The entire school reform movement is predicated on a
hypothesis: Boosting student achievement, as measured by standardized tests,
will enable greater prosperity, both for individuals and for the country as a
whole. More specifically, improving students’ reading, math, and science
knowledge and skills will help poor children climb out of poverty, and will
help all children prepare for the rigors of college and the workplace. And by
building the “human capital” of the American workforce, rising achievement will
spur economic growth which will lift all boats.
Call this the Test
It explains reformers’ enthusiasm for test-based
accountability; for “college and career-ready standards”; for teacher evaluations
based, in significant part, on student outcomes; for “data-based instruction”;
and for much of the rest of the modern-day reform agenda. After all, if
reading, math, and science knowledge and skills are so directly linked to the
life chances of individual kids, and of the livelihood of the country as a
whole, why not get the education system focused like a laser on them?
But is this hypothesis correct? Is stronger academic
performance related to better life outcomes...