Introduction to the Issue
Illinois education officials want to lower the benchmarks for students to be considered proficient in math and reading on state tests, arguing their hardest-in-the-nation standards have led high schoolers to inaccurately think they aren’t ready for college. But State Supt. of Education Tony Sanders insists his administration isn’t trying to lower any classroom academic standards for Illinois students.
The Current Standards
He said the proficiency test scores are too high — among the most difficult in the nation — and don’t accurately measure a student’s academic progress or readiness for higher education or careers. Each state can decide for itself how to determine whether a student is proficient, or on track for their grade level. That includes setting its own test benchmarks or cut scores.
The Proposed Changes
The Illinois State Board of Education is scheduled to vote on proposed new performance levels and proficiency cut scores at its monthly meeting. If approved, the new benchmarks will be used to grade the exams Illinois students took last spring and are reported this fall. The three standardized tests in question are the Illinois Assessment of Readiness for grades 3-8, the Illinois Science Assessment for grades 5, 8 and 11 and the ACT for high school students. Students take these exams once a year. State officials want the scores to demonstrate English language arts and math proficiency to be lowered. Alternatively, science proficiency benchmarks will be raised because officials said the bar had been set too low for years.
The Reasoning Behind the Changes
Sanders cited an analysis that compared benchmarks in all states on math and English language arts exams against a rigorous set of tests that students nationally take known as the “Nation’s Report Card. “ Measured against that standard, Illinois fourth grade math proficiency score ranks as the most challenging, Sanders said. The scores needed for fourth grade English and eighth grade reading and math rank among the top four most restrictive, he said. This “misalignment” in Illinois, Sanders said, has had “real world consequences.”
State Education Supt. Tony Sanders says the current cut scores for Illinois state tests “don’t reflect our reality.”
Manuel Martinez/WBEZ file
How the Scoring ‘Misalignment’ Plays Out
In the presentation to reporters, Sanders gave an example of a suburban Naperville high school student who had a 3.9 GPA, took seven Advanced Placement classes, received two industry certifications and participated in basketball, marching band and volunteering. “Unfortunately, our cut scores told them they were not ready for college,” Sanders said. If the student listened to the state’s assessment, they might have missed their higher education opportunities. The proposed benchmarks are aligned with the score a student needs to pass college coursework. For example, a student who earns a math score of 19 out of 36 on the ACT has a 63% chance of getting a C or higher in a college class.
The Process Behind the Changes
Sanders said the new standards come after an 18-month process led by experts and educators that included a statewide listening tour. Comfort Agboola, a Chicago Public Schools middle school ELA teacher on the Far South Side, said assessments and expectations can “shape the way students see themselves. I’ve had hard-working students, especially from historically under-served communities, who showed tremendous growth and strong skills yet didn’t meet the proficient label,” Agboola said. “That can be discouraging and make them feel like proficiency is out of reach.”
Impact of the Changes
The changes mean a higher percentage of Illinois students will now be classified as proficient in reading and math, and a lower share will be proficient in science. That’ll also make it more difficult to compare proficiency rates to prior years’ going forward. Asked in a briefing with reporters Tuesday if lowering the benchmarks would mask post-pandemic challenges, Sanders denied that was the case. “I don’t have a fear of misleading anybody with this,” he said. The changes won’t affect funding for districts, teacher evaluations, grade promotion, graduation requirements or information sent to colleges and universities. The tests themselves also won’t change.
Conclusion
The proposed changes to the state test benchmarks in Illinois aim to provide a more accurate reflection of students’ academic progress and readiness for higher education or careers. By lowering the cut scores for math and reading proficiency, the state hopes to give students a more realistic understanding of their abilities and opportunities. While the changes may make it more difficult to compare proficiency rates to prior years, they are intended to better align with the standards used in college coursework and to provide a more nuanced understanding of student achievement.
FAQs
Q: Why do Illinois education officials want to lower the benchmarks for state tests?
A: They believe the current standards are too high and do not accurately reflect students’ academic progress or readiness for higher education or careers.
Q: How will the proposed changes affect students?
A: A higher percentage of students will be classified as proficient in reading and math, but a lower share will be proficient in science.
Q: Will the changes affect funding for districts or teacher evaluations?
A: No, the changes will not affect funding for districts, teacher evaluations, grade promotion, graduation requirements, or information sent to colleges and universities.
Q: Why are the science proficiency benchmarks being raised?
A: Because officials said the bar had been set too low for years.
Q: How will the changes impact the way students see themselves?
A: Assessments and expectations can shape the way students see themselves, and the proposed changes aim to provide a more accurate and nuanced understanding of student achievement.
