Consequences, Not Learning, Shape Test Scores

To the editors:

David M. DeBartolo's article about the Massachusetts Comprehensive Assessment System ("Test Scores Should Not Deny Diplomas," Opinion, Nov. 30) certainly shows that he has a better grasp of the issues surrounding MCAS than most, but his proposal to lower the stakes of the test goes against the fundamental reasons for the test's existence.

The MCAS is supposed to determine if a student has reached a basic level of proficiency as defined by the state. If students who do not reach this level of proficiency are given a diploma and a pat on the back, what is the point of the test?

And giving students who pass the MCAS an "honors diploma" sounds an awful lot like the grade inflation that Alejandro Jenkins talked about in his column ("A Fool's Complaint," Opinion, Dec. 1). Under this system the MCAS would quickly fade into the background along with all of the other standardized tests that high school students take.

It's certainly not surprising that 40 percent of eighth graders failed the math test last year. Last year was a just a test of the test. There were no consequences if a student did poorly on the test. Individual scores weren't even reported. Aside from a warm fuzzy feeling of accomplishment, there is no incentive for any eighth grader to do well on this 12-hour practice test.

However, it is interesting to note that only 19 percent of fourth graders failed the math test. Is this because the standards are relatively easier for the fourth grade test? Or is it because they are too young to realize that they won't be held accountable for their scores?

Kyle A. Gilman '02

Dec. 1, 1999