Research Supports Claims that "F" Schools May Not Be Failing

Are the "failing" schools not "failing" after all?

Research presented by three organizations found the state letter grade system to have "very little meaning." And it was that research that was presented in Jenks Thursday evening during a forum hosted by the Tulsa Parent Legislative Action Committee.

Among the organizations collecting the research were the Oklahoma Center for Education Policy, the Center for Educational Research and Evaluation and Oklahoma State University.

According to a report from the Jenks Journal, researchers listed three main measurement limitations of Oklahoma's A-F policy: proficiency scores are scientifically indefensible measures of school performance, change in proficiency status is an unreliable measure of school performance and a single grade hides achievement variance within schools.

Additionally, there is a small difference in scoring between "A" and "F" schools. It also maintains that "D" and "F" schools outperform others, but that isn't seen because the scores of reading, math and science are summarized in one letter grade.

The research also asserts that high performing schools hide the low performance of minority and poor students. The high percentage of scores, masks the true issues there.

The researchers analyzed 15,000 student test scores from 63 schools.