What Do PSSA Scores Mean?

The State PSSA Math scores were released last week and there is something about them that bothers me.  But before I can describe it, let me provide a little background.

First of all, SCASD’s ranking compared to that of other districts around the state has dropped significantly over the past year.  Equally important, however, are the trends in the 5th grade math scores from individual elementary schools in the district (see accompanying graphs).  The percentage of  “advanced” scores in some schools (Boalsburg and Park Forest) has fallen markedly between 2007-09 and, in one case, dramatically (Easterly).  Since that same percentage in at least one school has increased (Ferguson), one wonders if the differences could be linked to the curriculum used in each school.

Next let us consider how students fared from the two schools that employed the second edition of Investigations (Grays Woods and Corl Street).   At first glance there appears to be little change in the percentage of “advanced” scores.  But if the four subcategories are combined into two larger categories, that is, combining “advanced” and “proficient” (or the dark green and light green bands on the graphs) and “basic” and “below basic” (the pink and red bands), there is a consistent pattern among fifth graders at Grays Woods of becoming less proficient in math skills.  By contrast, the Corl Street fifth grade combined scores show little change over the same period.

So what do all of these numbers and trends mean?

While I would never argue that educational success should be measured by one exam, nevertheless, there is something important, though not immediately apparent, lurking in all this data.  That “something” is the lack of improvement.  In short, the absence of a clear rise in fifth grade math PSSA scores shows that students are not thriving under this approach.  In my mind Investigations, 2nd edition, is an educational “experiment” that the School Board has decided to conduct over the entire district for the 2009-10 school year.  The burden of proof lies with those who claim that this curriculum is an improvement over previous pedagogical approaches, especially since its advocates have often used test scores as indications of success.  Since as a whole these PSSA scores have not improved, the question is how many more years must we continue collecting test results before the Board reconsiders the math curriculum?  I believe we should stop this pedagogical experiment now before our students fall even further behind.