by Fred Smith, retired administrative analyst with the New York City public school system, with Robin Jacobowitz, Director of Education Projects at the Benjamin Center
It’s that time of year again.
This week, approximately 1.2 million children in grades 3-8 sat for the annual New York State tests in English Language Arts (ELA). Math exams will be given in early May.
The State Education Department (SED) has been testing students in reading and math for decades. But in 2013, SED began administration of Common Core-aligned tests. In 2011, NCS Pearson, Inc. was awarded a five-year contract to develop these exams. Pearson received $38.8 million for its work.
From the outset, some parents and educators questioned the value and impact of Common Core-based testing. Parents and teaching professionals were concerned about the ambiguity and inappropriateness of the questions, the length of the assessment, the frustrating experiences English Language Learners and students with disabilities had with the exams, and the lack of transparency that thwarted scrutiny of the testing program. There was particular concern about the developmental appropriateness of the reading passages and items used to assess eight- and nine-year-old students in grades 3 and 4.
Initially, these complaints were dismissed by officials as unfounded, the scattered griping of overprotective parents or a sign of low expectations for children. But eventually the Education Department made some adjustments in its program – it shortened tests by one or two questions, removed time limits and, this year, testing will take place over four days instead of six.
Still, after several years of implementation, it is fair to investigate the quality of this ongoing program, which targets more than one million students each year and costs taxpayers millions of dollars. Student performance on these instruments is widely reported and commented on. We need to flip the accountability question and now ask, “How did the tests perform?” Continue reading