The California State Board of Education recently made a decision to redefine how students’ performance levels are described on standardized tests, concluding months of deliberation and discussion. The board’s choice of new labels for the four levels of achievement aimed to address concerns raised by parents about the clarity and impact of previous labels. These labels will apply to the state science assessments as well as the Smarter Balanced English language arts and math tests, offering a more transparent and informative way to communicate students’ progress.
Challenges in Label Selection
During a 90-minute session filled with presentations and debates, board members grappled with the nuances of language and the implications of various terms. The importance of selecting the right words to convey students’ performance levels was emphasized, recognizing the significant impact that labels can have on students, parents, and educators alike. Francisco Escobedo, a board member and executive director of the National Center for Urban Transformation, emphasized the importance of accurate and meaningful labels in shaping perceptions of student progress.
Experts have highlighted the need for clarity and consistency in communicating students’ academic achievements, particularly in light of the challenges posed by the COVID-19 pandemic. With concerns raised about conflicting messages regarding student performance, the new labels seek to provide a more accurate and understandable representation of students’ abilities and areas for improvement.
Redefining Achievement Levels
After careful consideration, the board agreed on the terms “Advanced” and “Proficient” for the top two levels of achievement, reflecting students’ high levels of mastery. However, the selection of “Developing” for Level 2 and “Minimal” for Level 1 sparked some debate among stakeholders. While some favored the terms “Basic” and “Below Basic,” others expressed concerns about the negative connotations associated with these terms, particularly in the context of modern student perceptions.
The board members, drawing from their diverse experiences in education, sought to strike a balance between clarity and encouragement in defining the achievement levels. By opting for terms like “Developing” and “Emerging,” they aimed to convey a sense of progress and growth for students at different stages of their academic journey. These labels were chosen to provide a more constructive and motivating framework for students and parents to understand and support their learning goals.
As the state prepares to implement these new labels in 2026, the focus will be on effectively communicating the changes to students and parents. By providing detailed explanations of what each achievement level represents and the areas for improvement, the education department aims to empower students to take charge of their learning and strive for academic success. Through this collaborative effort to redefine achievement levels, the state board hopes to foster a culture of continuous improvement and support for all students.
