Test Scores Poor Indicator of Students’ Life Outcomes and School Quality: New Consensus?
According to Education Next, “Jay P. Greene is endowed chair and head of the Department of Education Reform at the University of Arkansas and a senior fellow at the Manhattan Institute.” This Arkansas “Department of Education Reform” epitomizes the far-right think tank posing as a university department. For years, Greene has been at the center of education “reform” orthodoxy, and yet today he is questioning one of its primary tenets—the use of short term test score gains as the primary measure of school improvement. While federal policy in education as prescribed in the new Every Student Succeeds Act continues to prescribe annual testing and the requirement that states develop plans to turn around schools that can’t quickly raise scores, there seems to be growing consensus in the academic world about problems with accountability that is purely test-based.
Here is what Professor Greene posted on his blog on Tuesday: “I’ve written several times recently about how short term gains in test scores are not associated with improved later life outcomes for students. Schools and programs that increase test scores quite often do not yield higher high school graduation or college attendance rates. Conversely, schools and programs that fail to produce greater gains in test scores sometimes produce impressive improvements in high school graduation and college attendance rates, college completion rates, and even higher employment and earnings. I’ve described at least 8 studies that show a disconnect between raising test scores and stronger later life outcomes.” Greene devotes the rest of his post to describing a new study that replicates these findings.
Greene concludes: “It’s time that people start paying a lot more attention to this pattern of a disconnect between short term test score gains and long term life outcomes. We can’t just dismiss this pattern as a fluke… If we think we can know which schools of choice are good and ought to be expanded and which are bad and ought to be closed based primarily on annual test scores gains, we are sadly mistaken. Various portfolio management and ‘accountability’ regimes depend almost entirely on this false belief that test scores reveal which are the good and bad schools. The evidence is growing quite strong that these strategies cannot properly distinguish good from bad schools and may be inflicting great harm on students.”
Paul Tough’s new book, Helping Children Succeed, describes educational research that confirms Greene’s concerns about test-based accountability. Tough explains the research of Kirabo Jackson: “What he found was that some teachers were reliably able to raise their students’ standardized-test scores year after year… But Jackson also found that there was another distinct cohort of teachers who were reliably able to raise their students’ Test Scores Poor Indicator of Students’ Life Outcomes and School Quality: New Consensus? | janresseger:
