Archives for the month of: June, 2015

Here is one of those blog battles that are very informative.

 

Awhile back, a group of civil rights organizations came out in favor of retaining annual testing as part of the reauthorization of the Elementary and Secondary Education Act (NCLB). A smaller group issued another statement critical of parents who opt their children out of annual standardized testing.

 

Marc Tucker wrote a post saying that annual tests have harmed poor minority students, and they should reconsider their position. He was criticized strongly by Kati Haycock of Education Trust and Jonah Edelman of Stand for Children, who support annual testing.

 

In this post, Tucker responds to Haycock and Edelman. All of the links are embedded in his post, including the link to civil rights leaders who disagree with the organizational statement.

 

He says there is no evidence for their assertions and urges them to base their critique on facts, not attacks.

 

As you read this debate, be sure to read the statement by Seattle teacher and activist Jesse Hagopian and the board of the Network for Public Education, critiquing annual testing. The Seattle chapter of the NAACP opposes annual standardized testing.

 

You might also want to see Mercedes Schneider’s overview of this debate, in which she points out Haycock’s failure to cite any evidence.

 

 

The U.S. Department of Education has threatened to withhold funding from the state of Oregon if a bill passes allowing parents to opt out of Common Core testing.

“PORTLAND, Ore. (KOIN) — The U.S. Department of Education has sent the state of Oregon a letter, threatening to pull federal funding if Oregon lawmakers pass a bill making it easier for parents to opt out their children from standardized tests.

“The state could lose more than $140-million a year if the bill passes, maybe up to $325-million. Representative Lew Frederick is a supporter of the bill. He says losing funding has always been a thought but he tells KOIN 6 News, Oregon isn’t the only state fighting standardized testing.

“The bill doesn’t say get rid of the test.” said Frederick. “The bill says simply, here is a procedure for opting out of the test if parents come forward and want to opt out, that’s all it says.”

This money represents funding for the neediest students in the state.

The only time in the past that the Feds made similar threats was in the 1960s, when districts refused to desegregate, pursuant to federal law and court orders. Who imagined that the day would come when the ED would threaten to cut off funding if a state allowed parents to refuse the tests?

Peter Greene reports a shocking development (for operators of cyber-charters): Pennsylvania Governor Tom Wolf has said that he wants to reduce payments to cyber-charters, the online charter schools that are usually offered by for-profit corporations. Cyber-charters receive full state tuition for every student they enroll, and every dollar is subtracted from funding of local district schools that the student otherwise would have attended. Numerous studies have shown that the virtual schools have high attrition (as much as 50% a year), low test scores, and low graduation rates. But they are very profitable.

 

This is actually a shocking development for critics of virtual charters because their usual modus operandi is to sprinkle campaign contributions to key legislators and the governor, thus protecting their cash cow.

 

Greene writes:

 

 

Pennsylvania cyber charters are Very Sad, because the new governor of the state is threatening to end their long-standing party.

 

 

Years ago, a local departing superintendent offered a few words of advice. “If you want to get rich,” he said, “go start a cyber school.” He was not kidding. For the past decade-plus, running a Pennsylvania cyber charter has been as good as printing money. Despite their abysmal record of academic failure, Pennsylvania cybers rake in money hand over fist.

 

 

There’s no big secret to it– a cyber is paid the full per-capita home district cost of every student it enrolls. If it costs East Bucksawanna $10,500 per child to provide buildings and maintenance and infrastructure and resources and teachers and books and all the rest, then the Gotrox Cyber Acdemy gets that same $10,500, with which it provides the student with a computer (free!!) and access to a teacher or two (each of whom is carrying several hundreds of students).

 

 

It’s like running a dealership where every customer will pay the purchase price of their last brand new luxury automobile and in return, all you have to give them is some object with wheels.

