Earlier this week, per the late summer ritual, New York State released its testing results for the 2015-2016 school year. New York City (NYC), always the most closely watched set of results in the state, showed a 7.6 percentage point increase in its ELA proficiency rate, along with a 1.2 percentage point increase in its math rate. These increases were roughly equivalent to the statewide changes.
City officials were quick to pounce on the results, which were called “historic,” and “pure hard evidence” that the city’s new education policies are working. This interpretation, while standard in the U.S. education debate, is, of course, inappropriate for many reasons, all of which we’ve discussed here countless times and will not detail again (see here). Suffice it to say that even under the best of circumstances these changes in proficiency rates are only very tentative evidence that students improved their performance over time, to say nothing of whether that improvement was due to a specific policy or set of policies.
Still, the results represent good news. A larger proportion of NYC students are scoring proficient in math and ELA than did last year. Real improvement is slow and sustained, and this is improvement. In addition, the proficiency rate in NYC is now on par with the statewide rate, which is unprecedented. There are, however, a couple of additional issues with these results that are worth discussing quickly.