Surprised?

Is this really any surprise given an education accountability system that grades performance and issues sanctions based on a single indicator: student test scores?

Hat tip: This Week in Education

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"Illusory" Test Score Gains

Here is a neat little story from today's Washington Post that puts my recent post about Maryland test scores into some context.

Recent reports from the Thomas B. Fordham Institute and [Bruce] Fuller's group, Policy Analysis for California Education, have concluded that most recent gains on state tests are illusory, reflecting better test-taking skills or lower standards rather than increased knowledge. Another study, from the Center on Education Policy, concluded that the gains seemed genuine but did not necessarily reflect greater learning.

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Student Achievement in Maryland

In Maryland, the glass is half full ... or is it half empty?

From 2007 to 2008, the share of students statewide who were judged proficient or better rose six percentage points in reading and four points in math, to 82 percent and 76 percent, respectively, on the Maryland School Assessments.

But

State reading and math tests taken by Maryland students were shortened and tweaked this year, leading some critics to question whether the shifts contributed to surprisingly strong gains in achievement.

Is this uptick in student achievement in Maryland legit? Or is this another example of a state gaming the system [see here and here] when it comes to NCLB's adequate yearly progress requirements?

Ed Week's David Hoff provides a nice summary of the trickery employed by states in this blog post from November 2007.

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ADDED: Read Eduwonk's take on this.

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