 

 

This has been a point of contention in PA because every cent that goes into cyber coffers comes straight out of public school tax dollars. Every student that a cyber enrolls is a budget cut for public schools, and the cuts are vicious and deep and resulting in loss of programs, closing of schools, and furloughs of teachers. Taxpayers are complaining to public schools, “What the hell did you do with all that money I gave you,” and public schools reply, “That guy right over there [pointing at cyber charter] took it, and that guy right over there [pointing at legislator] says I have to let it happen.” People are getting pissed off. The baloney about how the money follows the child isn’t convincing, because people are now seeing that the child not only takes his own family’s money, but the tax dollars from all the neighbors on his street, too.

 

 

Cyber charters in PA have created whole new traditions. For instance, a cyber school may test a student to determine if the student has special needs. Why would they care? Perhaps because they get roughly $10K for regular students and $25K for students with special needs.

 

 

There’s also the tradition of enrollment day, on which guidance counselors and cyber schoolsters sit at their computers and toss students back and forth like hot potatoes on a reverse e-bay. Why? Well, there are two magic dates on the cyber calendar. After one certain date, the school gets to keep the money even if the kid leaves the cyber. After enrollment day, whoever still has the kid has to count that students test scores as their own.

 

 

Anyway. Governor Wolf has raised a fun question– how much does it actually cost to educate a cyber-student? Because shouldn’t it cost, you know, less? And if so, why should taxpayers pay more? No other public school (because, like all charters, cybers insist on calling themselves public schools) sets a budget that includes an extra couple of million just to feather the nest.

 

 

Just as a footnote, two operators of virtual charters are currently under indictment for the misappropriation of millions of dollars. Not like a principal or an assistant principal stealing petty cash. Big-time money. Millions.

 

The largest chain of virtual charters is K12, Inc. It was created by Michael Milken, noted non-educator, and his brother Lowell, also a non-educator. It is listed on the New York Stock Exchange.

 

 

Pasi Sahlberg, the distinguished Finnish educator who has been in residence at the Harvard Graduate School of Education for the past two years, has written a terrific essay about the myths and fallacies that govern education policy today. One is that schools should be able to do more with less. This myth enables policymakers to cut the education budget, eliminating vital programs and services, while expecting schools to get better results. This is nonsense. It makes no sense.

 

Sahlberg writes:

 

Governments in Alberta and Finland are under economic pressure to reduce public spending as a result of failed national politics and unpredictable global economics. When government budgets get off track, bad news for education systems follow. The recently defeated Finnish government carried out huge cuts in education infrastructure. As a result, small schools were closed, teaching staff lost their jobs and morale among educators declined. Albertans are now facing similar threats.

 
When the going gets tough in our wealthy societies, the powers-that-be often choose quick fixes. In search of a silver bullet instead of sustained systemic improvement, politicians turn their eyes on teachers, believing that asking them to do more with less can compensate for inconvenient reductions in school resources. With super teachers, some of them say, the quality of education will improve even with lesser budgets. While some might suggest leadership is doing more with less, I would counter that real political leadership is about getting the appropriate resources in place to create a vibrant society.

 
“Teacher effectiveness” is a commonly used term that refers to how much student performance on standardized tests is determined by the teacher. It plays a visible role in the education policies of nations where there is a wide range of teacher qualifications and therefore uneven teacher quality. Measuring teacher effectiveness has brought different methods of evaluation to the lives of teachers in many countries. The most controversial of them include what is known as value-added models1 that use data from standardized tests of students as part of the overall measure of the effect that a teacher has on student achievement.

 
Alberta and Finland are significantly better off than many other countries when it comes to teacher quality and teacher policies. In the United States, for example, there are nearly 2,000 different teacher preparation programs. The range in quality is wide. In Canada and Finland, only rigorously accredited academic teacher education programs are available for those who desire to become teachers. Likewise, neither Canada nor Finland has fast-track options into teaching (although Teach for Canada is entering the game in Alberta with 40 new recruits in 2015/2016). Teacher quality in successful education systems is a result of careful quality control at the entry stage of teacher education rather than measuring the effectiveness of in-service teachers.

