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Home / Washington Business - July/August 2007 / Education: Graduating Our Youth - What the WASL means for our economic future |
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Education: Graduating Our Youth - What the WASL means for our economic future |
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Written On: July/August 2007 |
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Written By: by Danielle Rhéaume |
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In the frenzy that surrounds the Washington Assessment of Student Learning, separating fact from fiction can be daunting. This is especially true for those outside the classroom and off the legislative floor, where the test is unfamiliar and seems to have little impact. But the WASL affects more than just students, teachers, parents and legislators. The WASL—or rather, a student’s performance on the WASL—affects Washington’s economic and intellectual competitiveness in an increasingly globalized economy.
Legislation that led to the development of the WASL was introduced in 1993. At that time, the Legislature was calling for higher educational standards and accountability for meeting educational goals in four areas—reading, writing, math and science. From that legislation, the WASL emerged as an optional test for fourth-graders in 1996. Over time, it developed into a required test for elementary school students and—in the areas of reading, writing, and math—a determiner of candidacy for high school graduation beginning with the class of 2008. The class of 2010 would be the first to be required to pass science, in addition to the other three areas. If students failed the WASL multiple times or needed special accommodation due to disability or demonstrated need, three alternative tests were available for them to take.
During the 2007 legislative session, Gov. Chris Gregoire asked legislators to postpone the math portion of the WASL for another three years because preliminary test scores indicated that too few students in the class of 2008 would pass and be able to graduate. They expected even fewer to pass the science portion. Legislators responded to the governor by postponing the math and science portions until 2013, while adding 18 new alternatives to the test. Also, students no longer need to fail the test multiple times before petitioning to take an alternative test. Now, they need to fail it only once.
Many teachers have objected to the WASL on the grounds that they have to teach the WASL rather than design and teach their own curricula, even though teacher-specific curricula may—or may not—prepare students for life past high school. Some parents objected to the WASL out of fear that their child might be denied a diploma if they failed to pass the WASL’s minimum requirements for graduation.
Thomas Shapley, spokesman for the Office of the Superintendent of Public Instruction, responded to their fear. "How often do you hear of a student being 'denied a diploma' because he or she failed his or her classes or didn’t accumulate enough credits to graduate?" he said. In some quarters, there seems to be an attitude that the high school diploma is something students are entitled to, rather than something they must earn.
Performance-based assessment
Tests like the WASL are the result of a performance-based education philosophy. Assessment is based on what students must know and be able to do, rather than where they stand on a bell curve in comparison to their peers. Unlike other standardized tests, the WASL involves a combination of multiple-choice, short-answer, essay and problem-solving tasks.
Once students complete the test, the WASL is graded using a formula that determines whether students are learning what they need to learn, according to minimum standards set forth by the No Child Left Behind Act of 2001. The expectation shaping these standards is that when students leave high school, they are ready to enter academic or vocational institutions, or enter the job market.
This means that between 2008 and 2013, when the math and science portions of the WASL are required for graduation, many high school seniors may be graduating without the minimum math and science skills they need to compete academically and professionally. This puts students at a disadvantage and compromises Washington’s competitiveness in the global marketplace.
Results from a recent Programme for International Assessment study underscore this concern. Of the 29 countries participating in the Organisation for Economic Co-operation and Development, 15-year-olds in the United States scored a disconcerting 24th in mathematics literacy and problem solving.
There may be hope, however. Preliminary 2007 WASL results show that, of those students from the class of 2008 who took the test, more than 95 percent passed the reading and writing portion, while 75 percent passed the math portion.
"Bringing students up to speed in math and science is a challenge, because few people who are good at math and science go into teaching," said Mellani McAleenan, AWB governmental affairs director. "Who can blame them? Those with degrees in math, engineering, or science stand to make at least $30,000 to $40,000 more per year working for private companies than they do for public schools."
Washington faces the challenge of creating incentives that attract math- and science-savvy individuals to teaching. Often, math and science teachers in public schools don’t have degrees related to the subject they’re teaching. While some teachers may be gifted in writing or social sciences, they fall short when the student needs help with an advanced algebraic equation.
In response to these unique challenges, the Legislature recently earmarked $55 million for improving Washington’s math and science instruction. The money will go toward professional development for teachers, math coaches, recruitment of more math and science teachers, and streamlining curricula in both subjects. In further support of the WASL, about $24 million was budgeted towards students that are struggling with one or more of the test subjects.
The WASL may not be perfect, but it is a way of measuring the abilities of young adults coming out of public schools. There must be standards for students and accountability for teachers and school districts. Without standardized testing, it’s difficult to imagine how we can ensure that students arrive at adulthood with the skill sets they need to support themselves and their families.
It’s safe to say that most Washingtonians want young people to thrive. In Thomas Friedman’s book, The World Is Flat, he quotes Tracy Koon, Intel’s director of foreign affairs, who said, "Science and math are the universal language of technology. They drive technology and our standards of living. Unless our kids grow up learning that universal language, they will not be able to compete." Judging by the current scores on the WASL, students are succeeding in English, but are they ready to speak the universal language of the 21st century? We need to test to be sure.
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