Hold Students Accountable and Support Them

Education Next Issue Cover

Forum: Rethinking the High School Diploma



By

2 Comments | Print | PDF |

WINTER 2015 / Vol. 15, No. 1

When Congress passed the No Child Left Behind Act (NCLB) in 2001, the then-distant date of 2014 was the point at which we would reach educational nirvana and 100 percent of American students would be proficient in math and reading. The goal was never met because, as a fundamental matter, individual human variability makes 100 percent proficiency to a meaningful standard an impossibility. But there were other problems as well: NCLB did not itself provide sufficient incentives for students to work hard, as only teachers were held accountable for failure, and the legislation did not end the enduring inequalities of educational opportunity for low-income and minority students that underlie the achievement gap.

As American education reformers try again, under the Common Core State Standards, to create a sensible system of standards, assessments, and accountability, what can we learn from our earlier mistakes? Three ideas stand out: Assessments aligned with CCSS must give students greater skin in the game by requiring them to pass assessments in order to graduate; tests should be linked to two or more different types of diplomas rather than imposing a rigid single standard for all; and low-income and minority students should receive far greater support than they currently do.

1. Hold students as well as teachers accountable. The threshold question is whether states should require any level of minimum competency on meeting Common Core standards in order to graduate. NCLB did not include such a requirement, and according to a September 2012 study of the Center on Education Policy, only about half of states (26) on their own require that students pass state high-school exit exams to earn a diploma.

Holding teachers accountable for success, but not students, produces a very odd set of incentives. As Albert Shanker, the late president of the American Federation of Teachers, noted, it makes little sense to tell students that if they fail an exam, they won’t be punished, but their teachers will be. As Shanker often noted, when he was a teacher and gave a quiz, all the students’ hands would go up: “Does it count?” the kids wanted to know.

Countries that lead the world in education expect more of students. According to a 2011 report of the National Center on Education and the Economy (NCEE), 9 of 10 countries that score highest on the Programme for International Student Assessment (PISA) use high-stakes “gateway” exams to mark transitions, including the one from high school to college or career. In these countries, the NCEE report notes, “Every student has a very strong incentive to take tough courses and work hard in school. Students who do not do that will not earn the credentials they need to achieve their dream,” and “because the exams are scored externally, the student knows that the only way to move on is to meet the standard.” In other countries, as Shanker noted, students know in advance what is expected of them, and teachers are allies rather than adversaries. “It’s like the Olympics,” Shanker said. “There’s an external standard that students need to meet, and the teacher is there to help the student make it.”

2. Multiple diplomas. Holding all students to a single performance standard, whether that is proficiency under NCLB or a single cut score for graduation under assessments linked to CCSS, will never meet the needs of all students. As the University of Pittsburgh’s Lauren Resnick notes, a single standard may be at once impossibly high for some special education students and fail to sufficiently challenge many other students.

On the one hand, if content and performance standards are set at a very rigorous level for all students, many will inevitably fail. The mantra that “all children can learn to the same high levels,” said Shanker, “is news to parents, teachers, and the public; it defies everything we know and appreciate about human differences.” While group differences between races and classes can be addressed with proper supports, there will always be differences between individual students. A high performance standard, yielding high rates of public school failure, will only confirm left wing fears that the Common Core is a Trojan horse for privatization.

This concern is particularly acute because assessments associated with CCSS are generally more rigorous than state tests administered under NCLB, requiring high-level critical thinking. In Kentucky and New York, the first two states to adopt Common Core exams, student passage rates have declined. The drops were particularly pronounced in New York schools with large numbers of black and Hispanic students, a New York Times analysis found. Requiring all students to meet a very high single standard for a diploma could significantly diminish the economic prospects of large numbers of society’s most vulnerable students.

