Archives for category: Testing

Kay McSpadden writes frequently about education issues in North Carolina. Here she explains why the Tennessee bill to cut welfare benefits to families if their children didn’t get high test scores was a disaster. Fortunately, key Republican legislators put a halt to it and it never came to a vote.

I try not to read comments on blogs, other than this one, where I read them all.

But I couldn’t help read the ones that followed Kay’s compassionate post and was appalled by several, especially this one:

“I’m not going to profess to be a Christian scholar Joe, but would you cite for me one passage where Jesus calls on people to forsake their own family in order to take care of someone else’s family?”

Wasn’t there something called the Golden Rule?

North Carolina has some awful legislation of its own, hurtling toward passage. Right now, there is one that will remove any due process protections for teachers (aka, “tenure”). Who will dare to teach about evolution or anything controversial? The angry commenters will drive them out.

This comment was posted by a reader:

The Washington Post editorial page has a lengthy recent history of misrepresenting the truth about American public education. Worse, it continues to support and advocate for “remedies” that do little to improve schooling.

The lead education editorial writer, Jo-Ann Armao, has made the claim that American public education is broken and teacher unions are to blame. She has consistently touted more testing, charter schools and abolishment of tenure as “the fix.” But Armao gets it wrong again and again, and again.


If unions impede student learning, for example, how does Armao explain high achievement in many strong union states (Maryland and Massachusetts come to mind), and bottom-of-the-barrel achievement where unions are weak or non-existent (the deep South, for example)? She cannot.

A USA Today investigation into cheating in the District schools under Michell Rhee found that for a school to be “flagged” for possible cheating a “classroom had to have so many wrong-to-right erasures that the average for each student was 4 standard deviations higher than the average for all D.C. students in that grade on that test, meaning that “ a classroom corrected its answers so much more often than the rest of the district that it could have occurred roughly one in 30,000 times by chance. D.C. classrooms corrected answers much more often.” When half of all the schools in the system are flagged for grossly abnormal wrong-to-right erasures on tests and “ the odds are better for winning the Powerball grand prize than having that many erasures by chance,” then it’s more than likely that “some cheating” took place. And, even Rhee has admitted that “some cheating” may have occurred during her reign as superintendent of the DC schools.

But, in a fit of editorial obtuseness, The Post(Armao) said “there are many innocent explanations for changed answers.” The Post told the public, inaccurately, that Rhee and her cronies “were cleared by an outside firm.”

See: http://www.washingtonpost.com/opinions/cheating-allegations-cant-mask-real-gains-in-dcs-schools/2011/03/30/AFeh8Q5B_story.html

However, Rhee and her top minions, including current chancellor Kay Henderson, were very reluctant to have any kind of investigation. Consider also that the “investigations” that finally took place were quite limited. The school system refused to release the names of the schools that were initially investigated, and it refused to release the limited-in-scope “investigative” reports. In essence, the “test security” company, Caveon, that performed the very limited inquiries into the DC testing irregularities, performed much like the Wall Street ratings agencies (Fitch’s, Moody’s, Standard & Poor’s) that signed off on the toxic, collateralized securities peddled by the investment banks. Those agencies took the big fees and gave the banks what they wanted: AAA ratings for securities that were dogs. So too, Caveon took the money and looked the other way. It suggested, as did DC school officials, that all the red flags signaling rampant cheating might be due to students who just checked their work. Interestingly, that “checking” was virtually always from wrong answers to right ones.

Here’s how Post education reporter Bill Turque covered the DC limited inquiry:

“Caveon founder John Fremer said he was doing exactly what his client, DCPS, asked. Had it asked for more, he said, more could have been done. The Utah-based firm could have analyzed answer sheets at greater depth–far beyond erasure rates, which Fremer says are the crudest and least reliable marker for possible testing misconduct.”

“It could have searched for patterns of collusion, looking for unusual levels of agreement on answers among students seated near each other. It could have checked for logical inconsistencies in answer patterns, determining if students were doing unusually well on the harder questions while getting easier ones wrong. It could have gone back and looked at prior-year performance by students, or the performance of classrooms under certain teachers in the past.”

“I could do everything you could ever want done,” Fremer said.

Obviously, like the big bankers and hedge funders who caused the financial meltdown and still do not want prosecutors nosing into their corrupt practices, Rhee and Henderson (and others) do not want full scrutiny. They know what an independent, in-depth investigation –– like the one in Atlanta –– would uncover.