 

He then goes on to demolish other myths of our time, such as the myth that the teaching profession gets better by recruiting and accepting only “the best and brightest.”

 

Another myth is that super-teachers can overcome all obstacles. He reminds us that teaching is a team sport, a collaborative activity.

 

He writes:

 

The role of an individual teacher in a school is like a player on a football team or musician in an orchestra: all teachers are vital, but the culture of the school is even more important for the quality of the school. Team sports and performing arts offer numerous examples of teams that have performed beyond expectations because of leadership, commitment and spirit.

 

Take the U.S. ice hockey team in the 1980 Winter Olympics, when a team of college kids beat both the Soviets and Finland in the final round and won the gold medal. The quality of Team U.S.A certainly exceeded the quality of its players.

 

The third, and related, fallacy is that teachers are the sole determinant of student achievement. He demonstrates that this is wrong. Other factors beyond the teachers’ control are even more important.

 

Sahlberg reminds his readers that the search for “super-teachers” is a dead end. Schools need to be well-resourced and to base their work on solid research, not hunches by politicians or economists or ideologues.

NPR did an excellent analysis of the nation’s rising high school graduation rates.

 

In some states and districts, the rates are rising because of successful programs that have been put in place to support students as they progress in school (or don’t).

 

In some states, the numbers are fudged and gamed. The students are given worthless diplomas.

 

Read the story to see the complexity of the statistics.

 

Well done.

 

 

Bob Schaeffer of Fairtest writes:

 

 

With stories from more than half of the 50 states, this week’s news clips show the expanding breadth, depth and clout of the assessment resistance and reform movement. You can help strengthen support for grassroots activism by making contributing to the campaign for Less Testing, More Learning
https://donatenow.networkforgood.org/fairtest

 

 

 

National “We Now Know That Students Cannot Be Tested Out of Poverty”
http://thehill.com/blogs/congress-blog/education/243692-dc-civil-rights-organizations-fail-to-represent-education-civil

 
Keep Pressing the U.S. Senate to Roll Back Federal Test Overkill Mandate

http://fairtest.org/roll-back-standardized-testing-send-letter-congres

 

 

Arkansas on Verge of Dropping PARCC Test
http://blogs.edweek.org/edweek/state_edwatch/2015/06/arkansas_poised_to_drop_parccs_common-core_test_in_favor_of_act.html

 

 

California Schools Face Challenge of Explaining Common Core Test Results to Parents
http://edsource.org/2015/schools-face-challenge-of-explaining-common-core-test-results-to-parents/80735#.VW77FPlLUZx

 
California Rural Districts Develop Innovative Assessment Alternatives
http://www.pinerivertimes.com/article/20150604/PRT01/150609875/-1/prt/Bayfield-school-district-helps-create-testing-alternative-

 

 

Connecticut New Law Would Reduce Test Exhaustion for 11th Graders
http://wnpr.org/post/new-law-would-reduce-test-exhaustion-connecticuts-11th-graders#stream/0

 

 

Delaware Parents Understand Why to Opt Out
http://www.delawareonline.com/story/opinion/contributors/2015/06/02/parents-know-smarter-balance-test-bad-kids/28383361/

 

 

Florida Testing Problems Mean Fewer Third Graders Held Back
http://www.orlandosentinel.com/features/education/os-third-graders-reading-retention-20150603-story.html

 
Florida Too Much Testing in Schools Critics Say
http://www.heraldtribune.com/article/20150604/ARTICLE/150609853

 

 

Idaho Test Contractor Problems Delay Score Reporting
http://www.idahoednews.org/news/isat-test-results-hit-a-series-of-delays/#.VW8N4PlLUZw

 

 

Indiana District Supers Call for True Accountability, Not Reliance on ISTEP Scores
http://www.jconline.com/story/opinion/readers/2015/06/04/op-ed-bad-news-coming-istep/28492025/

 
Indiana High-Stakes Testing To Come Under Scrutiny by Legislative Committee
http://www.heraldbulletin.com/news/local_news/high-stakes-testing-to-come-under-scrutiny/article_ef7efa79-a5d5-5ed7-859e-d6b79a5d9e2c.html

