Here’s what standardized test scores can and can’t tell you about local schools
(Syracuse.com | Nov. 11, 2024) It’s that time of year again – New York state test scores for grades three through eight should be out any day now. The scores, which evaluate reading and math proficiency, are based on exams students take in the spring and are often used by districts to evaluate curriculums and student progress.
But parents and teachers have long questioned how effective the scores are and whether the problems they can cause for some districts are really worth it. Hundreds of parents across Onondaga County opted out of the tests last year and the “opt out” movement, which pushes parents to boycott the tests, has been growing in the area for years …
… Often people blame schools or teachers for the scores, said George Theoharis, an education professor at Syracuse University. They are used to label districts as “failing” rather than identifying why groups of students may be struggling on tests. The test scores also typically correlate with income levels, he said. Syracuse City School District, for instance, sees much lower test scores than surrounding, wealthier suburbs.
When this happens, “failing” districts are expected to find ways to improve scores. They may scrap curriculums after just a year or continuously force teachers to change the way they are presenting a certain concept, Theoharis said. This prevents teachers from being able to adjust to specific teaching tactics and keeps stability from the students who need it the most, he said …
… Since the scores are often correlated with high poverty and absentee rates, they can also be used to determine what other supports a community may need, Theoharis said. Instead of viewing the scores as a way to judge districts, they should be used to understand what students are missing outside of school.
The question should be, “if in this part of our community, our kids are struggling, then what did we fail to do?” Theoharis said. The answer should include solutions beyond reading interventions or changing a curriculum. It should involve understanding what families need or what students need to help improve the ways they learn, he said …