Schoolhouse Limbo: How Low Will Educators Go to ‘Better’ Grades?

News Analysis

Maryland’s new education chief, Carey Wright, is challenging the trend in other states where efforts to boost test scores have led to a lowering of expectations for students.

States like Oklahoma and Wisconsin have revamped their assessments and cut scores to make it easier for students to demonstrate proficiency in math and English. While this has resulted in significant increases in proficiency rates, Wright cautions that this approach can create a false impression of school improvement and student learning.

Wright, the Maryland state superintendent of schools, emphasized the importance of maintaining high standards to accurately measure proficiency levels. She believes that lowering cut scores may give the appearance of progress without truly reflecting students’ proficiency.

As schools grapple with learning loss and absenteeism post-COVID, Wright argues that now is not the time to lower expectations for students. She is critical of policies that reduce graduation requirements and inflate grades, citing studies from Washington and North Carolina showing that despite stable grades, students are learning less.

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Michael Petrilli, president of the Thomas B. Fordham Institute, warns against lowering expectations for students and advocates for maintaining high academic standards to drive improvement.

Wright, in her efforts to reverse Maryland’s declining proficiency rates, is focused on raising academic standards across all subjects. She believes that as students receive better education, their proficiency on state tests will naturally improve.

While implementing higher standards poses challenges, Wright’s past success in Mississippi demonstrates that with the right support, significant improvements can be achieved without compromising on proficiency levels.

Wright emphasizes the importance of setting high expectations for students to drive academic growth and maintain accountability in the education system.

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Lowering Cut Scores, Boosting Proficiency

Each state determines its own criteria for proficiency and sets cut scores accordingly. This process involves setting content standards, designing tests, and establishing proficiency levels based on state-specific guidelines.

While the definition of proficiency varies by state, the adjustments in cut scores have a direct impact on proficiency rates. Some states have raised the bar to maintain rigor, while others have lowered it to show higher proficiency rates.

Today, many states are opting to lower cut scores, resulting in increased proficiency rates. This strategy has been observed in states like Oklahoma and Wisconsin, where recent changes have led to more students meeting proficiency levels.

High Standards Fall in Wisconsin

Wisconsin has seen fluctuations in its proficiency rates over the years, with recent changes in test design and cut scores aimed at addressing previous discrepancies. State Superintendent Jill Underly has been transparent about these adjustments to ensure accurate representation of proficiency levels.

Despite challenges in maintaining high standards, Wright’s commitment to upholding rigorous academic expectations remains unwavering. She believes that by setting ambitious goals and supporting educators, significant academic progress can be achieved.

Underly stated that the new grade-level cut scores in Wisconsin provide a more accurate reflection of student proficiency, making it easier for families to understand. However, the dramatic increase in English proficiency to 48 percent this year, a nine-percentage-point gain over the previous year, was largely due to assessment changes that were unrelated to classroom learning. Despite the Wisconsin Department of Public Instruction cautioning against comparing the 2024 results to previous years due to testing method changes, families may still perceive that Wisconsin schools are performing significantly better this year.

Paul Peterson, an education policy professor at Harvard, noted that there seems to be political pressure leading to the lowering of testing rigor in states. In Oklahoma, a similar assessment revamp occurred without informing school districts or families about the lowered standards, resulting in a significant increase in performance that left educators in disbelief. State Superintendent Ryan Walters later admitted to changing the assessment regime without public announcement, sparking criticism from Republican lawmakers.

In New York, as in Wisconsin and Oklahoma, adjusted content standards and assessments led to higher proficiency rates. State officials in New York emphasized that the goal was to evaluate student proficiency based on current standards, leading to increased math and English proficiency rates. Despite the rise in proficiency rates, state officials in New York and Wisconsin maintained that the updated assessments did not signify a lowering of academic standards.

Experts point to Mississippi’s success in raising student expectations under the leadership of former State Superintendent Carey Wright as a lesson for states facing low proficiency rates. Despite challenges such as declining school funding and federal accountability measures, Mississippi saw significant improvements in fourth-grade reading and math proficiency. Wright’s focus on improving proficiency for all students, coupled with a rigorous literacy program and enhanced professional development for teachers, contributed to the state’s turnaround.

As Wright takes on a new role in Maryland, she faces the challenge of reversing a decade-long decline in student proficiency rates. With only 48 percent of students proficient in English and 24 percent proficient in math, Maryland, particularly in Baltimore City, where proficiency rates are significantly lower, has a long road ahead in improving educational outcomes for students. According to a district estimate, over 40 percent of Baltimore City students were chronically absent last year, significantly higher than the national average. This alarming statistic highlights the fact that students cannot learn if they do not attend school.

Maryland’s new permanent school leader, Wright, has set an ambitious goal to increase proficiency in English and math by 5 percentage points each year for the next three years. To achieve this goal, Wright has initiated changes to the state’s accountability system, aiming to provide clearer measurements for school leaders to identify areas for improvement.

One major change is the implementation of a new literacy policy focused on the science of reading and teacher training to improve test scores. Additionally, an end to social promotion will be enforced, allowing districts to hold back third graders who do not meet literacy standards.

Despite opposition, Wright believes these changes are necessary for the education system. Research from Mississippi shows that similar policies led to significant improvements in reading performance by sixth grade. The success of these policies in Maryland will depend on the support teachers and principals receive for implementation.

In Illinois, plans are underway to adjust assessment methods by 2025 to improve proficiency rates. While some states may consider lowering the bar for assessments, Wright remains firm in her belief that high expectations are essential for achieving educational goals.

Overall, Wright’s dedication to improving student learning is evident in her bold approach to education reform. By setting high expectations and prioritizing student achievement, she hopes to see positive changes in Maryland’s education system. Please rephrase.

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