 

 

Kansas Trying to Pilot Local Assessments Under NCLB Waiver
http://blogs.edweek.org/edweek/campaign-k-12/2015/06/kansas_tried_for_local_tests_u.html

 

 

Louisiana SciTech Charter School Testing Irregularities
http://thelensnola.org/2015/06/03/scitech-charter-leader-let-students-take-tests-for-each-other-and-at-home/

 

 

Maine School Officials Say Test is Fatally Flawed
http://www.mdislander.com/maine-news/education-news/test-fatally-flawed-school-officials-say

 
Maine House and Senate Revive Test Opt-Out Bill
http://bangordailynews.com/2015/06/08/politics/standardized-testing-opt-out-bill-revived-by-maine-house-senate/

 

 

Massachusetts Groups Launch Week of Actions for Less Testing, More Learning
http://www.citizensforpublicschools.org/get-ready-for-a-week-of-action-for-less-testing-more-learning/

 
Massachusetts Teacher Takes Stand Against Controversial Tests
http://www.newburyportnews.com/news/local_news/local-teacher-takes-stand-against-controversial-tests/article_220e0928-d92e-5a1d-998c-4509d5530718.html

 

 

Michigan Is There Too Much Testing in Public Schools
http://www.wxyz.com/news/region/washtenaw-county/interview-is-there-too-much-testing-in-michigan-schools

 

 

Missouri Legislature Throws Out Smarter Balanced Test
http://www.stltoday.com/news/local/education/missouri-legislature-throws-common-core-test-out-the-window/article_09441f40-b77a-5f0d-ae9f-7678a30d551a.html

 

 

Montana Flawed Test Cancellation May Threaten Federal School Ratings
http://helenair.com/news/education/state/schools-break-from-glitchy-tests-threatens-their-passing-grade/article_4ed2c4dd-bf6e-5d85-bc5a-ac67f9a1fb90.html

 
Montana New Bugs Further Delay Test Administration
http://ravallirepublic.com/news/state-and-regional/article_ea5ba2cd-6af8-5790-9ddf-ae620f162c42.html

 

 

New Hampshire Opt Outs Drove City Participation Rate Below 95%
http://nhpr.org/post/manchester-and-nashua-miss-federal-bar-test-participation

 

 

New Jersey Local Opt-Out Rates Approached 50%
http://www.northjersey.com/news/education/montclair-parcc-opt-out-numbers-over-47-percent-1.1348072

 

 

New York How Standardized Testing Can Maintain the Status Quo
http://www.alternet.org/education/how-standardized-testing-reveals-stark-inequalities-between-rich-and-poor

 
New York Students Hold Hearing at State Capitol on Testing Policies
http://blog.timesunion.com/capitol/archives/236290/for-students-a-lesson-in-policy-that-affects-them-education/

 
New York Judge Finds Second Version of State Teacher Licensing Test Racially Biased
http://www.nytimes.com/2015/06/06/nyregion/judge-rules-second-version-of-new-york-teachers-exam-is-also-racially-biased.html

 

 

North Carolina End of Course Tests Cause Too Much Stress, Dread
http://www.the-dispatch.com/article/20150605/OPINION01/306059995?p=1&tc=pg

 
North Carolina Test Taking Is Not True Learning
http://www.charlotteobserver.com/opinion/op-ed/article23221716.html

 

 

Oklahoma Throws Out Writing Test Scores Due to Reliability Concerns
http://www.tulsaworld.com/homepagelatest/writing-tests-won-t-count-on-schools-a-f-report/article_ab4ea186-6825-5638-a487-295599c367a3.html

 
Oklahoma Questions Raised Over Quality of Temp Exam Graders
http://oklahomawatch.org/2015/06/04/concerns-raised-on-use-of-temp-agency-test-graders/

 

 

