores, and some districts that just about ignored the Common Core in curriculum and practice had good scores. High test scores and teaching to the Common Core had just about zero correlation.
We also learned that SBAC scores tell us nothing about students’ real competencies. As anyone who has an understanding of how to teach students to be thoughtful readers, effective writers, and competent thinkers knows, the more a teacher teaches to the Common Core ELA standards, the farther away those students will be from being thoughtful readers, effective writers, and competent thinkers. So the actual achievement gap will widen between the capable students in the affluent communities and the students in the cities with their increased test prep due to the low 2015 SBAC scores.
The Common Core Standards for English Language Arts lack any research base whatsoever and have no evidence that they will produce “college and career readiness,” yet we restrict our neediest students to that Common Core regimen due to our misplaced reliance on the SBAC scores. Just because a PR firm was hired to promote the Common Core Standards and that PR firm, through focus groups, determined that “rigor” was the word that would sell the standards to the American public does not make the standards or the SBAC test rigorous. Neither of them is. The Common Core ELA standards teach a discredited way of reading and a terribly restricted way of writing, and the SBAC test is an exercise in “Gotcha.”
We did learn from the SBAC test that opting out is going to be an influential part of the narrative about assessing learning in the future. For example, in West Hartford, Conard High School had an opt-out rate of 5.5 percent and Hall High School had a 61.2 percent opt-out rate. What then can we tell about the two schools in the same town? Does Hall have more students who have applied to competitive colleges and do not want their excellent records of good grades and SAT scores hurt by a test designed to produce with low scores? Does Hall High have parents who are more savvy than Conard parents and who are making a statement about their values and the kind of learning that they want for their children? Is learning richer and deeper at Hall than at Conard so that students and their parents seek other kinds of acknowledgements of their proficiency?
Also, are Westbrook High School, North Haven High School, Hartford Public High School’s Law and Government Academy, Daniel Hand High School in Madison, and E.O. Smith High School in Storrs places where the emphasis is on real learning because more than 85 percent of the juniors in those schools opted-out of the 2105 SBAC math test? School by school, parent by parent, district by district, those questions will be explored now that Connecticut has completed its first year of SBAC testing, and, if we can judge by what is happening in New York where implementation of the Common Core and the taking of a Common Core aligned test is a year ahead of Connecticut, it seems reasonable to believe that opting out will increase.
Over this past year of SBAC testing, some told the story that we need SBAC to close the achievement gap. That story is wrong. Closing the achievement gap will never happen with standardized tests. Some told the story that we need SBAC to gather data in order to compare schools and districts. That story is wrong. SBAC data is same-old, same-old; we had it all along with our state tests. Some told the story that we need SBAC to gather data about individual students and the skills they need. That story is wrong. SBAC doesn’t address students’ learning needs; teachers do. Some told the story that SBAC measures what students need to learn, but that story is terribly wrong. Those telling it must not be educators. They must not know what real learning is or what students need to be prepared to do.
It is time to end SBAC. It is time for a new story. A true one.
Ann Policelli Cronin is a consultant in English education for school districts and university schools of education. She has taught middle and high school English, was a district-level administrator for English, taught university courses in English education, and was assistant director of the Connecticut Writing Project. She was Connecticut Outstanding English Teacher of the Year and has received national awards for middle and high school curricula she designed and implemented.
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