More SOL data from Lynchburg numbers cruncher Jim Weigand… The chart above expresses the Standards of Learning (SOL) pass rate for blacks and Hispanics as a percentage of the pass rate for whites between 2005 and 2014. The good news is that blacks and Hispanics consistently improved their educational performance through 2010, with Hispanics passing at 90% of the rate as whites in that year.
Then something happened. Minority SOL pass rates tanked. White pass rates declined (a trend not reflected in these charts) but minority pass rates fell even steeper. What happened in that period? Weigand notes that downturn coincides with tighter standards for the math SOLs in 2012 and for the English SOLs in 2013. The impact of more demanding math tests can be seen in this chart:
Virginia school systems have made tremendous efforts to help minority students reach educational parity with whites (and Asians, who out-perform whites). But these charts call into question the effectiveness of those efforts.
If the tests were harder, then why weren’t all groups effected equally? Why did black and Hispanic scores decline relative to white scores? One possible explanation is that minority students are enrolled disproportionately in classes that “teach to the test.” Teachers in these classes got better at instructing their students to answer the kinds of questions that appear in SOL tests. (An analogy: My son is taking an AP course that explicitly, no-bones-about-it, is geared to helping students answer the kinds of questions that appear in AP tests.) But teaching to the test has a big drawback. Make the test tougher, and it doesn’t work.
Just a theory. It doesn’t fit the data perfectly. Perhaps readers can help me refine the theory or present better ones of their own.
Update: At the suggestion of Don Rippert, Jim Wiegand portrayed the same data as the chart above in a different way. Here’s the raw data for each ethnic/racial group, not normalized to whites as above. This shows clearly that whites suffered a decline in SOL pass rates, too.
Update: These numbers may be skewed by changes in Department of Education questionnaires that allowed students to select more than one race, says Hamilton Lombard with the Tayloe Murphy Center for Public Policy. As a result, for instance, the number of students identifying only as black dropped by 20% to 30% in some divisions. “With the changes, the SOL results by race are really for different populations in 2010 and 2012,” he writes.