Passing rates for Common Core New York state tests were selected so that they would match SAT college readiness rates. Principal Carol Burris of New York City’s South Side High School described the process in a Washington Post article titled “The scary way Common Core test ‘cut scores’ are selected”.
One of the first steps in the process was the creation of a report requested by State Education Commissioner John King.
… The College Board was asked to correlate SAT scores with college grades to create probabilities of college success….
These SAT college readiness scores were then used to “inform” the selection of state test cut scores for grades three through eight.
After coming up with three scores — 540 in math, 560 in reading and 530 in writing– the College Board determined the percentage of New York students who achieved those SAT scores. Those percentages were used to “inform” the cut score setting committee. As the committee went through questions, according to member Dr. Baldassarre-Hopkins, the SED helpers said, “If you put your bookmark on page X for level 3 [passing], it would be aligned with these data [referring to the college readiness data],” thus nudging the cut score where they wanted it to be.
The state test cut scores that were ultimately selected align suspiciously close to the SAT college readiness scores.
When the cut scores were set, the overall proficiency rate was 31 percent–close to the commissioner’s prediction. The proportion of test takers who score 1630 on the SAT is 32 percent. Coincidence? Bet your sleeveless pineapple it’s not. Heck, the way I see it, the kids did not even need to show up for the test.
In a way, it makes sense. Common Core Standards were created to prepare students for college, so it could be argued that students now in grade school would be as poorly prepared for college as students who have recently taken the SAT. But the process seems to have been carried out backwards, without looking objectively at the test questions.
Burris puts it this way.
Here is the bottom line. There is no objective science by which we can predict future college readiness using grades 3-8 test scores. You can, at best make assumptions, based on correlations, with score thresholds that are capricious. To make college readiness predictions for 8-year-olds is absurd and unkind.
I think you can assess whether an 8-year-old is on track for college readiness, but obviously with limited precision. However, I appreciate the point Burris makes. Moreover, considering the botched implementation of other aspects of CCS, I am inclined to be suspicious about the validity of the cut scores used in the New York state tests.
A local newspaper reported that some committee members involved in selecting cut scores believed “the process was so tightly controlled that the results were inevitable”.