More evidence that averaging test results can hide serious gap problems
As the Kentucky Board of Education works through trying to revise Kentucky’s public-school assessment and accountability system following the demise of Unbridled Learning, a new example from the Dunn Elementary School in Jefferson County shows that just averaging scores for groups of students can hide serious achievement gap problems.
Until now, the only gap accountability in Kentucky has been for a composite group of all special students averaged together. This composite group, known as the “Gap Group,” included all the racial minorities, learning disabled students, poor students eligible for school lunches and English language learners. That tended to bury problems for racial minorities.
In fact, a school could correctly claim it was making progress for its Gap Group while it continued to post white minus black achievement gap in math of more than 50 percentage points!
That’s just not right.