Given the absurdity of Worthington's official rating as a "continuous improvement" school district, I have come to doubt the validity of assessment tools being used to compile the school report card data and the relevance of the conclusions drawn from that data. I don't believe parents can use the state report card to make informed decisions about their children's education or that state government should set policy in reliance upon them.

For example, are you, like me, confused how all of Worthington's separate school buildings can be identified as "excellent" or "effective" and that adds up collectively to a "continuous improvement" rating for the district? Do you believe that Worthington schools are comparable to and appropriately grouped with the other central Ohio school districts labeled as "continuous improvement?" Do you agree that the performance of a subgroup of a dozen eighth-graders on a dozen questions on a social studies exam should rule the fate of the Worthington School District? Do you think multiple choice testing is the best way to assess the quality of learning in our schools?

I do not.

I know Worthington schools are excellent not because there is a blue sign in front of my child's school or some outside state agency says so. I know that our schools are excellent because my son is excited to go to school, loves his teacher, tells me about all of the wonderful things he is doing in class, and reads to me at night. My wife and I hold Worthington schools accountable by becoming actively involved in my son's education. We communicate with his teacher and principal about his particular needs and they are responsive to our concerns.

As a school community, we are expending a tremendous amount of effort and resources preparing for tests, taking tests and compiling data to put together state report cards that contain conflicting and confusing conclusions. This accountability process is not something I have demanded as a parent and I find its product remarkably unhelpful.

We need to reassess the real costs and benefits of this regime, both in dollars and educational achievement, and decide whether current policy is an effective way to improve our schools.

Geoffrey P. Scott