Testing and the False Promise of Educational Improvement

An interesting article in the New York Times this week looked at New York City schools under Mayor Bloomberg’s control: http://www.nytimes.com/2009/08/04/nyregion/04scores.html?_r=1&ref=education. While there has been a large rise in the number of students passing the tests and a closing of the gap between racial groups based on the number passing, the numbers are somewhat deceiving when one delves deeper. For one thing, the actual gap in scores has not changed much. For another, it appears that the increase in passing rates relates more to making the tests easier – rather than any real improvement in student performance. This was made clear when looking at the 2007 National Assessment of Educational Progress, which showed that eighth graders showed little improvement in reading or math. So what’s the story? As with many neoliberal reforms, testing justifies a shift to a curriculum based on testing, narrowed away from a broader, more holistic approach. Yet the tests don’t really measure student performance or what they’re learning in a real sense. It is a perfect example of the old adage by Benjamin Disrael that there are lie, damn lies and statistics.