Last week, the results of New York’s new Common Core-aligned assessments were national news. For months, officials throughout the state, including New York City, have been preparing the public for the release of these data.
Their basic message was that the standards, and thus the tests based upon them, are more difficult, and they represent an attempt to truly gauge whether students are prepared for college and the labor market. The inevitable consequence of raising standards, officials have been explaining, is that fewer students will be “proficient” than in previous years (which was, of course, the case) – this does not mean that students are performing worse, only that they are being held to higher expectations, and that the skills and knowledge being assessed require a new, more expansive curriculum. Therefore, interpretation of the new results versus those in previous year must be extremely cautious, and educators, parents and the public should not jump to conclusions about what they mean.
For the most part, the main points of this public information campaign are correct. It would, however, be wonderful if similar caution were evident in the roll-out of testing results in past (and, more importantly, future) years.