Oregon Meaningful Learning Can’t Be Measured With a Standardized Test
http://registerguard.com/rg/opinion/33117498-78/meaningful-learning-cant-be-standardized.html.csp

 

 

Pennsylvania Hundreds of Philly Students Opted Out of Tests This Year
http://www.newsworks.org/index.php/local/item/82667-sanctions-or-success-hundreds-of-philly-students-opted-out-of-standardized-tests-this-year

 

 

Rhode Island ACLU, Other Groups Petition for Public Hearings on Using PARCC Test for Graduation
http://www.providencejournal.com/article/20150602/NEWS/150609868/13748/NEWS

 
Rhode Island Listen to Teachers About Tests
http://www.providencejournal.com/article/20150603/OPINION/150609801/2011

 

 

Texas Teachers Give Failing Marks to New State School Grading Scheme
http://www.sacurrent.com/Blogs/archives/2015/06/02/new-school-assessment-scale-fails-with-sa-teachers

 
Texas Houston Schools Will Scale Back Local Testing in Response to Grassroots Pressure
http://blog.chron.com/k12zone/2015/06/hisd-to-scale-back-testing/

 

 

Utah Education Organization Wants to Reduce the Impact of Standardized Exams
http://www.cachevalleydaily.com/news/local/article_604be4cc-0b10-11e5-8830-f73cced7d68b.html

 

 

Virginia Governor Signs Testing Reform Bills
http://www.newsplex.com/home/headlines/Governor-Signs-SOL-Reform-Bills-305897751.html

 
Virginia Parents Protest SOL Exam Volume
http://wvtf.org/post/richmond-parents-protest-sol-tests

 

 

Washington Testing Overkill Takes Toll of Parents, Students
http://www.spokesman.com/stories/2015/jun/05/thats-life-testing-takes-toll-on-parents-students/

 

 

Wyoming Testing Task Force Begins Work
http://wyomingpublicmedia.org/post/testing-task-force-begins-work

 

 

International SAT Cheating Scandal Broadens with Indictment of 15 Chinese Nationals
http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/06/03/sat-cheating-scandal-broadens-with-indictment-of-15-chinese-nationals/

 

 

“High-Stakes Testing” Podcast From Humankind Radio
https://itunes.apple.com/us/podcast/humankind-on-public-radio/id806933156?mt=2

 

 

Five Myths About Standardized Testing and the Opt-Out Movement
http://www.empowermagazine.com/5-myths-standardized-testing-opt-movement/

 

 

 

Bob Schaeffer, Public Education Director
FairTest: National Center for Fair & Open Testing
office- (239) 395-6773 fax- (239) 395-6779
mobile- (239) 699-0468
web- http://www.fairtest.org

The most hypocritical claim of “reformers” is that they are advancing “the civil rights issue of our time” by defunding and undermining public education and attacking the teaching profession.

 

Reader Michael Fiorillo comments on this deceptive rhetoric:

 

“So-called education reformers have successfully convinced many naifs that undermining public education, via charter schools, high stakes exams, punitive teacher evaluation schemes, etc., is somehow connected to social justice.

 

“Nothing could be further from the truth: destroying a public good for private venal and power-seeking ends, and busting unions, is inherently reactionary.”

 

Say I:

 

“Reform,” as currently defined, is a project of ALEC and every reactionary governor and free-market fundamentalist. Democrats have been conned. Civil rights is the civil rights issue of our time.

Phil Lanoue, the superintendent of schools in Athens, Georgia, offered his teachers a reward: those with perfect attendance would get a day off. Some teachers resisted the offer because they didn’t want to miss their classes.

 

He and other administrators became substitute teachers for those who accepted the day off. He taught a class in life science.

 

He wrote:

 

 

While the original idea was to reward teachers, I know it ended up making far more of an impact on those of us who walked in their shoes for a day.

 

 

At the end of the day, he had new respect for his teachers:

 

 

I made it through the day, exhausted, and having developed an even deeper understanding and appreciation for our teachers. I tried to make my teaching interesting, interactive and relevant, but I could see that there was something that only the regular classroom teacher could offer: the foundation of strong relationships.

