The Case of the High Reading Level and Low Test Score

Now that we have assessed over 80% of the school, some interesting information is coming to light: patterns, outliers, divergences, that require further inquiry. In the next few posts, I'll look at some of these cases and offer some thoughts. First, the case of the high reading level and low test score:

Generally, we see a correlation between reading level and test score. However, we see some instances of divergence between reading level and test score in several students across all grade levels. Students sometimes demonstrate proficiency up to a level Z while scoring in the low to mid 2 range on the ELA test. What might account for this difference?

One theory is simply test anxiety. Some of these students reported to me that they get very anxious on test days. I should note that their anxiety was also present to some extent during the TC assessments, but these anxieties may be allayed by the low-stakes nature of these assessments as well as the human connection and personal reassurances that accompany them.

Another theory might reflect the fact that TC assessments are not all-encompassing and that background knowledge and interest (as we know) play a huge role in reading ability, especially when decoding is no longer (or less of) a factor. So, we see cases in which students might be proficiently and happily reading Z-level teen romance books but stumble with X-level historical fiction. We also know that the Common Core tests often seem to go out of their way to ensure that the texts are as uninteresting and non-relatable as possible.

Does this mean we force our hands a little heavier into independent reading selections? Probably not, lest we commit readicide. We know from research that student choice is essential for independent reading to work and for students to build reading lives. However, a little nudge here or there, some reading goals, or "reading ladders" might be helpful.

Where I think we definitely can narrow this gap is in the content areas.

Reading in social studies, science, and art serve to bolster background knowledge, word and concept recognition, and familiarity with different text structures and genres. In ELA, too, we may introduce some "genre texts" such as historical fiction and memoir into the fold of the curriculum.

We must do more than just assign these texts, however. We need to cultivate interest and curiosity in them, knowledge of their structures and intent, understanding of their purpose.

What do you think? What other theories come to mind?