The Washington Post The Post ombudsman, Patrick Pexton, wrote fairly recently that when “Eugene Meyer bought this newspaper in 1933 he put at the top of his seven guiding principles…”

Two of those “guiding principles” are these:

‘The first mission of a newspaper is to tell the truth as nearly as the truth can be ascertained,’ AND ‘The Newspaper shall tell ALL the truth so far as it can learn it.’

The Washington Post and its editorial page, including Ms. Armao, would do well to remember and abide by Meyer’s principles. But they seem to be having a difficult time of it.

USA Today was first to report the cheating scandal in the District of Columbia.

Here is the follow-up story by Gregg Toppo, about the memo first leaked to John Merrow.

Eventually, the allegations were investigated by the DC Inspector General, who decided not to look at the erasure analysis or to interview many people. It was not the kind of full-scale investigation carried out in Atlanta by professionals. The DC Inspector General decided the cheating, if it happened, was not widespread.

This was confirmed by the Inspector General for the U.S. Department of Education.

But suspicions lingered, as did the cloud over the district, and the cloud refused to go away.

In a brilliant post, Bruce Baker of Rutgers demonstrates that states are imposing teacher evaluation systems that are flawed.

This is what Arne Duncan and Bill Gates demanded, and this is what states are doing. And it is wrong, it is factually wrong.

Who will hold Duncan, Gates, and all those state officials accountable?

Chris Cerf in New Jersey and John King and Merryl Tisch in New York assure the public that the evaluation systems will work because they take many factors into account. But Baker demonstrates that they are wrong. The evaluation systems are fundamentally flawed and they will not work. They will do damage to schools, principals, teachers, and students.

Baker writes:

 

“The standard retort is that marginally flawed or not, these measures are much better than the status quo. ‘Cuz of course, we all know our schools suck. Teachers really suck. Principals enable their suckiness.  And pretty much anything we might do… must suck less.

WRONG – it is absolutely not better than the status quo to take a knowingly flawed measure, or a measure that does not even attempt to isolate teacher effectiveness, and use it to label teachers as good or bad at their jobs. It is even worse to then mandate that the measure be used to take employment action against the employee.

It’s not good for teachers AND It’s not good for kids. (noting the stupidity of the reformy argument that anything that’s bad for teachers must be good for kids, and vice versa)

On the one hand, these ridiculous rigid, ill-conceived, statistically and legally inept and morally bankrupt policies will most certainly lead to increased, not decreased litigation over teacher dismissal.

On the other hand… The anything is better than the status quo argument is getting a bit stale and was pretty ridiculous to begin with.”

The Los Angeles Times became notorious in 2010 when it commissioned its own ratings of thousands of teachers in the LAUSD and published them. The newspaper was condemned widely by educators and researchers. Even some who supported such ratings said it was wrong to publish them. The LA Times strongly defended its decision to create the ratings and to make them public.

Now the LA Times is expressing doubts about the overuse of test scores to evaluate teachers. It even scoffs at some of the more absurd practices now flourishing in some states.

Why the turnaround? Bill Gates says that test scores matter too much. He has changed his mind. Many states, following his earlier views about testing, are emphasizing test scores too much.

I guess we have to wait for his next op-ed to find out what the nation should do next.

G.F. Brandenburg has covered the reign of Rhee for years.

Here he explains the key insights in the memo leaked to John Merrow.

His summary:

“(1) Rhee gave lots of money to adults who cheated

(2) She put impossible pressure on principals to cheat; they, in turn, put that pressure on their teachers

(3) The achievement gap between white and black students, and between poor kids and wealthier kids, increased on Rhee’s and Henderson’s watches; any increases in NAEP scores are continuations of trends that began under her predecessors; and DCPS students’s scores are still at the bottom of the nation

(4) Rhee, Henderson, Kamras, and IG Willoughby have steadfastly refused to investigate the cheating seriously and to do the sort of analysis that actually shows malfeasance

(5) Turnover among administrators and teachers in DCPS has turned a revolving door into a whirlwind

(6) The idealistic principal who followed Wayne Ryan at Noyes, and who was originally a great admirer of Rhee, found a lot of evidence of cheating there, but her whistleblower suit was dismissed, and she now runs a cupcake store

(7) Despite noises to the contrary by Rhee, the number of highly-paid central-office administrators has jumped; DCPS has the highest administrator-to-student ratio anywhere in the region

(8) Funds that should have been used to help students who were behind were, instead, used to pay illegitimate bonuses to dishonest adults.”

