Maryland’s new education chief, Carey Wright, is firmly standing against the trend seen in various states, such as Oklahoma and Wisconsin, which have opted to lower academic standards to boost test scores. These states have made adjustments to their assessment cut scores, the thresholds that determine what constitutes proficiency in subjects like math and English, in efforts to improve student outcomes in light of stagnant test scores in recent years. By doing so, they have created an illusion of improvement, as enhanced proficiency rates do not accurately reflect students’ learning. Wright believes that such a strategy misleads the public about the true state of education, emphasizing the need for parents and teachers to be aware of whether students are truly proficient. She argues that lowering expectations is counterproductive, especially as schools continue to face challenges related to learning loss and chronic absenteeism post-COVID. Research from Washington and North Carolina highlights that while grades remain unaffected, actual learning levels have significantly declined.
Wright, who took over leadership in Maryland, is committed to reversing a decade-long decline in student performance. Her approach revolves around enforcing more rigorous academic standards, which she believes will ultimately lead to improved proficiency in state assessments. Her strategy, however, is not without challenges; many local districts may resist these high standards due to the difficulties associated with enacting substantial changes. Unlike local school boards, state superintendents like Wright can only inspire and influence education leaders to meet these expectations, rather than impose direct authority over them. Wright’s previous experience as Mississippi’s state superintendent showcased her ability to uplift educational standards. During her time there, she successfully implemented high standards and support, leading to significant increases in student proficiency without compromising integrity in performance assessment.
The varying definitions of proficiency across states’ education systems play a pivotal role in how educational success is measured and reported. Each state independently determines its cut scores, which can be bent to inflate proficiency outcomes. Experts note that states like Oklahoma and Wisconsin are lowering their standards in a bid to create a more favorable public perception of educational performance. For instance, Wisconsin’s adjustments in cut scores resulted in an apparent increase in English proficiency to 48% without genuine improvement in academic capabilities. Meanwhile, Oklahoma experienced a rapid 23-percentage point rise in proficiency, leading to criticism over the lack of communication regarding these adjustments.
In New York, similar trends emerged, where the state’s redefined content standards led to notable advancements in proficiency rates in both math and English. While education officials maintain that these changes do not amount to lowered academic expectations, critics argue that raising proficiency thresholds inherently changes the standards being measured, thus ultimately distorting the education narrative. Wright’s experience in Mississippi demonstrates that it’s possible to turn things around while maintaining rigorous standards, even in the face of severe challenges. When she took over as Mississippi’s superintendent, the state had some of the lowest proficiency rates in the nation. Nevertheless, commitment to high standards and the provision of robust support to educators resulted in marked improvement in student performance over time.
As Wright embarks on her mission in Maryland, she is implementing numerous changes to address last decade’s decline. Goals include a target of increasing proficiency in English and math by five percentage points each year. To achieve these ambitious targets, she has instituted new accountability measures that accurately reflect the performance of schools rather than complacently promoting failure. The major overhaul also includes an early literacy policy aimed specifically at improving reading levels and combating social promotion practices that fail to hold students to account for their learning outcomes. As she lays out her strategic plans, Wright’s intent is to build a strong foundation for student learning that prioritizes literacy and overall academic excellence.
While advocates for higher standards recognize the potential hurdles Wright faces in enacting these crucial changes, they stress that results depend largely on the levels of support and resources available to teachers and school administrators throughout this transformation. Ensuring that educational leaders are equipped to implement these standards effectively will be essential for success, especially in areas where student performance has historically lagged significantly behind. Wright’s staunch stance against reducing standards reflects not just a belief in the capabilities of students, but an assurance that rigorous expectations lead to better educational outcomes. As other states, such as Illinois, look to follow suit by potentially lowering their standards, Wright remains resolute in her mission to foster true educational growth without sacrificing the integrity of academic progress.
