With the release last week of half of the test questions from the most recent round of New York State Common Core ELA/Literacy and math tests, we can now begin to see if the tests are, as one New York principal insisted last spring, “confusing, developmentally inappropriate and not well aligned with the Common Core standards.”
Do the charges stick? After a quick analysis of the released items, on the charge of “confusing,” I find the tests (at least somewhat) guilty. Not well aligned with the Common Core standards? Not guilty. Developmentally inappropriate? That charge should never have been brought in the first place.
Calling Common Core “developmentally inappropriate” has become something of a blanket criticism, but it’s largely irrelevant. University of Virginia cognitive scientist Dan Willingham has repeatedly cautioned against invoking the idea of developmental stages to draw strong conclusions about what children are ready for. “Hard” and “developmentally inappropriate” are not synonyms.
Critics are on firmer footing describing some test items as confusing. The first passage on the fifth-grade reading test was “My Grandma Talley,” a short story by Nadine Oduor that makes frequent use of vernacular language. Unfamiliar words like “frettin’,” “lotta” (a lot of), and “doodlebug” and idiomatic language like “wet behind the ears” could easily trip up young readers. Dialect is not the same as the archaic language typically found in historical documents, which have been heavily signaled as important under Common Core.
Following the passage, one question asks...