The disjuncture between raw scores and pass rates in New York State public schools: Turning success into failure |
| |
| Institution: | 1. Institute of Marine Geology and Geophysics, VAST, 18-Hoang Quoc Viet, Hanoi, Viet Nam;2. Graduate University of Science and Technology, VAST, 18-Hoang Quoc Viet, Hanoi, Viet Nam;3. Geohazards Lab, Institute of Geology, Adam Mickiewicz University in Poznań, Bogumiła Krygowskiego 12, 61-680 Poznań, Poland;4. Institute of Geosciences, University of Kiel, Otto-Hahn-Platz 1, 24118 Kiel, Germany;5. Vietnam Petroleum Institute (VPI), 167-Trung Kinh, Cau Giay, Hanoi, Viet Nam;6. State Key Laboratory of Marine Geology, Tongji University, Shanghai 200092, PR China;7. Hanoi University of Mining and Geology, Hanoi, Viet Nam;8. Institute of Geography, VAST, 18-Hoang Quoc Viet, Hanoi, Viet Nam;1. Department of Epidemiology, Columbia University, New York, NY, USA;2. Department of Epidemiology, Brown University, Providence, RI, USA |
| |
| Abstract: | This paper demonstrates that ‘failure’ is not a direct reflection of student knowledge. Using five years of New York State school-level data, we compare passing rates to raw-scores. We find, first, that when ‘cut scores’ are raised, more students fail even if raw scores are increasing. Second, increasing cut scores disproportionately fails more poor students than non-poor students, despite that poor students have the fastest rates of raw score improvement. Third, raised cut scores transform the smallest raw score gaps between high- and low-poverty schools into the largest passing gaps. Thus, while students in poor schools know more than they did previously, and although they have learned at superior rates, they are recast as the biggest ‘failures’ they have ever been. |
| |
| Keywords: | Test score gap Cut scores Failing schools High stakes testing Proficiency Standards based reform |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
