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.
Our recently reported research, New York State’s School Tests are an Object Lesson in Failure, indicates that many students have been unable to understand readings and write intelligible answers to Common Core-based questions about them on the statewide English Language Arts (ELA) tests.
Remember: Parents and teachers complained to no avail that reading passages on the tests were developmentally inappropriate, particularly for 3rd and 4th graders. Here we ask: Were these critics right all along?
Just to catch you up, our first report concentrated on the overall impact of the statewide exams on the 1.2 million students taking them each year. This included separate analyses for the 440,000 children in New York City—37 percent of the State’s test population. These tests were prepared by Pearson Inc. We showed that they had the most dire effect on eight-and nine-year-olds after they were aligned with the Common Core Learning Standards. For third graders the switch to Common Core-aligned exams resulted in a surge from 11 percent of students who got zeroes—meaning their answers were deemed entirely incomprehensible—to 21 percent. And for fourth graders, the jump was from five percent to 15 percent.
English Language Learners, students with disabilities, and black and Hispanic students were particularly hard hit. This was clear from the data we obtained from the New York City Department of Education, which allowed us to analyze the test’s impact on each of these groups.
Two follow-up blogs dug into both the broad impact the tests had, and the specific impact they’ve had on minority and English-as-a-second language learners.
Read and Weep
Now, to the readings and questions that stumped our kids. Continue reading