LOS ANGELES – Results for some of the
states that participated in Common Core-aligned testing for the first
time this spring are out, with overall scores higher than expected
though still below what many parents may be accustomed to seeing.
Full or preliminary scores have been released for Connecticut, Idaho,
Missouri, Oregon, Vermont, Washington and West Virginia. They all
participated in the Smarter Balanced Assessment Consortium, one of two
groups of states awarded $330 million by the U.S. Department of
Education in 2010 to develop exams to test students on the Common Core
state standards in math and English language arts.
Scores in four other states that developed their own exams tied to
the standards have been released. The second testing group, the
Partnership for Assessment of Readiness for College and Careers, is
still setting benchmarks for each performance level and has not released
any results.
Even when all the results are available, it will not be possible to
compare student performance across a majority of states, one of Common
Core's fundamental goals.
What began as an effort to increase transparency and allow parents
and school leaders to assess performance nationwide has largely
unraveled, chiefly because states are dropping out of the two testing
groups and creating their own exams.
U.S. Education Secretary Arne Duncan told state leaders in 2010 that
the new tests would "help put an end to the insidious practice of
establishing 50 different goal posts for educational success."
"In the years ahead, a child in Mississippi will be measured against
the same standard of success as a child in Massachusetts," Duncan said.
Massachusetts and Mississippi students did take the PARCC exam this
year. But Mississippi's Board of Education has voted to withdraw from
the consortium for all future exams.
"The whole idea of Common Core was to bring students and schools
under a common definition of what success is," said Tom Loveless, a
senior fellow at the Brookings Institution. "And Common Core is not
going to have that. One of its fundamental arguments has been knocked
out from under it."
No Child Left Behind, President George W. Bush's signature education
law, requires states to test students each year in math and reading in
grades three to eight and again in high school. Congress has been
debating ways to overhaul the law. The House and Senate have approved
differing versions this summer that would maintain the testing
requirement but let states decide how to use the results.
The Common Core-aligned tests fulfill the federal requirement, yet
are significantly different from the exam that students are accustomed
to taking.
Rather than paper-and-pencil multiple choice tests, the new exams are
designed to be taken by tablet or computer. Instead of being given a
selection of answers to choose, students must show how they got their
answer. Answer correctly and get a more difficult question. Answer
incorrectly, get an easier one.
Field tests administered last year indicated that a majority of
students would not score as proficient in math and reading on the tests.
So this summer, states have braced for the results, meeting with
parents and principals to explain why the results will be different.
At Los Angeles Unified School District, Cynthia Lim, executive
director of the Office of Data and Accountability, said the preliminary
results received by the nation's second largest district are "lower than
what people are used to seeing." District officials are consulting with
school leaders about how to explain to parents and students that new
test results should not be compared with old ones.
"I think we are getting richer information about student learning," she said.
Overall, the statewide scores that have been released are not as
stark as first predicted, though they do show that vast numbers of
students do not qualify as proficient in math or reading.
In Idaho, nearly 50 percent or more of students tested were
proficient or above in English language arts. The results were lower for
math: less than 40 percent were proficient in five grade levels. In
Washington, about half of students across the state earned proficient
scores. In Vermont, English proficiency scores hovered below 60 percent
and dipped to as low as 37 percent in math.
States using the Smarter Balanced tests are using the same cut scores
but different descriptors. What is "below basic" in one state might be
"slightly unprepared" in another.
Initially, Duncan said the department would ask the two consortia to
collaborate and make results comparable. But while the Smarter Balanced
test has four achievement levels, the PARCC exam will have five.
When the testing groups were created, PARCC was a coalition of 26
states and Smarter Balanced 31; some states belonged to both. This year,
11 states and the District of Columbia took PARCC exams. Arkansas,
Mississippi, and Ohio have since decided to withdraw from the exams.
Eighteen states participated in the Smarter Balanced test this year. Of
those, three states have since decided to abandon one or all of the
grade level tests.
"It's always disappointing to have a state drop out," said Kelli
Gauthier, a spokeswoman for Smarter Balanced. "But we feel really
confident in the group that we have."
Sarah Potter, communications coordinator for the Missouri Department
of Elementary and Secondary Education, said the frequent changes in
which test will be given and what students will be tested on has
frustrated teachers and parents. The state participated in Smarter
Balanced this spring but lawmakers have appropriated $7 million to
develop a new state-based assessment plan.
"We are losing that that state-to-state comparability after this
year, unfortunately," Potter said. "But our Legislature has said we
should have Missouri standards so that is the route we are taking."
Aside from the defections, the exams have also experienced from
technical glitches and an opt-out movement that surfaced this spring.
Results in Nevada, Montana and North Dakota were hit with widespread
technical problems; Nevada counted last year's scores a total loss.
In Oregon, slightly more than 95 percent of students took the exam,
just making the federal requirement for participation. For black and
special education students, as well as some districts, the requirement
was not met, meaning the state could potentially lose federal funds.
Most states have not been able to release test scores before the
start of classes, a delay that was expected in the exam's first year,
but nonetheless frustrating for some teachers and parents.
"From a high school senior's perspective, it's gotta be really
tough," said Renata Witte, president of the New Mexico PTA. "You want to
get those college applications in and you need this information to
complete them."