The Queen of Edubloggers pointedly instructs us to remember that a new and easier California exit exam shouldn't be referred to as a "dumbed-down" test. We should stop and consider those feelings of those sensitive educator officials before ridiculing the fact that the more difficult math and English question have been dropped from the exam:
The state Board of Education voted yesterday to remove some of the more difficult math and English questions on the California High School Exit Exam. The questions will be replaced with those that measure more basic skills, board members said.
"I don't think we're dumbing down the test in any way," said board member Carol S. Katzman.
Oh no, removing difficult items in no way affects the difficulty of the test. It in no way makes it easier for the less-able students to pass. It merely enhances the self-esteem of those that take it, and in California, isn't self-esteem everything?
The changes were made after careful review, she said, and will test what the high school exam aims to measure: how well students are mastering basic concepts of math and English.
Actually, it measures whether high school students in California can demonstrate, over eight attempts, that they've mastered between 55% and 60% of the sixth- to ninth-grade material now on the exam. But I think Ms. Katzman's way of phrasing it is so much more polite.
English questions will be pared, deleting a requirement that students write a bibliography of reference materials, develop research questions and methods to "elicit and present evidence from primary and secondary sources" and having students demonstrate proper manuscript formats, such as title page, spacing and margins.
All those who condemn "teaching to the test" can contemplate the fact that California's teachers will no longer be held accountable for teaching students how to do research, or to understand how papers should be titled and formatted.
So, why did California decide to "enhance" the exit exam in this way?
...a report...found about 20 percent of the class of 2004 would fail the test's math portion and not graduate. The report stated that about half of students who aren't fluent in English and three-quarters of special education students wouldn't be eligible for diplomas because of poor test performance.
In other words, making sure students receive diplomas is more important than teaching them basic math skills, or making sure that they become fluent in English during high school. I'm willing to give the special education students a pass here, but the schools really have no excuse for the fact that California's non-special-ed students are not ready for a test of skills this basic.
And if students continue to flunk, what then? Will further "enhancements" be required?
Posted by kswygert at November 13, 2003 10:05 PM