Archives for category: VAM (value-added modeling)
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Tisch Delays Implementation of Teacher Evaluations as Cuomo Fumes

By dianeravitch
April 25, 2015 //
74

Merryl Tisch, chancellor of the Néw York Board of Regents, has delayed implementation of Governor Andrew Cuomo’s draconian and misguided plan to evaluate teachers by test scores.

When Néw York sought Race to the Top money, it promised that test scores would count for 20%. Under pressure from Governor Cuomo, the proportion rose to 40%. Cuomo was angry when almost every teacher was rated effective or highly effective. He wanted to fire teachers. Tisch wrote a letter to Chomo agreeing with his demand to raise the testing proportion to 50%.

The legislature caved during budget negotiations and passed a “matrix” that implies 50% but left the final determination to the Regents. Tisch decided more time was necessary and extended the deadline.

The sad part of this drama is that no one ever refers to research. Numerous studies and reports have refuted the validity of test scores for measuring teacher quality. Start with the American Statistical Association’s statement on VAM. There are too many variables that the teacher does not control that influence test scores.

The current dispute seems to be about whether to misjudge teacher quality sooner or later.

Categories Cuomo, Andrew, New York, Teacher Evaluations, VAM (value-added modeling)

The Day Arne Duncan Explained to Congress Why VAM Is Not VAM: UPDATE

By dianeravitch
April 18, 2015 //
17

Since 2009, when Race to the Top was launched, Arne Duncan has been an avid proponent of evaluating teachers by test scores. Some states evaluate teachers by the scores of students they never taught or subjects they don’t teach. To be eligible for Race to the Top money, states had to agree to evaluate teachers by test scores. To get a waiver from impossible mandates on NCLB, states had to agree to do it.

When Duncan testified, Congresswoman DeLauro asked if he was willing to rethink VAM. He responded that the federal government doesn’t require VAM. Duncan said that while the Feds don’t require VAM, they require evidence of growth in learning.

Sounds like VAM. Can anyone make sense of this?

*I had several spelling errors in the original post, due to composing it on my cellphone in a bumpy car-ride. I fixed them.

Categories Federal Waiver, Race to the Top, Teacher Evaluations, VAM (value-added modeling)

Audrey Beardsley: Tom Kane Is Still Trying to Prove That VAM Works

By dianeravitch
April 12, 2015 //
22

Audrey Beardsley, on her blog “Vamboozled,” notes that Tom Kane, Harvard economist and leader of the Gates Foundation’s $45 million Measures of Effective Teaching, has returned to the hustings to argue on behalf of the causal value of value-added measurement, that is, the idea that teachers directly “cause” the test score gains of students. For VAM to work, she argues, students would have to be randomly assigned, and they almost never are. Even “random assignment” might not truly be random, because teachers would still face vastly different classes, some with many highly motivated students and others with many unmotivated students, as well as a host of other unmeasured variables. Imagine sitting at a poker table, and the dealer randomly assigns cards. One person has a royal flush, another has a hand without even a pair. The assignment was “random,” but the cards dealt were very different.

 

Beardsley writes:

 

Kane, like other VAM statisticians, tend to (and in many ways have to if they are to continue with their VAM work, despite “the issues”) (over)simplify the serious complexities that come about when random assignment of students to classrooms (and teachers to classrooms) is neither feasible, nor realistic, or outright opposed (as was also clearly evidenced in the above article by 98% of educators, see again here).

 

The random assignment of students to classrooms (and teachers to classrooms) very rarely happens. Rather, the use of many observable and unobservable variables are used to make such classroom placement decisions, and these variables go well beyond whether students are eligible for free-and-reduced lunches or are English-language learners.

 

Ah, if only the real world were as tidy as many economists would like it to be.

 

 

Categories VAM (value-added modeling)

Regent Cashin of New York Speaks Out Against High-Stakes Testing

By dianeravitch
April 2, 2015 //
65

I  received this statement from Dr. Kathleen Cashin, a member of the New York State Board of Regents, representing Brooklyn. Dr. Cashin has had a long professional career in education as a teacher, a principal, and a superintendent in the New York City public schools. She has taken a principled stand against the misuse of standardized tests.  I add her to the blog’s honor roll for standing up for what is right for children, for teachers, for principals, and for education.

