State Board of Education Faces Backlash Over Student Test Score Descriptions
The State Board of Education is currently embroiled in controversy over proposed changes to the way student test scores are reported, especially on the Smarter Balanced assessments. These changes, if implemented, could significantly impact how parents perceive their children’s academic performance.
Parent Focus Groups Raise Concerns
Parent focus groups have expressed worry over the potential revisions to the descriptions of student scores on standardized tests. The California Department of Education has organized online focus groups to gather feedback from parents, teachers, and students regarding the proposed changes. The sessions are scheduled for December 3rd, 4th, and 5th, with different timings and languages to accommodate diverse participants.
Advocacy Groups and Experts Weigh In
Nine student advocacy groups collectively known as the Alliance for Students have criticized the State Board for not consulting with teachers and parents before considering the changes. These groups argue that the proposed revisions could further complicate the understanding of student data and hinder efforts to support underserved students.
In response to these concerns, Sarah Lillis, the executive director of Teach Plus, emphasized the importance of clear descriptors that facilitate meaningful dialogue between parents and teachers. Lindsay Tornatore, representing the California County Superintendents, echoed these sentiments, stressing the need for transparent communication with families and communities.
Proposed Changes and Implications
The current student score labels for the Smarter Balanced tests include “Standard Exceeded,” “Standard Met,” “Standard Nearly Met,” and “Standard Not Met.” However, criticism has arisen that these labels are vague and confusing, particularly for Levels 1 and 2. To address this, new labels such as “Advanced,” “Proficient,” “Foundational,” and “Inconsistent” have been proposed.
Industry experts like Joanna French from Innovate Public Schools and Tonya Craft-Perry from the Black Parent Network have expressed reservations about the new labels, suggesting that terms like “Foundational” could mislead parents about their children’s academic performance. They argue that greater clarity is needed to ensure that families understand their child’s educational needs accurately.
Media Influence on Perceptions
Smarter Balanced has pointed out that media interpretations of student scores often contribute to misunderstandings among parents. Linda Darling-Hammond, president of the California State Board, emphasized that students at different levels demonstrate varying degrees of knowledge and skills, despite media simplifications.
Rob Manwaring from Children Now highlighted the “reality gap” in parental perceptions of student performance, citing a nationwide survey where parents tended to overestimate their children’s academic abilities. The new score labels could exacerbate this gap, leading parents to believe their children are performing better than they actually are.
In conclusion, the State Board of Education faces mounting pressure to reconsider the proposed changes to student score descriptions. The outcomes of these deliberations could have far-reaching implications for how parents, teachers, and communities understand and support student achievement.