Uncover the truth behind Oklahoma’s sudden rise in test scores—how a change in scoring affects students and schools across the state.
Table of Contents
What if your child’s impressive new test scores did not truly reflect their academic growth but rather a quiet change in how proficiency is measured?
That is the reality in Oklahoma, causing concern among educators and parents alike.
The Sudden Spike: What is Really Behind the Numbers?
When Oklahoma schools received their preliminary test scores for the 2023-24 school year, many were surprised—and even slightly confused.
Statewide, student proficiency rates in math and English language arts increased dramatically.
For example, 51% of third graders were labeled proficient or advanced in English language arts, compared to just 28% under the previous scoring system.
Fifth graders saw an even more significant jump, with proficiency rates in English climbing from 26% to 59%.
At first glance, these numbers suggest a remarkable improvement in student performance, especially after the challenges posed by the COVID-19 pandemic.
However, here is the catch: these gains are not necessarily due to better learning outcomes.
Instead, they result from a quiet change in how the state determines who is proficient.
Cut Scores: Moving the Goalposts or Genuine Progress?
Over the summer, the Oklahoma State Department of Education made some changes that flew under the radar.
They adjusted the performance expectations, known as cut scores, for the state tests in math and English.
These cut scores determine what level of knowledge students need to demonstrate to be considered proficient.
This year, those benchmarks were lowered, meaning that students could only learn to reach the proficient level.
It is like moving the finish line closer in a race—more students are crossing it, but that does not mean they are running faster.
What is troubling is that the state should have done more to inform schools or parents about these changes.
In the past, Oklahoma has been upfront when adjusting its scoring methods, ensuring that everyone knew what to expect.
However, the changes were implemented this time with little fanfare, leaving many district leaders and parents wondering why scores are suddenly so much higher.
Schools and Students Caught in the Middle
The lack of communication has left school leaders trying to make sense of the new scores.
Rick Cobb, Superintendent of Midwest City-Del City Public Schools, noticed the unusual scale of the increase.
He pointed out that while some improvement was expected as students recover from pandemic-related learning loss, the numbers did not add up.
“We did not reverse 20% of it in one year,” he said. “Nobody did.”
Kyle Hilterbran, Superintendent of Watonga Public Schools, echoed these concerns.
While he acknowledged that the previous scoring system might have been too harsh, the sudden jump made it difficult to assess student progress accurately.
“It is tough to gain knowledge from last year’s test because they changed the score drastically,” he explained.
More clarity is needed about what these new scores mean for schools that rely on federal improvement funds.
Schools previously ranked in the bottom 5% of the state are left wondering if these new scores will impact their eligibility for much-needed federal support.
These districts are in a tough spot without clear guidance from the state.
The Bigger Picture: Why Transparency Matters
States often reset their cut scores when updating academic standards or when a new administration takes over.
Oklahoma’s recent changes could be linked to both of these factors.
However, assessment expert Marianne Perie advised Oklahoma and other states on similar revisions and emphasized that significant changes like these should be communicated clearly to avoid confusion.
“When you change the scoring system, the new test results should not be compared to data from the year before,” Perie said. “It hurts the ability to understand what is going on with testing when we change things underneath but do not change things on the surface.”
So, why did Oklahoma make this change?
One reason could be to align state assessments with updated academic standards or to address concerns that the previous cut scores were too high.
By lowering the benchmarks, the state might be trying to present a more positive picture of student achievement, particularly in the wake of the pandemic.
A Glance Back: Lessons from the 2017 Scoring Shift
This is not the first time Oklahoma has seen a dramatic shift in test scores due to changes in scoring methods.
In 2017, the state updated its scoring to align with national standards, which led to a significant drop in proficiency levels—by as much as 43% in some cases.
However, the difference was that in 2017, the state took several steps to ensure transparency.
They held media briefings, issued public notices, and clarified that the new scores could not be directly compared to previous years.
This level of communication is crucial when making such significant changes.
It helps maintain trust and ensures that everyone—schools, parents, and students—understands the numbers.
Looking Ahead: What is Next for Oklahoma Schools?
The recent changes to Oklahoma’s test scoring system highlight a critical issue: the need for transparency in education.
When a state makes adjustments that significantly impact student proficiency rates, it is essential to communicate those changes openly and clearly.
With this transparency, the data becomes more reliable, eroding trust.
As schools and districts try to understand these new scores, they must know what the numbers represent.
Are Oklahoma’s students making strides, or are we adjusting the metrics to make it look that way?
This distinction matters not just for educators and policymakers but also for the future of Oklahoma’s students.
Moving forward, Oklahoma’s education leaders must prioritize clear communication and transparency.
This is essential to ensuring that the data is used effectively and responsibly.
Only then can we be sure that the numbers on a report card reflect student progress, not just a result of shifting the goalposts?
Conclusion: The Road Ahead
As Oklahoma schools continue to navigate these changes, educators, parents, and policymakers must work together.
The goal should be a fair and transparent assessment system that measures student learning.
The recent scoring shift reminds us that numbers are significant but do not tell the whole story.
Behind every data point is a student, teacher, and school community that deserves clarity and honesty in measuring and reporting progress.
About The Author
