This post was written by Deb Sigman, Deputy Director, Assessment & Standards Development Services, at WestEd

They’re here! All the waiting and anticipation have finally come to an end and we now know the Smarter Balanced test results for more than 3 million California students. Eager to make sense of the results, many may jump to erroneous conclusions based on inaccurate and/or incomplete information.

Comparing states, districts, schools, and classrooms, while tempting, must be done with caution. These test results are no different than other standardized measures — we must rely on the complete picture of data to fully inform our practice and decisions.

Comparing scores without considering the demographics and inputs into the system is like comparing people’s height measurements without regard to age, environmental influences, or the mothers’ and fathers’ heights.

It’s complicated. Looking at state comparisons, particularly, presents a multitude of challenges. Comparing California to Connecticut, for example, without looking at the disaggregated data and considering the system of inputs, does not provide policymakers with complete, or entirely accurate, information. I encourage those who insist on making comparisons to consider and share the whole picture.

These reservations notwithstanding, I think it would be a missed opportunity to ignore or dismiss the data. The Smarter Balanced results provide the first snapshot of how our students are performing with regard to California’s new standards. These test data are one measure, among many others, that we can use to evaluate how our system is preparing our students for postsecondary success in the 21st century.

Data rarely provide absolute answers, and never cease to provide an endless list of questions. These data should prompt courageous and collegial conversations about what we are doing and how we might do things differently. The data can and should act as a springboard for respectful discussion and meaningful actions to improve teaching and learning.

The Smarter Balanced assessments were never meant to provide the complete picture of student achievement. The summative assessments were designed to offer reliable, valid information about a single performance on a set of new and different standards, allowing educators to use the data, along with information from other measures, to improve teaching and learning.

One thing is clear: Based on the results, we have work to do. Now that the results are out, let’s take a deep breath, use the information responsibly, and improve learning opportunities for all of our students.