During the summer, the State Board of Education raised the standard for what qualifies as a passing grade on standardized tests in New Jersey. Prior to the change, scores as low as 33% were considered proficient. The new metric (while still too low) means passing rates will surely decline, but that New Jersey policymakers will have a better understanding of the problem.
While an accurate diagnosis is important, it still does not address the underlying concern: the value of a New Jersey high school diploma. In today's Courier-Post, Derrell Bradford - rather pointedly - reminds readers that 30% of NJ STARS students are forced to take remedial courses once in college, and that the real issue is the quality and cost of a New Jersey education, not just the low bar.
Despite what the teachers' union and others assert, low standards are the norm. And when these standards are used as context, the picture of student achievement is frightening.
Take Newark, where 60.8 percent of seventh-graders were unable to score a 33 percent on the math assessment, despite nearly $1 billion in school spending and an average teacher salary of nearly $80,000 annually. Look at Camden where a $220,000-salaried superintendent and a $340 million budget for about 13,000 students only enabled 23.8 percent of eighth-graders (barely 1 in 5) to score above 55 percent in language arts.
Even the state's inflated graduation rate -- which includes 11,000 to 15,000 students who cannot pass, after three tries, the High School Proficiency Assessment -- draws the gap between the perception of student achievement and the reality of it in high relief. The HSPA is often described as a middle-school level test.
The state Education Department says it wants to raise standards across the board to address this disconnect -- which is laudable.
But raising standards is not reform. Higher standards will help diagnose the K-12 public school problems better, but the problems will still remain.