 
Teachers connect with students in many ways and are so familiar with their strengths and areas of growth. They know the struggles they are facing, what gets them excited and how to say just what a student needs to hear — and when they need to hear it. They know when to push and when to hold back. Knowing that our students walk into our classrooms and are met by such caring individuals is everything — our teachers go the distance to ensure that students receive what they need — academically, social/emotionally and more.

 
I left Hilsman Middle School that day with a lot more than tired, achy feet from being in a teacher’s shoes. I left seeing firsthand that our students can truly receive no better education than in the Clarke County School District because of the tireless work of our teachers. The design of the lessons, the relationships that are built, the digital learning, the International Baccalaureate framework, the opportunities available through our partnerships — I am truly humbled. I am humbled to work with an incredible community of individuals who are committed to the wellbeing of our students.

 
I encourage all interested community members to consider volunteering at one of our schools next year so that they, too, can be a part of this incredible Clarke County School District community. Spend time in our classrooms, and gain a renewed sense of why Athens-Clarke County has every reason to be “Proud To Be CCSD.”

 

 

The Leona Group, a for-profit charter corporation that runs the schools of Highland Park, Michigan, will not offer high school classes next year. It will also end its contract one year early. And enrollment in the schools has dropped by 40% since the for-profit takeover. It is just not that profitable to offer high school.

 

Leona is closing the only high school in the district, and students were stunned.

 

Hannah, a rising junior, said the students were shocked and upset. “A lot of us couldn’t believe that they’d close the only high school in Highland Park,” she told the World Socialist Web Site. “We thought they couldn’t do that, because where would we go? But the superintendent called us all down to a meeting in the lunchroom and said she had done everything humanly possible to try to keep the school open.

 
“It’s really crazy. I am going to miss this school.”

 
A community meeting has been scheduled for Monday, June 8, for parents and students scrambling to find new schools. They will be assigned to the Detroit Public Schools (DPS) system and reportedly will be offered enrollment at DPS schools, a range of other charter operations, as well as slots in the so-called “failing school district” run by the state’s Education Achievement Authority.

 
Displaced students, facing the hardship of much longer commutes, will be given bus passes. This hardly compensates for the potentially drastic increase in commute times. For a student to take a bus from the current high school, Highland Park Renaissance, to the closest DPS high school, Pershing, would require three buses. Wait times in the city are beyond onerous in the former “Motor City” where buses can be hours late. A single bus ride could take students to Cass Tech High School; however, that school has a very selective application process.

 
Hannah said she would be spending her senior year at the Detroit Public Service Academy. DPSA is another Leona Group-run charter school, whose students are called “cadets” and specialize in police, military and emergency responder skills.

 
“It’s not that I want to do that kind of work,” she explained, “I want to do culinary arts, but they’ll have other subjects too. The DPSA will provide buses right at the CVS to get you to the school. If your parents can’t take you to a further school, you need to do what you have to, to get an education.”

 

It’s all about the kids. The state of Michigan has washed its hands of responsibility or accountability for public education.

Faced with the highly unpopular law on teacher evaluations rushed through the Legislature by Governor Cuomo with minimal consideration or debate, seven members of the 17-member New York State Board of Regents issued a vigorous dissent. The law requires that 50% of teacher evaluations be based on test scores, a number that is not supported by research or experience. Unlike the Governor and the Legislature, these seven members of the Regents have demonstrated respect for research and concern for the consequences of this hastily-passed law on teachers, children, principals, schools, and communities. They are courageous, they are wise, and they are visionaries. They have shown the leadership that our society so desperately needs. All New Yorkers are in their debt.

I place these wise leaders on the blog honor roll.

