Jonathan Pelto wonders whatever happened to the Common Core test scores in Connecticut. Why hasn’t Governor Malloy’s administration released them. If the scores on the Smarter Balanced Assessment are similar to other states, Connecticut will discover that half or more of its students are “failing.”
Bear in mind that Connecticut is one of the top three states on NAEP. No matter. SBAC and PARCC set their passing scores so high that most kids will fail in most states. Diabolical or insane or incompetent?
The state’s Commissioner of Education blamed classroom teachers for growing public opposition to the tests.
Pelto writes:
“It what may be the most incredible, insulting, outrageous and absurd statement yet from Governor Malloy’s administration about the Common Core SBAC testing program, Malloy’s Commissioner of Education is now blaming teachers for the fact that there is growing opposition to the SBAC testing scam.
“In their warped world where “war is peace, freedom is slavery, ignorance is strength,” these people have the audacity to blame the victims for the crimes that are of the politicians’ making.
“Forget that the Common Core Smarter Balanced Assessment Consortium Test (SBAC) is unfair, inappropriate and discriminatory.
“Forget that the SBAC test is designed to fail the vast majority of Connecticut students.
“Forget that the SBAC test is particularly discriminatory for children who come from poorer backgrounds, those who face English Language barriers and those who require special education services.
“Forget that the SBAC test results are being used to inappropriately “evaluate” teachers
“Forget that state taxpayers have paid well over $50 million for this disastrous test program just over the past two years and local taxpayers have paid tens of millions of dollars more.
“And forget that the SBAC testing has wasted hundreds of hours of instructional time, time that our children could have been getting the education they actually need and deserve.
“Forgetting all that and proving that Governor Malloy’s administration has lost all contact with reality, the Commissioner of Education is now claiming that the lack of support for the Common Core SBAC tests is the fault of Connecticut’s public school teachers.”

Reblogged this on David R. Taylor-Thoughts on Education.
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Same thing happened in Tennessee. Clearly, there was a need to ‘modify, correct, massage’ the scores so the right people looked good. The whole process is bogus.
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“Diabolical or insane or incompetent?”
To answer your question, Diane: All three and then some more choice adjectival phrases which you wouldn’t like to be uttered in your “living room”.
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Definitely not insane. That implies not knowing what you’re doing or the rightness/wrongness thereof. The rephormers definitely know what they’re doing.
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CT also has the 4th highest median income in the US so what does the NAEP actually tell us? If the kids in Bridgeport score similar to the kids in Greenwich then maybe we should look at what CT is doing. Otherwise, the NAEP may just be another way to measure income.
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Reblogged this on donotmalignme and commented:
New Hampshire’s scores are probably hiding with Connecticu’s scores. What’s to hide??
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The test is likely doing exactly what it was designed for. Failing a majority of students in order to establish the crisis in education that they believe is needed in order to facilitate the takeover of our public schools.
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Good piece about testing where the reporter talks to (older) students:
http://www.motherjones.com/politics/2015/08/opt-out-standardized-testing-overload
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Did ANYONE get the SBAC results so far? CA is still waiting and tomorrow there is a Webinar from CAASPP (SBAC aka CAASPP) for Reporters.
What? A spin on the test scores? How unexpected!
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Joan, I believe Washington State got SBAC scores. Everyone cheered when only 50% of the kids “failed.”
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Correction – OSPI along with DFER, LEV, and all of the other ed deform groups in WA State “cheered” when only 50% failed. Parents asked what the scores meant in regards to their kid, and (most) teachers shrugged their shoulders and moved on, knowing that 1) those kids have already moved on and 2) we’ll get stuck looking at these scores many times over in building and district meetings. Fun meeings where they’ll never quite come out and say that this building scored so well because its in a high income area, where all the kids have access to tech and keyboarding and books, while this other building (a Title buildings) does not. That would mean they’d have to address the inequity within districts, not just among districts, and since they can’t even handle the latter…
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Not to mention the exorbitant cost of the test
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