“Sadly, too many teachers have been trapped in mindless data exercises that irresponsibly neglect the story behind the numbers, turning children into faceless numbers,” Madison Public Schools Superintendent Thomas Scarice writes in an opinion piece for CT Viewpoints today. Scarice says that it is the stories, the context behind moments that ultimately matter in a child’s life, not that which is easily quantifiable.
The SBAC test is the latest attempt in Connecticut to collect data to use in making far-reaching decisions about students, teachers, and schools, but Scarice says that SBAC is flawed and will never be able to give us the kind of information we really need to know.
What will the SBAC data mean? Nothing. Absolutely nothing at all. Numbers in isolation, lacking story and context.
But, worse yet, numbers based on a specious assessment that will in time suffer and die from a credibility crisis. Sadly, some communities will be asked to explain why this one indicator supersedes volumes of contextual data that form a completely different narrative and tell another story entirely. How could it be that SAT and ACT scores, as well as college admissions rates and college success, do not align with the “college and career readiness” measure of the SBAC?