The dissident Regents issued the following statement:

Position Paper Amendments
to Current APPR Proposed Regulations

BY SIGNATORIES BELOW JUNE 2, 2015

We. the undersigned, have been empowered by the Constitution of the State of New York and appointed by the New York State Legislature to serve as the policy makers and guardians of educational goals for the residents of New York State. As Regents, we are obligated to determine the best contemporary approaches to meeting the educational needs of the state’s three million P-12 students as well as all students enrolled in our post secondary schools and the entire community of participants who use and value our cultural institutions.

We hold ourselves accountable to the public for the trust they have in our ability to represent and educate them about the outcomes of our actions which requires that we engage in ongoing evaluations of our efforts. The results of our efforts must be transparent and invite public comment.

We recognize that we must strengthen the accountability systems intended to ensure our students benefit from the most effective teaching practices identified in research.

After extensive deliberation that included a review of research and information gained from listening tours, we have determined that the current proposed amendments to the APPR system are based on an incomplete and inadequate understanding of how to address the task of continuously improving our educational system.

Therefore, we have determined that the following amendments are essential, and thus required, in the proposed emergency regulations to remedy the current malfunctioning APPR system.

What we seek is a well thought out, comprehensive evaluation plan which sets the framework for establishing a sound professional learning community for educators. To that end we offer these carefully considered amendments to the emergency regulations.

I. Delay implementation of district APPR plans based on April 1, 2015 legislative action until September 1, 2016.

A system that has integrity, fidelity and reliability cannot be developed absent time to review research on best practices. We must have in place a process for evaluating the evaluation system. There is insufficient evidence to support using test measures that were never meant to be used to evaluate teacher performance.

We need a large scale study, that collects rigorous evidence for fairness and reliability and the results need to be published annually. The current system should not be simply repeated with a greater emphasis on a single test score. We do not understand and do not support the elimination of the instructional evidence that defines the teaching, learning, achievement process as an element of the observation process.

Revise the submission date. Allow all districts to submit by November 15, 2015 a letter of intent regarding how they will utilize the time to review/revise their current APPR Plan.

II. A. Base the teacher evaluation process on student standardized test scores, consistent with research; the scores will account for a maximum of no more than 20% on the matrix.

B. Base 80% of teacher evaluation on student performance, leaving the following options for local school districts to select from: keeping the current local measures generating new assessments with performance –driven student activities, (performance-assessments, portfolios, scientific experiments, research projects) utilizing options like NYC Measures of Student Learning, and corresponding student growth measures.

C. Base the teacher observation category on NYSUT and UFT’s scoring ranges using their rounding up process rather than the percentage process.

III. Base no more than 10% of the teacher observation score on the work of external/peer evaluators, an option to be decided at the local district level where the decisions as to what training is needed, will also be made.

IV. Develop weighting algorithms that accommodate the developmental stages for English Language Learners (ELL) and special needs (SWD) students. Testing of ELL students who have less than 3 years of English language instruction should be prohibited.

V. Establish a work group that includes respected experts and practitioners who are to be charged with constructing an accountability system that reflects research and identifies the most effective practices. In addition, the committee will be charged with identifying rubrics and a guide for assessing our progress annually against expected outcomes.

Our recommendations should allow flexibility which allows school systems to submit locally developed accountability plans that offer evidence of rigor, validity and a theory of action that defines the system.

VI. Establish a work group to analyze the elements of the Common Core Learning Standards and Assessments to determine levels of validity, reliability, rigor and appropriateness of the developmental aspiration levels embedded in the assessment items.

No one argues against the notion of a rigorous, fair accountability system. We disagree on the implied theory of action that frames its tenet such as firing educators instead of promoting a professional learning community that attracts and retains talented educators committed to ensuring our educational goals include preparing students to be contributing members committed to sustaining and improving the standards that represent a democratic society.

