The scores are in. Rhode Island’s students did not appear to do as well on the RICAS as students in Massachusetts. RICAS is Rhode Island’s version of the Mass. Comprehensive Assessment System (MCAS) – a test of academic proficiency. There is much hand ringing and finger pointing.

Comparing Rhode Island to Massachusetts at this stage is misguided. I was serving as a board member and president of the Massachusetts Association of School Business Officials during the time Massachusetts went through its education reform. Many millions of dollars were spent and thousands of hours of meetings held in service to two statewide committees. One committee created a new curriculum for all disciplines. A second committee addressed time and learning issues. The MCAS was developed. In the early years there was consternation over less than sterling student test results – not unlike what Rhode Island is now experiencing. Massachusetts’ current outstanding results are the product of 25 years of refining the curricula and tests along with professional development for teachers in delivering the curricula.

To achieve meaningful test scores and comparisons, the written curriculum, taught curriculum and tested curriculum must be aligned. Massachusetts accomplished this from the outset. In Rhode Island, there are myriad curricula provided through the various school districts. Our curricula have not been aligned to the MCAS. On the other hand, the MCAS was developed from the curriculum developed by the Massachusetts education reformers and Massachusetts teachers were trained to teach the curriculum MCAS tested. Over time there was a perfect alignment between the written, taught and tested curricula. In addition, Massachusetts dramatically increased educational funding.

It is foolhardy to believe Rhode Island can adopt a test whose basis is the curricula developed in Massachusetts and get results for our students comparable to Bay State students. If we are not teaching the same content as Massachusetts, our students cannot be expected to test as well as Massachusetts students. 

To illustrate the point, let us look at two history classes and a test designed to assess students in U.S. history. One teacher has an interest in the Revolutionary War period and focuses much class time on that topic. Another teacher may favor the Civil War era and devote most class time to it. Now, it should be pointed out that all students are learning history – just learning different things. However, the test expects they will all have learned the same things. The testing outcome in such a scenario is students not appearing proficient in U.S. history, regardless of how much they actually know. 

Rhode Island needs time and appropriate resources to accomplish what Massachusetts accomplished since 1992.

Joseph H. Crowley of Cranston is the Past President, RI Association of School Principals and a former director of the Warwick Area Career and Technical Center.