For the past decade or so, the dominant trend in education reform has been the rigorous use of standardized tests to measure student performance. I’m neither an economist nor a statistician, so I make no claim to know whether the elaborate systems of evaluation made fashionable first by President George W. Bush’s No Child Left Behind Act and now by Race to the Top, President Obama’s education-grant competition, can be made to work. The recent discovery that New York’s math and reading scores were inflated by dumbed-down standards of proficiency, something now common under NCLB, gives good reason to be skeptical. But even if such a system could work, the real question would remain: Are the test-taking skills that it measures worth all that much?
Tuesday, June 07, 2011
Fill In the Blanks by Jerry Weinberger - City Journal