NCLB’s Proficiency Requirement Lacks the Most Critical Component

The Proficiency Illusion report from the Fordham Institute looked at tests in approximately 50% of the states. In selecting states, the think tank looked at those states where two measures were being used, the individual state proficiency exam and the Northwest Evaluation Association (NWEA) standardized test.

As we noted yesterday, the results of the Fordham Institute report cast serious doubt regarding many of the statements being made about state test results. Students scoring lower on math exams than they scored on reading is a result of a tougher math tests and higher standards, not necessarily how math is being taught. Lower scores in middle school are more a result of more rigorous exams than it is students losing ground as they progress through school.

Each State Sets Own Proficiency Standards

Yet another key element of the report is the absurdity of one basic provision within NCLB. While the rules of NCLB are unbending, both in regards to mandating proficiency expectations and the subsequent penalties for failure to meet those expectations, each state was permitted to set its own proficiency standards.

Fordham found that Colorado, Wisconsin and Michigan generally had the lowest proficiency standards in reading and those same three states along with Illinois had the lowest standards in math. In contrast, the highest standards in reading were in South Carolina, California, Maine and Massachusetts and for math were in South Carolina, Massachusetts, California and New Mexico.

That likely explains why Maine math scores have closed the gap on reading scores - the math standards are simply not as stringent as they once were. It also makes it very clear why so many schools in both Maine and South Carolina are failing to meet the Adequate Yearly Progress requirements of NCLB. The standards in those states are simply higher than the standards being set in other areas.

Create a Uniform Standard

Most importantly, the Fordham Institute takes the position that it is time to create uniform educational standards and tests for all states. If NCLB is to govern school expectations, then this recommendation is the fundamental starting point of creating a law that would at least be consistent across the country.

But then we would actually have to come to agreement as to what the definition of proficiency truly is.