The Use of Standardized Tests

Last night, when I finished my last blog entry, I began to think about the implications that standardized test scores have on almost everything. Who is to say that students who are failing tests are not learning? Perhaps they have not learned how to properly take tests. As I am sure most of you realize, test taking is not always about what you know but how well you can tackle an exam. If you are a student who just can't deal with standardized tests, then you will not be able to pass the exam - even if you do know the material.

I am also sure that you know that many standardized exams are accused of being racial biased.  Exams often include questions that are not culturally relevant to African American and Latino students. For instance, not all inner-city students would know what a yacht is and a question about that would confuse them (think about those analogy questions on all standardized exams). So while the student have known the response if it read "boat" or "large boat", they automatically become confused because they are unfamiliar with the word "yacht". Questions such as these bring down the test scores of inner-city children.

If there are obviously issues with using standardized test scores as a way of measuring academic achievement, why use them at all? Well, obviously there is nothing better at the moment. How else would you compare a student at one school with another. Grades are subject to be different based on the teacher and even more so if the curriculum is not the same at all schools in the state. But even though it is the only way, does it make it right?

Probably not. Especially when districts are using standardized test scores to determine whether or not schools are failing. Are standardized tests destroying the education system - especially for inner cities? Also, who is to say that teachers alone are responsible for test scores? If students are unwilling to learn, what can teachers do? If parents are not supportive of their children and do not help their students with homework, how can teachers be truly effective?

Ironically enough, I woke up this morning to an e-mail from EducationNews.org. One of the articles that was listed in this e-mail was titled "Ravitch: The Death and Life of the Great American School System". The article is a review of a book with the same title "The Death and Life of the Great American School System: How Test and Choice Are Undermining Education" by Ravitch.

The author quotes the book by stating "Schools do not exist in isolation. They are part of the larger society. Schooling requires the active participation of many, including students, families, public officials, local organizations, and the larger community." Therefore, we cannot hold only teachers accountable for test scores. In the final chapter of the book, a series of statements are made. Two of which are "Schools will not improve if we value only what tests measure." and "Schools will not improve if we rely exclusively on tests as the means of deciding the fate of students, teachers, principals, and schools."

I could not agree more and I am adding this book to my must-read list.

The Use of Standardized Tests

Closing Failing Schools

Here is an issue that I have with a lot of the big public school districts, especially since the federal No Child Left Behind (NCLB) law. Districts are closing their lowest performing schools - schools that have failed to meet the annual benchmarks for standardized test scores and high school graduation rates under NCLB. In most cases, schools are closed for a year and restructured. The curriculum is changed, ineffectual teachers are replaced and the administration is replaced (i.e.: principals and vice-principals). These schools are then reopened in a year.

What then happens to the students who used to attend these schools? These students have to go to another school that has room for them within their district. The majority of schools that are failing are in underserved areas where children need the most amount of support (think Detroit, Chicago and New York City). Switching schools for a year does not seem like it will actually help any of these students - even if the students were actually doing well.

Now, what happens when the school that the students are transferred to closes the following year because it failed to meet the NCLB guidelines as well? Are students bouncing from school to school? This is a problem that Chicago Public School parents are protesting. According to an article in the NYTimes, parents are upset that the process of closing schools is not more transparent and there is not proof that the disruptions are actually helping their children.

Personally, I do not understand how this process helps the students. Not only is it disruptive to the students' education, but I do not see how schools can realistically revamp themselves in a year during the time they are closed. If it were that easy, why not just get rid of the low performing teachers and hire new ones and keep the schools open?

The whole thing seems contrary to what NCLB is trying to achieve. Especially since students in these closing schools are predominately African American or Latino. The disruption will most likely negatively effect their test scores if not increase their chances of dropping out. I would love to see the data on the students that have been effected by these school closures. If anyone knows of a research study doing so, please send me the information.

Closing Failing Schools

SCOTUSBlog Examines Brown v. Board of Education

I came across this on one of the blogs on Edweek.

SCOTUSBlog Examines Brown v. Board of Education

By Mark Walsh on February 12, 2010 2:46 PM | No Comments | No TrackBacks

As part of its "Race and the Court" program during Black History Month,SCOTUSBlog next week has a slate of podcasts and articles examining the legacy of the Brown v. Board of Education of Topeka case striking down racial segregation in the schools.

The blog's goal with the program is "to reflect on the lasting impact the Supreme Court has had on race, both in law and in American society."

