If we believe that socioeconomics can predict test scores then why do we get so upset when schools that serve a multitude of students living in poverty do not perform well on standardized tests? I would like to believe it is because we want all of our students, regardless of socioeconomic status, disability, gender, race or ethnicity, or any other characteristic, to master rigorous grade level standards. We inherently understand the value of having a well-educated citizenry.

Dr. David Berliner, Professor Emeritus at Arizona State University, in a presentation to the executives of AASA, presented evidence that family income correlates with student outcomes on standardized tests. This is not the first time that an educational thought leader has pointed out the repeated correlation of student achievement at a school to the percentage of students in that school who qualify for free or reduced-price school lunch. He states, “Demography is sometimes destiny – at least as far as test scores are concerned. Family values and family wealth and family educational levels all matter.” (Berliner, 2022) His reasons for presenting this information once again to educators, who are fully aware of this correlation, was to encourage them to revolt or push back on having schools judged by the standardized test scores of their students when student inputs vary widely. His point is correct in that if the inputs vary widely then the outputs will vary widely as well when the educational process or treatment each student receives is the same. This is a fundamental principle of business that is often applied to schools as well.

Students vary widely with some coming from homes with nearly unlimited resources while others have very limited resources. If the educational process the varied students undergo are relatively the same, the scores students receive on standardized test scores will most likely vary and correlate with their socioeconomics.

However, there are schools whose students score very well on standardized tests despite lower socioeconomics. They are not the norm, but they exist all across our country. They have high expectations for all students, use research proven instructional programs, restructure the systems within their school to include all students in rigorous learning, and find ways to provide for students social, emotional, mental, and physical needs as well. In other words, these schools have managed to shake up the educational process their students receive so that they all, regards of prior circumstances, can achieve at high levels. It is not easy or cheap and they often go to great lengths to secure additional funding and resources in addition to those provided by their district.

I would propose a different revolt. I would encourage the revolt to be, that we will not continue to tolerate educational processes in our schools that assume that because the inputs are varied, the outputs will vary as well and there is nothing that can change that. In other words, we demand equity in educational processes rather than equality in educational processes. We demand educational processes that expect all students to achieve at high levels and provide each student whatever it takes to make it happen. Equity is providing each student whatever it takes. For some students that will be a fairly traditional education. For other it will include mental health supports, meeting physical needs, providing additional on grade level instructional supports, etc. Whatever it takes.

The revolt needs to be that we demand schools are funded and resourced so that they can meet the wide range of needs with which students come to school. That means some students and schools will receive more resources than others. Resources will be distributed equitably rather than equally. However, in the end it will be expected that all students master rigorous grade level standards.

The revolt must be that we demand our governmental entities provide the significant resources needed, distributed based on need rather than equally, to ensure every student masters rigorous standards. Failing this, we continue the actions that subversively state that all schools are not really expected to have their students master rigorous standards regardless of what we may profess with our speech. If we really believe all students cannot master rigorous standards, then our beloved country is not the beacon on a hill it is  proclaimed it to be, the champion of all people created equal.

“We hold these truths to be self-evident, that all men are created equal…”

Declaration of Independence

References:

Berliner, D. (2022). The Assessments We Use: Information for a Revolt. Recent Research and Articles on Leadership in Public Education, August 2, 2022. Horace Mann Education League: Ellensberg, WA.

This blog is written by Dr. GwenCarol Holmes, a long time educator and passionate advocate for all students mastering rigorous standards.

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