The test results posted by the many school districts in San
Benito County for the 2003-2004 school year’s Standardized Testing
and Reporting (STAR) are disconcerting at best. Rather than showing
the expected modest gains across the board, many grade levels
posted losses, or remained level.
The test results posted by the many school districts in San Benito County for the 2003-2004 school year’s Standardized Testing and Reporting (STAR) are disconcerting at best. Rather than showing the expected modest gains across the board, many grade levels posted losses, or remained level.
The numbers do not lie and most students are performing below their grade level in most categories according to STAR results. It’s a shocking glance through a clouded lens at education in San Benito County.
Maybe it’s time to consider the validity of the STAR testing system, and to raise questions about the amount of time spent taking tests, and about the wisdom of teaching to the test. The STAR test is only accurate if students take it seriously and when comparing to the California High School Exit Exam results it does not appear this is the case. At San Benito and Anzar high schools, more than 75 percent of students passed the exit exam they need to pass before graduating as a senior, but less than 45 percent of those same students at both high schools scored proficient on the STAR. The STAR program helps create the Adequate Yearly Progress (AYP) as part of the No Child Left Behind Act. It’s an important test to determine school funding, but the testing has no effect on the students.
As a state, California has committed millions of dollars to reducing class size in kindergarten through third grade, but class sizes are increasing for some grades in San Benito schools this year. Will the larger class sizes automatically result in decreased STAR scores? Only time will tell, but it’s fair to question whether focusing on teacher to student ratios will raise scores and, more importantly, better educate the younger generation.
Reducing classroom sizes seems to make common sense. Teachers love it. But if it doesn’t pay off in better-educated students, we need to find more advantageous places to invest scarce education dollars.
San Benito County’s test results are similar to STAR results posted across the state. In light of the test scores, we wonder if spending education funds on more teachers and facilities when millions have already been invested to accommodate lower teacher-student ratios in the early elementary schools will pay dividends. Will test scores climb with more teachers or with more motivation for students taking this test?
Regardless, we certainly can’t treat these worrisome test results with a shrug and a “ain’t it a shame,” and continue along the same path. We can’t prescribe words and platitudes to raise test scores.
We must look at our goal – producing students who end each school year performing at or above grade level – and the STAR test could be a useful tool in finding the real reforms needed to get there, but only if students are putting their best foot forward and not just plugging in “ABACADABA” to finish quickly.
Improving education is not just important to our students – although a good education is undeniably a building block to a successful life. It’s important to our society, and to our country’s future. Today’s students will compete for jobs and customers in a global economy. Not just San Benito County, but California and the nation must produce well-educated students to ensure that Americans’ way of life and standard of living is maintained.
Let’s eschew platitudes and excuses, and work together to find ways to make sure our students are performing at or above grade level. A quality, free education for everyone in the state, let alone the country, is one of greatest gifts the United States provides its citizens – we cannot allow it to be squandered.
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