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
New York’s Common Core testing has failed our children. Our recent series, New York State’s School Tests are an Object Lesson in Failure, shows that many students are unable to effectively answer questions on the written portion of the English Language Arts (ELA) tests. (You can access any part of this series via the links box at right.)
Our analyses show that a substantial percentage of children, particularly third and fourth-grade kids, were unable to write comprehensible answers to three or more written response questions out of the nine or 10 on each ELA exam. That is, they received a zero score on at least three of these questions, which were billed as measuring analytic reasoning and critical thinking. A zero means that a trained scorer deems a response to be “totally inaccurate, unintelligible, or indecipherable.”
If that’s not disheartening enough, we found that the news was even worse for black and Hispanic students in NYC. New York City data allowed us to look at the impact of the exams on different groups; we found that black and Hispanic students received high percentages of zeros on at least three of the questions. It is not insignificant that black and Hispanic students comprise 68 percent of the citywide test population.