The lineup, scheduled for Feb. 15-19, is as follows:

Podcast: "The Unexpected Consequences of Brown v. Board of Education on African American Schools and Education in the South"
-David Cecelski, historian and author of Along Freedom Road: Hyde County, North Carolina, and the Fate of Black Schools in the South

Podcast on Brown v. Board of Education
-Nina Totenberg, legal affairs correspondent for National Public Radio

"The Global Impact of Brown v. Board of Education"
-Mary Dudziak, professor at the University of Southern California Gould School of Law and founder of the Legal History Blog

"What Can Brown Do For You?: The Court's Struggle Over the Meaning of Equal Protection"
-Pamela Karlan, professor at Stanford Law School

Podcast: Interview on Brown v. Board of Education and subsequent litigation over black civil rights
-Jack Greenberg, professor at Columbia Law School and former director-counsel of the NAACP Legal Defense and Education Fund

Podcast: The separate and unequal schools resulting from the Supreme Court's decisions
-Erwin Chemerinsky, dean of the University of California, Irvine School of Law

SCOTUSBlog Examines Brown v. Board of Education

Does failing an AP exam benefit students?

The number of high school students taking an AP exam before they graduate is increasing. Last May's graduating class had twice as many students take an AP exam as the 2001 class did. However, the number of students failing is increasing as well (from 39 percent to 43 percent). In a report released by the College Board, they note that there are more 1s and 2s (failing grades) scored on the exams, but that the number of 3s, 4s and 5s (scores that would earn a student college credit) has increased so much so that it outweighs the increase in the failing scores.

The report also noted that the share who took at least one AP exam last year was a third larger than it was for the class of 2004, while the share who got a passing grade was only a quarter higher than in the class of 2004.  The College Board recognized the gap and said that students who got a 2 or higher were more likely to earn a bachelor's degree in 4 years than other students.


Are there any benefits for students who take an AP exam but do not receive a passing grade? Are students who are exposed to college-level work benefiting even if they fail their AP exam? If not, should educators take steps to ensure that students that will not pass do not take the exam? Could failing have an negative influence on the student? Will they think that they are not prepared for college or not doing college level work in that area and stop trying?

Many schools are increasing the number of AP courses that they offer so their students have a more rigorous curriculum and are more appealing to colleges. But in light of the increase in the percentage of students failing exams, should schools do more than just offer AP courses? Should they also make sure that teachers are delivering the material properly and that students who are enrolling in the courses are capable of doing well?

However, if it is true that students are benefiting no matter the score then I believe that schools need to start offering these courses to students who would not normally take them. AP courses are normally offered in higher SES schools and to middle and upper class students. The report mentions that schools have increased access to AP courses among traditionally underserved students and there is a table that shows the demographics of test takers is comparable to that of the nation. There is also a table in the appendix that shows the test score breakdown by test subject and race. I am eager to go over this data to see the differences in passing rate by race.

Does failing an AP exam benefit students?

Early College

Early College High Schools allow students to get their high school degree and their two-year Associates degree in five years. High schools partner with local community colleges to create these five year programs which are offered to students at no cost. In the past, students who took community college courses while they were in high school wanted either the extra edge in the college application process or a few extra credits before attending a four-year institution. However, Early Colleges target students who would traditionally not go on to college or even complete high school.

Early Colleges The NYTimes has recently published an article about Early Colleges. The article says that Early Colleges may be a good way to help at risk students. While the schools have not been open long enough to effectively analyze the benefits of the extra costs, there are some positive highlights which include a high graduation rate. The article states:

"A recent report from Jobs for the Future, a nonprofit group that is coordinating the Gates initiative, found that in 2008, the early-college schools that had been open for more than four years had a high school graduation rate of 92 percent — and 4 out of 10 graduates had earned at least a year of college credit.
With a careful sequence of courses, including ninth-grade algebra, and attention to skills like note-taking, the early-college high schools accelerate students so that they arrive in college needing less of the remedial work that stalls so many low-income and first-generation students."

While these results are impressive, the article does not address how students are applying to these Early Colleges and the demographics of the districts and schools. I am curious to see if the demographics of the schools reflect the target population or if Early Colleges are just "creaming" from the districts top performers. Are students who are graduating with at least a year of college credit the same students that would have done so without the assistance of the Early College? If this is the case, what are districts gaining from the extra costs to the schools? 

Early College