by Fred Smith, retired administrative analyst with the New York City public school system, with Robin Jacobowitz, Director of Education Projects at the Benjamin Center
New York’s Common Core testing hasn’t worked. The tests have consistently failed our children, especially the youngest kids, English Language Learners, students with disabilities and minorities. In our most recent research on this subject, we found that far too few students are able to tackle the written portion of the English Language Arts (ELA). For a closer look at this subject, see the entire series, New York State’s School Tests are an Object Lesson in Failure.
This series and report examined results for all 1.2 million students in grades 3-8 across New York State from 2012–2016 when Pearson, Inc. was the test publisher. More detailed information was provided for children in New York City by its Department of Education. Students there make up 37 percent of the test population. This allowed us to analyze data within subgroups for the questions that required students to construct a response.
Our analysis shows that a substantial percentage of children were unable to write comprehensible answers to five or more questions out of the nine or ten on each ELA exam. That is, they received a zero score on at least five of these questions, meaning that their responses were deemed to be “totally inaccurate, unintelligible, or indecipherable” by trained scorers.
We call this criterion the Threshold of Despair.
A dramatic change occurred when exams were aligned with the Common Core. NYC’s overall data show that in 2012 fewer than five percent of third and fourth graders crossed this threshold. But, with the advent of Common Core-aligned exams in 2013, the percentage more than doubled: yes, that means it got worse, not better.