We’ve all seen clickbait, the provocative headlines and links that agitate us enough to pull us down the web rabbit hole. That’s certainly the vibe of Ross Wiener’s recent editorial for the NYT, originally titled The ‘No Child Left Behind’ Nostalgia Is Delusional.
The paper has since dialed back the title, but not before the piece stirred up significant attention and argument over whether removing NCLB accountability’s levers was a primary cause of the alarming decline of math and reading in the last 10 years.
As a recap, No Child Left Behind was a 2002 federal law that aimed to hold schools more accountable for students’ basic reading and math ability. NCLB mandated state testing and withheld funds from failing schools. Supporters pointed to the law’s success at highlighting longstanding inequities in our schools, while critics complained about its heavy reliance on test scores.
While the edu-verse can argue about NCLB’s goals, trade-offs and outcomes, there is less debate over whether high school GPA or standardized test scores can predict college success.
We can - and should - use both grades AND test scores to assess if students are gaining the practical skills that parents expect from their child’s school. Researchers find that either SAT scores or grades in isolation predict about 35% of the variance in college performance, but using both measures in tandem predicts 46% of it. GPA is more closely tied to perseverance, while SATs are more closely tied to the actual academic content.
Now imagine if teachers and parents were also able to use both measures simultaneously. Perhaps they could even be displayed side by side on students’ report cards? We’re not the only ones who have raised this idea, because clearly we need to provide both sets of information to parents if they want to know whether their child is thriving in school.
One thing that doesn't predict college success? Grade inflation. Grades that don’t reflect a student’s skills or struggles give false hope - and ultimately shock the half of first-year NJ college attendees who find out they need remedial classes.
Wiener’s op-ed also poses a false dichotomy between a focus on achievement and a focus on meaningful educational experiences. Experiences are essential for students, but can’t have an impact without foundational math, reading, and writing skills to turn ideas into action.
Isolated “either/or” thinking is unfortunately a bedrock of education research as well. While most education research typically focuses on identifying the impact of a singular policy, in practice schools rely on the compound impact of multiple factors. It’s one reason why education research can rarely be replicated. The results of these interdependent efforts show up in student test scores, GPAs, extracurricular activities, leadership roles, and other outcomes, and aren’t easily disentangled.
So while thinking about what matters for college and career success, a comprehensive "photo album," rather than a snapshot or two, is best. The real point is that whether we’re talking about grades or test scores, parents need transparency - and New Jersey has a lot of room for improvement on both.
