Carol Burris analyzed the New York State results in the third year of Pearson testing for the Common Core, and she was underwhelmed.

She says the results are “a flop. The proficiency needle barely budged.” Achievement gaps grew.

“The percentage of students scoring proficient in English Language Arts rose less than 1 point, to 31.3 percent. The percentage of students who met math proficiency rose less than 2 points, to 38.1 percent. At this rate of increase, it will take about 70 years for all New York students to meet both New York Common Core proficiency cut scores.

There was no closing of the gap—in fact when it comes to proficiency rates, the gap between white students and black students and white students and Latino students widened in both ELA and math. The math proficiency gap increased by more than 3 percentage points. Both black and Latino student math proficiency rates rose about 1 percent–gains by white students were largely responsible for most of the increase in state math scores.

“Only 4.4 percent of all English language learners and 5.7 percent of students with disabilities were proficient in English Language Arts, and their math proficiency gains were respectively 0.6 percent and 1 percent….

“Three years of data make it crystal clear that the New York State Education Department is giving inappropriate tests, which are, for most students, a prolonged and arduous exercise in multiple guess.

“No one should be more embarrassed by that sad state of affairs than Chancellor Merryl Tisch. Answer Sheet readers may remember her big promise after the first year of Common Core tests. Comparing herself to Babe Ruth, Tisch said, “He called that shot, and he said, ‘I’m going to hit it there…A year from now, God willing, if we’re all sitting here, I promise you test scores are going to go up.”

“That promise was made after the first year of testing. In Year 2, there were flat ELA scores and a tiny tick up in math. Year 3 is once again a bust.”

Burris writes:

“The second clue came July 20 when Tisch said, ““Personally, I would say that if I was the mother of a student with a certain type of disability, I would think twice before I allowed my child to sit through an exam that was incomprehensible to them,”

“The “incomprehensible” test to which she refers is her own State Education Department’s Grade 3-8 Common Core tests. She does not explain what exactly that “certain type of disability” is. Apparently nearly 70 percent of all New York students have it.”

Chancellor Tisch believes in the theory that raising the bar higher and higher causes children to try harder. But if they fail year after year to meet goals beyond their reach, will they keep trying?

A few years ago, before the first of the Common Core tests, Tisch said it was time to throw kids into the deep end of the pool. Now we know–or should–that this is not a good way to teach swimming.