Social promotions ending: Raising the bar, not barriers

SALISBURY POST

They’re higher for individual students whose end-of-grade scores may determine whether they advance to the next level or are retained at their current grade. They’re higher for teachers and administrators who are responsible not only for the collective performance of their schools but also face an onslaught of pleas and complaints from individual students (and their parents) whose grades fall below this newly raised bar.

Judging from last year’s test scores, and the experience of school systems elsewhere, the phasing out of social promotions could be the greatest test yet of the state’s commitment to higher accountability. When the Los Angeles school system tried to phase out social promotions last year, the superintendent lost his job, and the system slowed its timetable for imposing new standards. In other states and cities, from New York to Virginia, educators and state bureaucrats have found that many who support higher standards in theory are much less supportive when its their child who’s affected. It’s unrealistic to think it will be different here.

Many at risk for retention

Last year’s end-of-grade test scores for Rowan-Salisbury fourth graders — this year’s fifth-graders — show that almost a third may be at risk of retention. While that number seems appallingly high, it is in line with the percentage of fourth-graders statewide who did not score at grade level in reading or math.

Current fifth graders are the first group to be affected by the new end-of-grade testing standards. But before concluding that a high percentage may fail, it’s important to consider some mitigating forces. Most importantly, the Rowan-Salisbury system is working to help students meet the challenge of the new standards. Over the summer, schools held intensive study sessions to work with students at risk of failing. Some schools have set up study labs specifically for those at-risk students, while others offer extra tutoring.

Students also have multiple opportunities to pass the test. If they still fail, and they believe the tests don’t adequately reflect their abilities, they can appeal to a special committee. It’s also important to remember that the state didn’t rush into this. The new standards are being gradually phased in as an extension of the ABCs accountability program that began in 1995.

Some valid criticisms

Critics raise some valid points about the pitfalls of using standardized tests as the primary guide for determining who gets promoted to a higher grade, or who graduates from high school — points that shouldn’t be ignored. An overemphasis on test results can skew course content and instruction toward the memorization of random bits of information rather than the development of critical thinking skills. Tests aren’t an exact measure of a student’s abilities and shouldn’t be the sole basis for deciding any student’s future.

But while those criticisms shouldn’t be dismissed, they shouldn’t derail this critical stage in the drive to improve our schools. These stiff standards were imposed for good reason. When you have students reaching high school, or even college, with rudimentary reading or math skills, there’s a glaring accountability gap — and it’s the student who ultimately suffers most from that.

Used in conjunction with other assessment strategies and tools, end of grade tests aren’t a barrier designed to hold students back, but a means of identifying students who need help moving forward. One of the keys to this transition period will be making sure that school systems have the resources and remedial support to make sure that help is available.