Results of state reading and math tests frequently raise questions about what those results mean for student success, and whether they are improving or not. Results from last school year are expected to be released later this fall, and likely to be studied by a special legislative committee.
Kansas tests have shifted to focus on readiness for college as many more jobs require some postsecondary training. Although the number of students earning college credentials has been rising, test results declined in the mid-2010's following school funding cuts and are expected to fall further following the COVID-19 pandemic. Increased state funding, federal COVID aid and initiatives of the State Board of Education are expected to help boost both test scores and postsecondary attainment.
Why does the state give tests to elementary and secondary school students? Federal law requires every child be tested every year in grades 3-8 and once in high school in reading (English Language Arts) and mathematics. State law also requires regular tests in certain subjects
A second reason is to give teachers, parents and students themselves a report on how they are doing on a standardized measure of academic readiness of students on the path to be ready for their career choices after high school.
It is important to remember that many things affect student performance beyond what the teacher or school can do. A child’s performance can be influenced by family support and stability, by disabilities or emotional trauma, by medical issues or problems seeing or hearing.
That’s why lower income students, who often face more of these issues, or students with disabilities, or students who speak no or limited English, usually have lower performance. That’s true of both public and private schools, and it is why comparing students or schools without understanding the types of students served can be misleading.
How do Kansas assessments measure how well students are doing? Beginning in 2015 the Kansas State Board of Education adopted new tests with new “benchmarks.” Students are scored in reading and math at four levels. Both the tests and the benchmark levels were developed with input from Kansas educators. The new tests were designed to measure student preparation for college and careers.
Level 1 is identified as “limited” ability to understand and use the skills and knowledge needed for college and career readiness; Level 2 means a “basic” ability; Level 3 means an “effective” ability and Level 4 an “excellent” ability to understand and use the skills and knowledge needed for college and career readiness.
In practice, this means that a score at Level 1 is a big warning sign that the student may likely struggle. Level 2 demonstrates the basic ability to handle the more rigorous work required for postsecondary education. Level 3 indicates the student is likely “on track” to handle the academic requirements of college and Level 4 is the highest level.
Of course, all of these distinctions are somewhat arbitrary. Many students will be close to a cutoff point: there will be little difference between a student with a high Level 2 score and a low Level 3 score.
On the 2019 state math test, 29 percent of all students at all grades scored in Level 1, 39 percent scored in level 2, and 33 percent scored in Levels 3 or 4. For English Language Arts, the results were 30 precent at Level 1, 34 percent at Level 2, and 36 percent at Levels 3 and 4. Scores at the high school level were lower.
To some, those numbers for Levels 3 and 4 seem unacceptable low. Do they indicate that less than one-third of our students are really being prepared for success?
First, a report found that Kansas had the highest performance cut scores of any state compared to the National Assessment of Educational Progress. All states must give assessments under federal law, but they design their own tests and set their standards. According to this study, Kansas has the most rigorous standards in the nation, because Kansas wanted to set high goals.
Second, it appears many students who score below Level 3 and 4 are successful in college anyway. In recent years, about 35,000 students graduate high school each year and about 23,000, roughly 66 percent, attend two- and four-year colleges. According to Kansas Board of Regents data, about 20 percent of 17-19-year-old freshmen are placed in remedial courses, which means 80 percent, or 18,400 students were not. That is far more than the approximate number of students scoring at Level 3 and 4 (35,000 graduates times 24 percent on the high school math test equals 8,400).
In addition, the State Board reports that about 48 percent of students who begin as high school freshman have either completed a postsecondary degree or remain enrolled within two years of their class graduating high school – about double the percentage of students in Levels 3 and 4 on the high school math test.
Why are the number of students actually succeeding in college higher than indicated by state assessment levels? First, students take these tests as sophomores, giving them time to work on deficiencies. Second, as noted, these are quite rigorous tests. A high “Level 2” may mean a student can succeed in college, but a Level 3 or 4 indicates the student is even better prepared. Third, it is becoming ever clearer that academic preparation is only one of many skills that influence success. Most people know examples of students who may not have had the best grades in high school, but focus and work hard to do well in college, while straight A students can fail.
That doesn’t mean academics should be ignored. A student with better academic preparation certainly has a better chance to succeed. But as the recent State Board of Education Kansans Can tour found by talking with thousands of Kansans, personal and interpersonal skills are also critical.
Is Kansas making progress? Over the past decade, the Kansas high school graduation rate has reached an all-time high and the numbers and percentages of students attending postsecondary program and earning credit, degrees and other credentials has also improved to an all-time high.
It’s important to note that only about 33 percent of Kansas adults currently have a four-year college degree, and that is also the highest level ever. Schools have never been expected to prepare all or even a majority of students for college, because most high school students didn’t need a college degree.
However, the needs of the workforce are changing dramatically. In the future, about 70-75 percent of jobs will require some type of postsecondary degree, although not all will require four years or more of college. Many will require a one- or two-year technical certificate or a two-year associate degree. But far more students will need to be prepared for postsecondary education than in the past.
What about test scores? In the 2000’s, student scores on previous Kansas tests were increasing, as well as performance on national tests, such as the ACT. However, those results began to decline after school funding cuts in the early 2010’s, which led to eight years of total school funding falling behind inflation, leading to losses in teachers and student support staff and programs.
In 2018, the Kansas Legislature passed a six-year phase-in of higher school funding with a goal of restoring funding to inflation-adjusted 2009 levels. However, schools only had increased funding for the first two years before the COVID pandemic struck, causing disruptions that are expected to further reduce test scores and college attendance. Schools are planning to recover with the help of both continued state funding and temporary federal aid.
How can schools help more students reach higher levels? The Kansas State Board of Education’s Kansans Can vision and outcomes, supported by increased funding, points the way.
The largest differences in student readiness are when children start school, and educators work the next 12 years to close those gaps. Since 2017, all districts offer all-day kindergarten and have expanded preschool programs – but students aren’t tested until third grade.
Districts have been restoring positions cut in the 2010’s to lower class size and have been expanding special education and at-risk services to students who are struggling. Districts are also adding more counselors, social workers, mental health programs and other support.
To help more students prepare for college, schools are working to develop individual plans of study for each child so they can connect their studies with their personal career goals; and to give student more real-world experience so they can see how to apply their learning. All of these ideas were strongly supported by 4,000 Kansans who attended the State Board’s Kansas Can Tour this summer.
Just as test scores and other measures didn’t fall immediately after funding cuts, it will likely take some time for these programs to take full effect, and schools will also need time to recover from the COVID-19 pandemic, which is continuing to impact student learning. But the result should be students who are better prepared academically for college, the workforce and civic life.
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