A recent New York Times story addresses directly New York Governor Andrew Cuomo’s suggestion, in his annual “State of the State” speech, that New York schools are in a state of crisis and "need dramatic reform." The article’s general conclusion is that the “data suggest otherwise.”
There are a bunch of important points raised in the article, but most of the piece is really just discussing student rather than school performance. Simple statistics about how highly students score on tests – i.e., “status measures” – tell you virtually nothing about the effectiveness of the schools those students attend, since, among other reasons, they don’t account for the fact that many students enter the system at low levels. How much students in a school know in a given year is very different from how much they learned over the course of that year.
I (and many others) have written about this “status fallacy” dozens of times (see our resources page), not because I enjoy repeating myself (I don’t), but rather because I am continually amazed just how insidious it is, and how much of an impact it has on education policy and debate in the U.S. And it feels like every time I see signs that things might be changing for the better, there is an incident, such as Governor Cuomo’s speech, that makes me question how much progress there really has been at the highest levels.