Graphs are nice for a glance. But they are difficult to flip between when finding comparative data… And if you saw the graphs in the post below this, congratulations. And if you haven’t yet, flip here and accept my congratulations . These numbers come from those graphs….
Here are Excel spreadsheets to augment other comparisons.
And here are the visuals.
A couple of trends stand out. One is that obviously that 11 Graders did not take this test as serious as their counterparts. For them there was no reason to take it and they obviously did not invest any effort.
Second is that those Delaware students in first and second grades whose curriculum WAS Common Core in 2012-2013 and 2013-2014, received enough training and skills to do well on this test in 3rd and 4th and 5th grades. Expect this trend to continue and as each year graduates and marches across the columns… In 5 years the third graders will be in 8th Grade and the entire row will be near the top. (Congratulations to the Governor in office during 2020 under whose term amazing progress will be claimed to have been made in education….)
This simply means that if you were trained in Spanish two years before your Spanish test, you did better than those who weren’t trained in Spanish who had to convert everything from the original language learned, into the language now being tested.. I hope everyone gets the analogy so I don’t have to explain it.
We tested in a brand new way. Those trained in the new way did better than those trained in the old way whose brains had to translate what they once learned, over to what they now were being tested….
But caution should still be made when comparing our state to other states. No one can be held accountable for these scores because they are so many variables still in play.
One example: Delaware is well wired for the internet and all of its tests were done electronically.
That creates test taking problems in the higher grades. The student may do the complicated problem correctly but err in its input. Other states, particularly those outside the compact East, took their most of their upper level tests with pencil and paper, not having sufficient internet in place to test every student electronically. This pencil and paper testing familiarity could play in having the Midwest states score surprisingly higher in the upper grades, despite their scores being below Delaware’s in the early grades…
But quite strikingly…. whereas other states range of scores were consistent across their grades, Delaware’s change occurred because our state’s grades tumbled between 5th and 6th to then hold at that level, not the level of the first three grades. That precise pinpoint in time was the year we began teaching Common Core. What this test proves is that if taught a new method you can be tested on the new method; but if taught the old method, you are lost. Whereas other states (not as forwardly prepared for the Smarter Balances as Delaware) were lost across the board, we were only lost 6th Grade on.
Each state sets their own cut scores. So although Missouri may have taken the same test as Delaware students, it deemed a lower score as proficient in comparison to us. All this graph shows us is the percentage of proficients.
All which support one developing conclusion. The idea that these tests would allow cross comparison across all boundaries is now defunct. Meaning that these tests if further developed to improve student development, may have some future merit, but to have them used for any accountability or ranking indicator, is shameful.
This test bears false witness as to whether a child is proficient or career or college ready. We need to return to the old method. At least then, we knew….