{"id":1970,"date":"2012-09-26T08:12:59","date_gmt":"2012-09-26T12:12:59","guid":{"rendered":"http:\/\/coreeducationllc.com\/blog2\/?p=1970"},"modified":"2012-09-26T08:12:59","modified_gmt":"2012-09-26T12:12:59","slug":"five-recommendations-for-reporting-on-or-just-interpreting-state-test-scores","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/five-recommendations-for-reporting-on-or-just-interpreting-state-test-scores\/","title":{"rendered":"Five Recommendations For Reporting On (Or Just Interpreting) State Test Scores"},"content":{"rendered":"<p><a href=\"http:\/\/coreeducationllc.com\/blog2\/five-recommendations-for-reporting-on-or-just-interpreting-state-test-scores\/shanker-blog\/\" rel=\"attachment wp-att-1971\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft  wp-image-1971\" title=\"shanker blog\" src=\"http:\/\/coreeducationllc.com\/blog2\/wp-content\/uploads\/2012\/09\/shanker-blog.bmp\" alt=\"\" width=\"348\" height=\"56\" \/><\/a>Matthew DiCarlo of the Albert Shanker Institute has developed five recommendations for reporters who write stories on state test scores. But these recommendations are not only useful for reporters \u2013 educators also would benefit from understanding the nuances of these numbers that are increasingly used to judge worth.<\/p>\n<p><strong>1. Look at both scale scores and proficiency rates<\/strong>: Some states (including D.C.) don\u2019t release scale scores, but most of them do. Scores and rates often move in opposite directions. If you don\u2019t look at both, you risk misleading your readers (<em>frankly, it\u2019s best to rely on the scores for presenting trends<\/em>). In addition, check whether any changes (in scores or rates) are disproportionately concentrated in a small number of grades or student subgroups.<\/p>\n<p><strong>2. Changes in proficiency rates, especially small changes, should not be taken at face value<\/strong>: In general, rate changes can tell you whether a larger proportion of tested students scored above the (often somewhat-arbitrarily-defined) proficiency cutoff in one year compared with another, but that\u2019s a very different statement from saying that the average student <em>improved<\/em>. Because most of the data are cross-sectional, states\u2019 annual test score results entail a lot of sampling error (differences in the students being compared), not to mention all the other issues with proficiency rates (e.g., changes in rates depend a great deal on the clustering of students around the cutoff point) and the tests themselves. As a result, it\u2019s often difficult to know, based on rate changes, whether there was \u201creal\u201d improvement. If you must report on the rates, exercise caution. For instance, it\u2019s best to regard very small changes between years (say, 1-2 percentage points, depending on sample size) as essentially flat (i.e., insufficient for conclusions about improvement). Also keep in mind that rates tend to fluctuate \u2013 up one year, down the next.\u00a0Finally, once again, the scores themselves, rather than the rates, are much better for presenting trends.<\/p>\n<p><strong>3. Changes in rates or scores are not necessarily due to school improvements (and they <em>certainly<\/em> cannot be used as evidence for or against any policy or individual)<\/strong>: Albeit imperfectly, test scores by themselves measure <em>student performance, <span style=\"text-decoration: underline;\">not<\/span> school performance<\/em>. Changes\u00a0might be caused by any number of factors, many of which have nothing to do with schools (e.g., error, parental involvement, economic circumstances, etc.). If a given change in rates\/scores is substantial in magnitude and shared across grades and student subgroups, it is plausible that <em>some<\/em>\u00a0(but <span style=\"text-decoration: underline;\">not all<\/span>) of it was due to an increase in school effectiveness. It is almost never valid, however, to attribute a change to particular policies or individuals. Districts and elected officials will inevitably try to make these causal claims. They should be ignored, or the claims should at least be identified as pure speculation.<\/p>\n<p><strong>4. Comparing average scores\/rates between schools or districts is not comparing their \u201cperformance\u201d:<\/strong> Unlike the other \u201cguidelines\u201d above, this one is about the scores\/rates themselves, rather than changes in them. If one school or district has a higher average score or proficiency rate than another, this doesn\u2019t mean it is higher-performing, nor does a lower score\/rate signal lower effectiveness. The variation in average scores or rates is largely a function of student characteristics, and schools\/districts vary widely in the students they serve. These comparisons \u2013 for example, comparing a district\u2019s results to the state average \u2013 can be useful, but be careful to frame them in terms of <em>student<\/em> and not\u00a0<em>school<\/em> performance.<\/p>\n<p><strong>5. If you want get an approximate idea of <span style=\"text-decoration: underline;\">schools\u2019<\/span> relative performance, wait until states release their value-added or growth model results: <\/strong>Many states employ value-added or other growth models that, interpreted cautiously, provide defensible approximations of actual school effectiveness, in that they make some attempt to control for extraneous variables, such as student characteristics. When possible, it\u2019s much better to wait for these results, which, unlike raw state testing data, are at least designed to measure school performance (relative to comparable schools in the state or district).<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Matthew DiCarlo of the Albert Shanker Institute has developed five recommendations for reporters who write stories on state test scores. But these recommendations are not only useful for reporters \u2013 educators also would benefit from understanding the nuances of these numbers that are increasingly used to judge worth. 1. Look at both scale scores and <a href=\"https:\/\/www.coreeducationllc.com\/blog2\/five-recommendations-for-reporting-on-or-just-interpreting-state-test-scores\/\" rel=\"nofollow\"><span class=\"sr-only\">Read more about Five Recommendations For Reporting On (Or Just Interpreting) State Test Scores<\/span>[&hellip;]<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[6],"tags":[106,213,212,214,66],"class_list":["post-1970","post","type-post","status-publish","format-standard","hentry","category-teacher-evaluation","tag-data-use","tag-interpreting-state-test-scores","tag-school-effectiveness","tag-state-testing","tag-student-assessment"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.6 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Five Recommendations For Reporting On (Or Just Interpreting) State Test Scores - Core Education, LLC<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.coreeducationllc.com\/blog2\/five-recommendations-for-reporting-on-or-just-interpreting-state-test-scores\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Five Recommendations For Reporting On (Or Just Interpreting) State Test Scores - Core Education, LLC\" \/>\n<meta property=\"og:description\" content=\"Matthew DiCarlo of the Albert Shanker Institute has developed five recommendations for reporters who write stories on state test scores. 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