Student Proficiency Then and Now -
Is it Really Different, or Did We Just Not Know?
By Dr. Jane Stavem, Superintendent
It's been said that in order to know where you're going, you need to understand where you've been. In education, understanding where we've been is crucial to improving the educational experience for our students.
One area where we've seen significant changes over the years is in the way we report student proficiency. This evolution has prompted us to reflect on how far we've come and whether these changes are truly transformative or if they've simply shone a light on information that was previously hidden.
If you're like me, you may have fond memories of your school days. You might recall your classmates, teachers, and the unique experiences that shaped your education. But how much do you remember about standardized test scores and proficiency levels? Chances are, not much. In fact, many of us never had those scores reported publicly, and it makes you wonder: Has anything changed, or is it just that we now know about it thanks to the changes that began with the No Child Left Behind Act?
The No Child Left Behind Act, passed in 2001, was a significant turning point in education policy. It required schools to report student achievement data, disaggregated by various subgroups, including race and socioeconomic status. This marked a shift in transparency and accountability in our education system, but it also raised questions about whether the emphasis on standardized test scores was fair to both students and schools.
Before this era of transparency, we had a vague understanding of who the top performers were in our graduating class, and we had little information about those who were struggling. We might have known the valedictorian, the star athlete, or the class president, but we had little insight into the individual strengths and challenges of our peers. The idea of proficiency, in terms of standardized test scores, was rarely discussed openly.
I think about my own class of 26 graduates from our small Nebraska community. Here’s the breakdown of what could be determined as proficiency based on our post-high school enrollments and who received special education services:
8 students received special services and did not go to a program after high school - 31>#/p###
3 students went to a vocational school - 12>#/p###
6 students completed a four-year degree - 23>#/p###
9 students completed a post-baccalaureate degree program - 35>#/p###
All of them are gainfully employed, some of them were big surprises as successful adults, and nobody vilified my school district because a quarter of my class was struggling readers.
Fast forward to the present day, and the landscape of education looks quite different. Our focus on reporting student proficiency and holding schools accountable for their performance has increased significantly. We have embraced data-driven decision-making, which has both benefits and challenges. While this increased transparency has shed light on achievement gaps and prompted schools to address disparities, it has also raised concerns about the narrowing of curriculum and excessive testing.
In asking whether these changes have truly transformed education, it's important to consider the trade-offs. Are we now more aware of student proficiency because it's being measured more rigorously, or are we simply more attuned to it due to policy changes and headlines? Moreover, are we striking the right balance between a focus on accountability versus the holistic development of our students?
As we continue to navigate the evolving landscape of education, it's crucial to remember that proficiency scores are just one piece of the puzzle. We must also recognize and value the diverse talents, passions, and aspirations of our students. The well-rounded development of young minds is a complex endeavor, and standardized testing, while valuable for assessment benchmarking, should never be the sole measure of a student's potential or success.
The changes in reporting student proficiency have undoubtedly transformed our educational landscape for good and for bad, and the true impact lies in how we use this information to support our students and schools.
Let's continue to focus on a well-rounded education for all while valuing the talents and potential of each of our students. Some of them may surprise us along the way!
Thank you for your ongoing support and commitment to the Sioux Falls School District.