STATEWIDE ASSESSMENT AND ACCOUNTABILITY: PROMOTION AND GRADUATION TESTS BY ISABELLA BROWN Emory University Summer 2006

INTRODUCTION Promoters of promotion and graduation tests (which are known as high-stakes tests because they are used to decide whether students will graduate or be promoted to the next grade) argue that groups of students who get poor and low quality education are most likely to gain most from the implementation of such tests in their schools. Such tests require high levels of teaching and learning.

DIVERSITY OF STUDENT TEST TAKERS Some educators are against these “high- stakes” tests. Most of the debate focuses on the pros and cons of “high-stakes” testing within the diverse community of students found in today’s schools. These groups are minority students (blacks, Latinos, and other poorly represented minorities), white students, English language learners, and disability students.

CONS Among minority, ELL, and disability students there is a trend that occurs after the implementation of “high-stakes” tests. The students tend to be disproportionately retained in grade school or be denied high school diplomas. This occurs because the schools do not expose the students adequately to the knowledge and skills necessary to pass the tests.

CONS (continued) When the “high-stakes” tests are initially introduced to the students, there is a high rate of failure, particularly among minority students, students with disabilities, and among ELL students. For example, a study supported by the National Center on Assessing the General Curriculum (USDE) found that in Florida in the 1970’s, 20% of black students failed graduation tests compared with 2% of whites, resulting in no high school diplomas.

CONS (continued) The study also found that minority students and students with disabilities who take the graduation tests that assess basic skills often fail in greater numbers than others. Among students with disabilities, of those who took the test, more than 50% failed the test.

CONS (continued) Graduation and promotion tests cause an increase in the drop out rates. Low achieving students become intimidated by the test long before they take the test, opting to drop out before it is administered. This has been noted in states where overall promotion and graduation tests passing scores are high.

CONS (continued) Due to the current new requirements placed on schools to be held accountable with the No Child Left Behind (NCLB) policy, increased pressure has been placed on schools to perform well. This has had the unfortunate result of more students dropping out of schools.

PROS Supporters of “high-stakes” testing argue that higher levels of teaching and learning will raise the level of expectation for students and teachers alike, thus helping schools that have had low- quality education, most of which have been schools that cater mostly to minority groups like blacks, Latinos, and ELL students.

PROS (continued) In other words the low-achieving schools (where most students do not pass the promotion and graduation tests) would gain if they promote higher levels of teaching and learning, resulting in a higher pass rate.

PROS (continued) Eventually, after an initially high failure rate, many schools seem to improve because of a combination of factors, such as improved overall school performance, and higher expectations for teachers. Some schools “teach the test.” Teachers develop higher expectations for their students.

PROS (continued) When used intelligently, promotion and graduation tests yield assessment information that can promote learning. Testing differences across various subgroups in the student population can identify problems that must be addressed by the teachers and the schools systems.