3/28/2004:  This page was drafted in 1998.  Tennessee has followed the general experience.  We did add requirements for "Gateway" tests in biology and English.   There have been allegations that the tests have been watered down.  And, we are now looking for alternative methods for granting diplomas to those who still cannot pass the tests.  Have these tests promoted achievement in Tennessee?  Maybe.  Surely some students studied a little harder because of them.  Did they learn anything they will take with them, get better prepared for college (not unless they went past Algebra!), or otherwise benefit in any meaningful way?  Hard to say.

Meanwhile, for an example of how external tests did promote better teaching and learning, see "Teaching to the SOL", Jay Mathews' 8/28/01 column in the Washington Post about Virginia teacher Mark Ingerson's quality classes focused on the content of that state's "Standards of Learning."

External Tests Promoting Achievement

Tennessee is set to begin a new experiment with external tests.   We have had end-of-course tests in several mathematics courses for several years now.  These tests have had no student consequences, but have served as the basis for value added analysis of systems, schools, and teachers.   This past legislative session, the legislature removed this requirement from statute, and gave the State Board of Education the authority to decide what tests will be given.  Further, passing these tests will now be required for graduation.   Although no list has been specified, members of the Board have represented that they will keep the current math tests, requiring Algebra for graduation.  In addition, English, Biology, and perhaps other subjects may be required.

New York has had experience with exams at the high school level for many years.  Their "Regent's" courses have required passing a test.  A "Regent's" diploma required taking these courses.  Not all students have been required to take such courses.  New York is now moving to require all students to obtain the Regent's diploma, and many are worried that the tests will be "watered down" in the process.  This is a danger when external tests are required.   The best evidence in Tennessee suggests that, wherever the "pass/fail" line is drawn, the percentage of black students failing the test will be two to three times as high as for white students.  Although this result may well be due to the effects of years of ineffective teachers for some of the black students, the question of weakening the test to increase the pass rate is bound to arise.

In Class Struggles, Jay Matthews tells of an instance at Mamaroneck High School in New York where the faculty used the Regent's test to increase student performance.  They began to steer students to take the Regent's course whom they would not have ordinarily urged to do so.  They set up a special year-and-a-half program to give the students extra time to remedy deficiencies.  The result was very successful.  Hopefully we will have similar experiences in Nashville.