Dive Brief:
- The grading system for North Carolina’s public schools hinges on how well students perform on standardized tests, a controversial system that some say leads to cheating scandals and unfairly intense pressure on educators.
- Grades were given to schools for the first time this past spring, and the assessments were poor overall: 30% were graded “D” or “F.”
- The impact from the grades can be severe, with WUNC reporting that forced principal and teacher turnover is likely for schools receiving poor grades.
Dive Insight:
Grading schools based on student performance on standardized tests, like those aligned with new Common Core or similar standards, continues to stoke debate. On one hand, underfunded schools serving low-income students with fewer resources usually show results that are worse than wealthier districts with majority middle- and upper-class student bodies. On the other hand, without a streamlined standard method of evaluation, it’s virtually impossible to compare and contrast learning.
The jobs and general well-being of educators can be at risk when student performance is linked to their teaching. In one high-profile case in Atlanta, dozens of teachers pled guilty to felony charges for fudging statements and inflating student test scores. It’s also not an isolated case.
Frequently pointed out in the aftermath of Atlanta was the climate created by test-based systems of teacher and school evaluation, with many educators feeling pressure to report positive outcomes even if it means gaming the system. At that time, a total of 40 state and the District of Columbia had reportedly faced similar issues.