On the other hand, a single standard, like the goal of 100 percent student proficiency under NCLB, could lead over time to a watering down of CCSS performance standards for all students. Studies by the Fordham Institute and by researchers at the University of Virginia and the University of Michigan both found that states with high performance standards tended to weaken them in response to NCLB’s goal of moving all children to a single standard. As a political matter, it will be difficult for supporters of CCSS, already under attack from various corners, to sustain a system in which large numbers of students are denied diplomas.

To avoid these two extremes, it makes far more sense to adopt multiple performance standards tied to CCSS. Just as colleges award diplomas with different levels of distinction (summa cum laude, magna cum laude, cum laude), different types of high school diplomas could be offered depending on a student’s performance on the CCSS assessment. In this way, students from all elements of the academic distribution would have an incentive to work harder and learn more.

3. Support low-income and minority students to earn stronger diplomas. Any system involving multiple diplomas raises a very legitimate concern: will low-income and minority students disproportionately receive a less-well-regarded degree? In New York State, for example, high school graduates can receive a Regents Diploma or a Regents Diploma with Advanced Designation. In 2013, 43 percent of white students received the Advanced Designation diploma, compared with only 9 percent of black students and 12 percent of Hispanic students.

But civil-rights advocates have recognized that shining light on disparities of result, such as the requirement that test data be disaggregated by racial and income groups under NCLB, is an important first step to reform. Stark differences in the awarding of different types of diplomas under CCSS should be a spur to action, in both the political and legal arenas, to close the opportunity gap from which the achievement gap springs. If courts can strike down teacher tenure laws as a violation of the rights of poor and minority children (see “Script Doctors,” legal beat, Fall 2014), why not use the results from CCSS assessments to go after the drawing of school boundaries in a way that perpetuates economic school segregation and denies children equal opportunity? In that way, the Common Core can fully serve its twin purposes of promoting both excellence and equity.

Richard D. Kahlenberg, senior fellow at the Century Foundation, is author of Tough Liberal: Albert Shanker and the Battles over Schools, Union, Race and Democracy.

This is part of a forum on rethinking the high school diploma. For alternate takes, please see “Different Kids Need Different Credentials” by Chester E. Finn, Jr., or “Diplomas Must Recognize College and Career Readiness” by Sandy Kress.




Comment on this article
  • Bruce William Smith says:

    Much good thinking is apparent in this article; however, a better alternative, I believe, to solving the legitimate concerns expressed in section 2 (which tendencies have already watered down the Common Core and made those standards internationally uncompetitive) would be to have different sets of standards available to older teenagers after nine years of basic education; for our youth are bound for a huge variety of post-secondary destinations, and will not efficiently depart from a single platform. And the assumption that we should stick with Common Core, unless it is revised, is also faulty; for, regardless of intentions and advertisement, those standards are not, at least in mathematics, aligned with those in use in leading nations; and some of us refuse to let our children fall years behind their cousins overseas, who are now showing up on American shores and acing the college entrance tests that, even if dummied down by reformers bent on “offering opportunity” through college entrance examinations (!), will continue, even if Common Core is successfully implemented, to display an awful achievement gap between young Americans and those who are working hard to take the American quality of life for themselves.

  • […] These new PARCC tests hold much promise to improve the information to schools.  They are developed to be aligned with the new Common Core State Standards (CCSS) for literacy and math.  They use state of the art technology for an adaptive testing experience.  They are also unproven and given that they are likely more stringent than the MSA/HAS tests they replace, many students may not pass them, which would require many students to take a transitional class prior to graduating.  The state is considering a two tier approach where there is a criteria (cut-off score) for being considered “college and career ready” and a lower score to allow students to graduate.  This tiered approach has been advocated for by MoCoEdBlog editorial member, Rick Kahlenberg in a piece titled “Hold Students Accountable and Support Them.”  […]

  • Comment on this Article

    Name ()


    *

         2 Comments
    Sponsored Results
    Sponsors

    The Hoover Institution at Stanford University - Ideas Defining a Free Society

    Harvard Kennedy School Program on Educational Policy and Governance

    Thomas Fordham Institute - Advancing Educational Excellence and Education Reform

    Sponsors