We find it important to note that researchers, who often represent opposing views about the characteristics that define effective teaching, do agree on the dangers of using the VAM student growth model to measure teacher effectiveness. They agree that effectiveness can depend on a number of variables that are not constant from school year to school year. Chetty, a professor at Harvard University, often quoted as the expert in the interpretation of VAM along with co-researchers Friedman & Rockoff, offers the following two cautions: “First, using VAM for high-stakes evaluation could lead to unproductive responses such as teaching to the test or cheating; to date, there is insufficient evidence to assess the importance of this concern. Second, other measures of teacher performance, such as principal evaluations, student ratings, or classroom observations, may ultimately prove to be better predictors of teachers’ long-term impacts on students than VAMs. While we have learned much about VAM through statistical research, further work is needed to understand how VAM estimates should (or should not) be combined with other metrics to identify and retain effective teachers.”i Linda Darling Hammond agrees, in a Phi Delta Kappan March 2012 article and cautions that “none of the assumptions for the use of VAM to measure teacher effectiveness are well supported by evidence.”ii

We recommend that while the system is under review we minimize the disruption to local school districts for the 2015/16 school year and allow for a continuation of approved plans in light of the phasing in of the amended regulations.

Last year, Vicki Phillips, Executive Director for the Gates Foundation, cautioned districts to move slowly in the rollout of an accountability system based on Common Core Systems and advised a two year moratorium before using the system for high stakes outcomes. Her cautions were endorsed by Bill Gates.

We, the undersigned, wish to reach a collaborative solution to the many issues before us, specifically at this moment, the revisions to APPR. However, as we struggle with the limitations of the new law, we also wish to state that we are unwilling to forsake the ethics we value, thus this list of amendments.

Kathleen Cashin

Judith Chin

Catherine Collins

*Josephine Finn

Judith Johnson

Beverly L. Ouderkirk

Betty A. Rosa

Regent Josephine Finn said: *”I support the intent of the position paper”

i Raj Chetty, John Friedman, Jonah Rockoff, “Discussion of the American Statistical Association’s Statement (2014) on Using Value-Added Models for Educational Assessment,” May 2014, retrieved from:

http://obs.rc.fas.harvard.edu/chetty/value_added.html. The American Statistical Association (ASA) concurs with Chetty et al. (2014): “It is unknown how full implementation of an accountability system incorporating test-based indicators, such as those derived from VAMs, will affect the actions and dispositions of teachers, principals and other educators. Perceptions of transparency, fairness and credibility will be crucial in determining the degree of success of the system as a whole in achieving its goals of improving the quality of teaching. Given the unpredictability of such complex interacting forces, it is difficult to anticipate how the education system as a whole will be affected and how the educator labor market will respond. We know from experience with other quality improvement undertakings that changes in evaluation strategy have unintended consequences. A decision to use VAMs for teacher evaluations might change the way the tests are viewed and lead to changes in the school environment. For example, more classroom time might be spent on test preparation and on specific content from the test at the exclusion of content that may lead to better long-term learning gains or motivation for students. Certain schools may be hard to staff if there is a perception that it is harder for teachers to achieve good VAM scores when working in them. Overreliance on VAM scores may foster a competitive environment, discouraging collaboration and efforts to improve the educational system as a whole. David Morganstein & Ron Wasserstein, “ASA Statement on Using Value-Added Models for Educational Assessment,” Published with license by American Statistical Association, April 8 2014, published online November 7, 2014: http://amstat.tandfonline.com/doi/abs/10.1080/2330443X.2014.956906. Bachman-Hicks, Kane and Staiger (2014), likewise admit, “we know very little about how the validity of the value-added estimates may change when they are put to high stakes use. All of the available studies have relied primarily on data drawn from periods when there were no stakes attached to the teacher value-added measures.” Andrew Bacher-Hicks, Thomas J. Kane, Douglas O. Staiger, “Validating Teacher Effect Estimates Using Changes in Teacher Assignments in Los Angeles,” NBER Working Paper No. 20657, Issued in November 2014, 24-5: http://www.nber.org/papers/w20657.

ii Linda Darling-Hammond, “Can Value Added Add Value to Teacher Evaluation?” Educational Researcher, March 2015 44, 132-37: http://edr.sagepub.com/content/44/2/132.full.pdf+html?ijkey=jEZWtoEsiWg92&keytype=ref&siteid=spedr.