BY MICHAEL MULGREW
The instructional strategy of the New York City public school system - prepping children for a now-discredited series of state tests - has failed. Particularly now that the state has won nearly $700 million in new federal funds in the Race to the Top competition, we need to be honest about that failure, so we can finally focus on strategies that will make a difference for our kids.
This summer, the state Education Department, responding to widespread suspicion that state test standards were too low and that the test had become too predictable, redefined "proficiency." The result was a dramatic plunge in scores. Under the new scoring regimen, fewer than half the city's third- through eighth-graders are considered proficient in reading and just over half in mathematics, down from last year's numbers of two-thirds proficient in reading and 82% proficient in math.
This should not have been a surprise. While the city's eighth-grade reading scores on the state test were soaring, the National Assessment of Educational Progress, the gold standard for such tests, showed that eighth-grade reading scores for New York City fell from 2003 to 2007 and have only now recovered to their 2003 level. Meanwhile, out of approximately 500 "scale score" National Assessment points, New York City's fourth-grade math scores have gone up 11 points, and two other categories, 7 points each. Many other big cities have done at least as well overall, and some - particularly Atlanta, L.A. and Boston - have done substantially better.
New York has to take some important lessons from this debacle.
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