Philosophy Professor: Low Test Scores Not Justification For Drastic Reforms

University of Notre Dame philosophy professor Gary Gutting writes at the New York Times (9/22) "The Stone" blog that disappointing scores on standardized tests are increasingly being used by proponents of education reform to bolster their arguments, but notes that it is "not immediately obvious what follows from poor test scores." He notes that standardized tests are limited in their ability to gauge students' actual proficiency, especially regarding critical thinking and other higher order intellectual skills. He concludes, therefore, that "negative test results should never be presented as reasons for immediate and drastic action," but should rather become part of a more complicated conversation about "what, if anything, needs to be done."