Someone in the District of Columbia education department leaked a memo to John Merrow about the cheating scandal. The memo warned Chancellor Michelle Rhee about the likelihood of widespread cheating in the DC Public schools. Rhee did not act on it. She should have. The allegations were not investigated. They were brushed aside.

This is a very important post.

It is a bombshell.

Merrow calls the post “Michelle Rhee’s Reign of Error.” It is funny that he borrowed the title of my new book, which will be published September 3. The “Reign of Error” applies not only to Rhee but to No Child Left Behind, Race to the Top, and the whole lot of “reforms” that are in reality a soul-crushing, data-driven approach to education. The so-called reform movement is bad for students, bad for teachers, bad for principals, and ruinous to education.

Congratulations to the Providence Student Union, which exposed the inadequacy of the NECAP (New England Common Assessment Program) as a high school graduation test. As a result of their activism, the Boston Globe today opposed the use of NECAP for that purpose.

Instead of just protesting or writing letters to the editor or to elected officials, the PSU engaged in political theater. They invited 60 accomplished professionals to “take the test,” a test made up of released math items. And of that group, 60 percent would not have received a high school diploma.

Way to go, Providence students!

 

Dear Linda,

This just in: The Boston Globe published an Editorial  this morning calling on Rhode Island’s Department of Education to reconsider using the NECAP as a graduation requirement!
You’ve got to read this.

EDITORIAL

Flunking the test

  APRIL 11, 2013

STARTING THIS spring, Rhode Island high school seniors will have to pass the New England Common Assessment Program to get their diploma. The new requirement is the latest effort by the Rhode Island Department of Education to improve low-performing high schools. But does high-stakes testing ensure the state’s students are properly prepared to succeed in a 21st century workforce? A group of local high school students is raising the question.

  

The Providence Student Union, a student-led advocacy group, last month organized an event at which 50 prominent Rhode Islanders took a shortened version of the math NECAP. Sixty percent of the test-takers – among them elected officials, attorneys, scientists, engineers, reporters, college professors, and directors of leading nonprofits – failed to score at least “partially proficient,” the standard education officials have set for graduation. Under the new rules, many of those 50 successful individuals would not have been allowed to graduate.

  

The good news is Rhode Island’s 11th-graders do score slightly better than the adults. In October 2012, 40 percent failed to achieve “partially proficient” for math, and 8 percent fell short in reading. And those who didn’t pass will have another chance to take the test next fall.

  

The fundamental problem, though, is that the test wasn’t originally designed to be a graduation requirement and isn’t suited for that purpose. Schools need more high standards and accountability, and the NECAP was designed not to evaluate individual students’ proficiency, but to rank the quality of the schools they attend. Unlike tests meant primarily for student assessment, such as the MCAS in Massachusetts, the NECAP expects a certain portion of test-takers to fail. Research suggests that percentage will likely come from low-income, working-class neighborhoods – the students who are least likely to return for a fifth year of high school, even if skipping it means going without a diploma.

  

Plus, as the adults’ mock exam suggests, the NECAP may not even be testing the right skills. The Rhode Island Department of Education should reconsider its graduation requirement – and not only to salve the embarrassment of so many high-salaried professionals.

Wow — strong words and strong points from The Boston Globe!
More and more community leaders, testing experts, and publications are beginning to join students in questioning this misguided policy. But if we’re going to change this diploma system, we need you to make your voice heard.
Will you take one minute to call Governor Chafee’s office at 401-222-2080 and tell him to repeal the NECAP graduation requirement?
 
Thanks. We can’t do this without you.
Sincerely,
Aaron
P.S. When you’re done calling the Governor, please take a few more seconds to leave a message for Chairwoman Mancuso at the Board of Education, 401-456-6002!

Carol Burris, principal of South Side High School in Rockville Center, New York, explains here why parents should take the results of the new Common Core assessments with more than a grain of salt.

They will be used in New York to determine whether students ages 8-14 are “college-ready.” Can you imagine that? A test taken by a child of 8 will tell you whether he or she is college ready!

Jersey Jazzman is really steamed about NY State Commissioner John King.

Is it because he wants to share the personal, confidential data of ll the state’s public school students with a marketing consortium?

Is it because he is pushing the Common Core standards without first determining how they will affect real children?

Is it because he came from the charter sector, from a no-excuses school with military discipline?

Or it because his own kids attend a lovely Montessori school that promotes respect, loving kindness, independence, critical thinking, and other things that most parents want for their children?