There’s Something Happening Here
Last spring in a profound commentary the editors of Rethinking Schools magazine argued that school accountability based on high-stakes standardized tests merely disguises class and race privilege as merit. While individual children of all economic and racial groups are likely to score all over the spectrum on standardized tests, in the aggregate scores are likely to be higher among privileged children. And if schools in our racially and economically segregated society are judged by the students’ test scores, the schools serving wealthier children will appear to be doing a better job just because the children who attend the schools bring their privilege with them to school.
Ohio, like other states, ignores this reality by attaching its rating system for schools and school districts to the standardized test scores of the students. The state credits standardized test scores to the quality of the school district’s teachers and the curriculum and ignores other variables that might be affecting the test scores.
Ohio is currently in transition between a school district rating system that awarded ratings of “Excellent, Effective, Continuous Improvement, Academic Watch and Academic Emergency” to our new system which will feature school district grades of “A, B, C, D, and F.” Next year districts will receive overall letter grades; late last week the Ohio Department of Education released complicated report cards for school district performance during the 2013-2014 academic year, report cards that award a miasma of letter grades and raw scores. Most all the grades, however, are for scores on various standardized tests, with the graduation rate and attendance added in, along with a formula-based grade for “value added.”
In the concluding chapter of Public Education Under Siege, Mike Rose and Michael Katz address the trend across the states (including Ohio) to rate school districts on test scores alone: “Perhaps the greatest strength of the current reform movement is its focus on inequality… (but) Because reformers want to keep focus with ‘no excuses’ on the unacceptable performance of poor children, they insist on addressing outcomes (in the form of test scores) rather than on inequality of resources and social conditions. This is an understandable There’s Something Happening Here | janresseger:
