Georgia school chief explains Common Core test retreat: We couldn’t afford it. We will have similar test.

By Dr. John Barge

Last week, Georgia formally withdrew from the Partnership for Assessment of Readiness for College and Careers (PARCC) consortium in order to pursue better options for our state.

Some have asked if this is a retreat from our standards or from a rigorous test to measure how well our students are performing and the answer to that is, absolutely not.

This is not a suspension of our current rigorous college and career ready standards in English language arts and math and the tests we develop will be more rigorous than we have ever seen. Without a doubt, the landscape for assessments in our state is changing.

While Georgia will be pursuing other options for developing its own state assessments in English language arts and math at the elementary, middle and high school levels, these tests will be very similar to what the PARCC tests will be like. The same level of difficulty and complexity will be reflected in our new tests as is seen in PARCC tests.

Our new tests will not look like our current Criterion-Referenced Competency Tests (CRCT) and End-of-Course Tests (EOCTs), where we know the level of expectations must be increased. Case in point, our new Coordinate Algebra EOCT results showed a much lower passage rate this year than we are accustomed to seeing on other EOCTs. That happened because what was expected of students to pass was increased to be more in line with what expectations will be on the new PARCC tests and, simply, the test was much more complex.

This is the beginning of the type of rigor that will come with all of our new tests, whether it is through PARCC or not. It will not be sufficient for students just to bubble in an answer sheet any longer. They will need to think critically, draw conclusions, comprehend more complex text and explain their work.

What about the national comparability?

In an ideal world, there would be a single testing measure to compare our students to those in other states. Unfortunately, there isn’t a single test that can accomplish this.

At this point, only 20 states will be administering the PARCC assessment. Without having all 50 states administering a single test to the same number of students, it is impossible to make an exact comparison of student performance. However, our plan is to develop new English language arts and math tests and benchmark them both nationally and internationally so we can feel confident in how well our students are performing compared to other students.

While many people use tests like the SAT and ACT for comparison purposes, they simply are not accurate because the same percentages of students from state to state do not take those tests. The PARCC assessment will not be able to compare all states either, because not all states are part of the consortium.

If we knew that the PARCC test was likely to be so expensive, why did we participate at all?

Our participation in PARCC thus far has been extremely valuable in learning what all new assessments will have to look like. We have not spent any money being part of PARCC because their work has been funded by a grant. Our hope by participating in the consortium was to be able to have impactful discussions around flexibility in administering these tests so we might be able to participate in a way that made sense for us.

For teachers who have been undergoing training based on our standards and PARCC-like frameworks, and those who have been taking part in our new teacher evaluation system (TKES), do not panic. The decision to withdraw from PARCC does not change any of that, so continue what you have been doing. Your focus on the standards and more rigorous assessments – all of which will still be in place in Georgia – will only make you a better prepared teacher and will prepare your students for our new assessment.

So if our future tests are going to be very PARCC-like, why withdraw?

The primary reason we withdrew from PARCC was that we couldn’t afford it. We couldn’t justify more than doubling our state assessment budget before restoring more money to the classroom.

Now that we have formally withdrawn, our next step will be to work with Georgia educators, including the university and technical college systems – as we have in the past – and more than likely with other states that have proven records of education success, to design an assessment that is affordable and also reflects the instructional focus and expectations inherent in our rigorous state standards in English language arts and math.

Another reason for withdrawing from PARCC was the amount of time students would spend taking these tests. Based on current estimates, PARCC anticipates up to 10 hours of total testing time in English language arts and mathematics alone.

With two-thirds of our school districts in the state in school less than 180 days a year due to budget cuts, it just doesn’t make sense to take even more instructional time away from students to devote to testing. In all likelihood, students would not have had enough instructional time to learn the tested material. I am optimistic that Georgia’s tests will require significantly less time for these two content areas and still provide high-quality information about student learning.

Additionally, adopting the PARCC assessment would limit the ability of Georgia to make adjustments or changes to our standards as we see fit. If Georgia educators determine that certain standards need to be shifted or revised, we would run the risk of no longer being aligned with the PARCC assessment.

If we have control over our tests, we can listen to our educators and make those adjustments without putting our students at a disadvantage.

How much testing is necessary?

It is my opinion that we already test our students too much, so I don’t favor taking more time out of the instructional day for testing. If the federal Elementary and Secondary Education Act allowed for it, I would have our students taking tests in certain key grades rather than in grades 3-8 and in high school. I think that is too much focus on a test, when there is so much more to educating a child than the outcome of a test. However, as long as we are required to give these tests, I am going to make sure our tests are as rigorous as those in any other state and ensure that our students are held to the highest standards.

Our students deserve to receive the same quality and rigor of education as any other student in the country. Georgians should feel confident that our new assessments will not be a retreat from rigor, but rather a financial reality.

I can’t in good conscience ask taxpayers to add approximately $26 million to our assessment budget while we still have two-thirds of our schools in session less than 180 days, entire school districts facing insolvency and teachers still being furloughed. To accept the additional financial burden from the PARCC assessments would be a slap in the face to all Georgians.

 

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