Standardized test scores are largely dependednt on poverty levels of students. Combine this with faulty tests that are not related to curriculum results in chaos for students and teachers.
Any time I see an article about the evaluation system for teachers in New York State, I wince. People get it wrong so very often. Yesterday’s New York Times article written by Elizabeth Harris was even worse than usual.
First, her wording. She mentioned a severe drop in student reading and math proficiency rates statewide and attributed it to a change in the test to the Common Core, which she described as “more rigorous.”
The truth is closer to “students were tested on stuff that wasn’t in their curriculum.” And as you can imagine, if you are tested on stuff you didn’t learn, your score will go down (the Common Core has been plagued by a terrible roll-out, and the timing of this test is Exhibit A). Wording like this matters, because Harris is setting up her reader to attribute the falling scores to bad teachers.
Harris ends her piece with a reference…
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