The Connecticut SBAC scores will be released by the State Department of Education any day now. The scores will be low. You will be told that the low scores are because the SBAC tests are RIGOROUS and our students don’t measure up.
Don’t believe it.
First of all, the test can’t possibly be rigorous because the Common Core Standards on which the tests are based are vapid. The Common Core English Standards do not teach students to be thoughtful readers, deep thinkers, or effective writers so the SBAC exams do not measure those competencies.
Secondly, we have no idea if what is tested has predictability for the students’ future success in the next grade or college because no one checked with teachers in higher grades or with college professors to see what competencies students will need. The Common Core English Standards were written by makers of standardized tests and are comprised of what can be measured by those tests, not comprised of what students need to learn.
Lastly, even though the Common Core has a low intellectual bar, most students will fail the tests because the passing grades have been artificially set. Last November, before any students had taken the 2015 SBAC tests, the Connecticut Commissioner of Education, representing Governor Malloy, signed an agreement that the 2015 SBAC tests would fail 59% of high school juniors in English, 67% of high school juniors in math, 56-62% of third through eighth graders in English, and 61-68% of third through eighth graders in math.
When the majority of Connecticut children are soon told that they are failures, it is not because some absolute measure with objective criteria determined that but because a test was designed to fail them.
By other criteria, Connecticut students are highly successful. For example, since 1992, Connecticut, along with Massachusetts and New Jersey, has had the highest National Assessment of Educational Progress (NAEP) scores in the country, and Connecticut ranks 5th in the whole world, outranked by only three countries and the state of Massachusetts, in reading scores of 15 year olds on the international PISA test. And we as a state have accomplished all of that with the highest achievement gap in the country and without excluding our lowest performing students from participating in those tests. as some other competitors do. Somebody, mostly our kids, are doing something right. Yet most of them will be deemed failures next week.
There is something very wrong with this picture.
I have worked with hundreds of Connecticut English teachers and am confident that they all could design tests that would fail 2/3 of their students. But I don’t know one teacher who would do it. That’s because they are educators and not politicians using manufactured test results to advance political agendas.
Those English teachers and I know how to design rigorous exams. We know how to teach so that all students who do what we ask of them and put out good effort each day in class will demonstrate competency on rigorous assessments. We also know that some of those students will perform in truly exceptional ways on the assessments and know that an occasional student will accomplish even more than we imagined and thrill us beyond our wildest dreams. We teach students the skills and then see how far they go with them. We teach for success.
Last January, I reviewed a midterm English exam with high school students who had just taken it. They had their graded exams on their desks along with a description of the competencies the exam asked of them. Those competencies were:
- Asking their own complex and multi-layered questions as thoughtful inquiry.
- Engaging in active and critical reading of poetry, non-fiction, fiction, and films.
- Thinking analytically as they independently interpreted challenging literary texts.
- Thinking imaginatively as they made connections between a historical or fictional character and their own lives and creating a persona to write about that connection.
- Engaging in narrative thinking as they told the story of their own learning.
- Collaborating with others in order to strengthen their own interpretations and evaluations.
- Writing essays which demonstrated their ability to revise and strengthen a piece over time as well as writing essays in a timed classroom setting.
- Using correct grammar and usage.
- Demonstrating focus, energy, and passion as they prepared for and participated in the two-hour exam.
Those students knew their exam was rigorous. Those students had been taught how to succeed as readers, writers, and thinkers. Those students, therefore, did succeed as readers, writers, and thinkers. After comparing their exams to the list of competencies, the students ascertained their strengths and determined what they needed to work on in the next semester. And, for sure, these students knew they were not failures.
Not so when the SBAC scores come out. Most students will consider themselves failures. Or, perhaps, the Connecticut State Department of Education will do what the state of Washington did and lower the passing grade to keep educators and parents quiet about the low test scores. Either way, the message of SBAC hurts kids. Either way, SBAC is not about teaching and learning. The truth is: The SBAC test is political monkey business.
It is our job as citizens and parents to tell students the truth about SBAC. It is our job as educators to keep teaching and assessing students in real and honest ways.
Otherwise, we adults are the failures.
One thought on “Monkey Business: The Failing Of Connecticut’s Children”
Dear Ann, I am waiting for the ferry; thus the perfect opportunity to read your entire most recent blog. In a few words – how very thoughtful. One of the greatest learnings in life is the ability to assess and edit your own work- i.e. to gain an understanding of what you know, what you don’t know, thus creating a pathway for new learnings. We all need that- especially young minds:) You make a compelling argument. Connie
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