Sol Stern in City Journal:
NCLB’s accountability system led to another distortion, this one harming top students. Because the law emphasized mere “proficiency,” rewarding schools for getting their students to achieve that fairly low standard, teachers and administrators had an incentive to boost the test scores of their lowest-performing students but no incentive to improve instruction for their brightest. Robert Pondiscio, communications director for the Core Knowledge Foundation and a former New York City Teaching Fellow, describes how the process worked at his South Bronx elementary school. “Eighty percent of the kids in my fifth-grade class were scoring at the two lowest levels on the state reading and math tests,” he recalls. (Each student in New York State receives a test score from 1 to 4, with 1 signifying performance far below grade level, 2 below grade level, 3 grade level, and 4 advanced.) “Early in my teaching career, an assistant principal told me that the kids in my class already scoring a 3 or 4 ‘are not your problem.’ In other words, my goal should be to move the kids scoring at the lower levels up a few points on the scale. I was not specifically ordered to do this, but the message was very clear. My job was to get more kids over the lowest two hurdles, because that’s how the school was rewarded for good performance in the city’s accountability system.”
As a result, Pondiscio says, the few gifted minority students in his class didn’t receive any extra attention—attention that could have given them a better chance to pass the rigorous test for admission to one of the city’s elite specialized science and math high schools. That’s especially sad when you learn that the percentage of black students passing the admissions test for top-ranked Stuyvesant High School has dropped steadily over the past decade. Last year, it fell below 1 percent.