 

She writes:

 

“As a Regent of the State of New York, I cannot endorse the use of the current state tests for teacher/principal evaluation since that was not the purpose for which they were developed. It is axiomatic in the field of testing that tests should be used only for the purpose for which they were designed. They were designed to measure student performance, not teacher effectiveness. The American Statistical Association, the National Academy of Education, and the American Educational Research Association have cautioned that student tests should not be used to evaluate individual teachers. Nor should these tests be used for student growth measures until there is clear evidence that they are valid and reliable. The Board of Regents should commission an independent evaluation of these tests to verify their reliability and validity before they are used for high-stakes purposes for students, teachers, principals, and schools. How can we criticize people for opting out when the tests have not been verified? We need to cease and desist in the use of these tests until such time as we can be confident of their reliability and validity. If tests do meet those criteria, the tests must be released to teachers and to the public after they are given, in the spirit of transparency and accountability.”

 

Dr. Kathleen Cashin

Categories Honor Roll, New York, Resistance, Standardized Testing, Teacher Education, VAM (value-added modeling)

Gary Rubinstein Writes a Letter to Arne Duncan

By dianeravitch
April 2, 2015 //
18

Gary Rubinstein–math teacher, blogger, author, ex-TFA turned TFA critic–has been writing a series of letters to reformers, asking friendly but pointed questions. The first letters went to reformers he knows, the second to reformers he does not know. This letter to Arne Duncan is in the second group.

It is one of Gary’s best. He has done extensive research into Arne’s life as a Harvard College basketball star. He has studied the team’s record as well as that of other teams. He knows about the team coach. He knows that Arne was a great player but the team had a losing record.

Gary writes:

“To illustrate the issues with the accountability metrics that have been the trademark of your tenure, I’ve applied them to something you know intimately, your senior year Harvard basketball team, the 1986-1987 Harvard Cagers. Were the 1986-1987 Cagers a ‘failing’ team? Was Coach Peter Roby an ‘ineffective’ coach? Were you and Keith Webster ‘ineffective’ co-captains? It all depends on which metrics you use.”

“Your last place finish 9 and 17 record is just one way to judge your efforts. Some would use it as the sole metric and declare this a ‘losing’ season. But if you just look at points scored, you didn’t do so badly with 2152, which was pretty close to the 1972 Harvard record of 2221 points at that time. So if we look at just offense, the team was not failing. But you also gave up 2169 points, which is not so good defensively, though only 17 points less than how many points you scored. The ‘average’ game that season, you lost 82.8 to 83.4. Doesn’t sound so bad when measured that way.

“But what if Roby was judged on your performance of just one day? Well, it depended, then, on what day. The ‘86-‘87 Cagers were streaky. You started off 0 and 3, all away games. Then the next ten games you went 7 and 3 bringing your record to 7 and 6. The last two wins were against Penn and Princeton on January 9th and January 10th 1987, who finished respectively 1st and 2nd in the Ivy League that year.”

Gary even includes video footage of the historic match between Harvard and Penn.

He adds:

“How would you react if the President appointed a Secretary of Physical Education who had never played sports or coached sports? And what if this person declared that our lackluster performance in the World Cup soccer tournament is evidence that our physical education system in this country is horribly broken? And what if he made the argument that he has identified the problem as the weakness of one of our most popular games, your beloved basketball?…..

“Secretary Duncan, time is running out for you. It’s like that game against Penn on January 9th, 1987. There are only a few minutes left and you are down big. Teachers are fleeing the profession and there is soon, I believe, to be a teacher shortage as new candidates will avoid the profession for the same reason that the older teachers are leaving. Standardized testing is out of control. How much money is this country paying Pearson each year? How much time, energy, and resources are being spent on testing? Your legacy is not looking good from my view. But it is not too late. Please can you rise to the occasion as you did that time you scored 14 points in three minutes to force overtime with Penn? Please captain Duncan, would you muster up the will to lead a final charge and again turn an almost hopeless situation into one of the great comeback finishes of all time.”

Categories Teacher Evaluations, VAM (value-added modeling)

Peter Greene on Cuomo’s Destruction of the Teaching Profession and the Democrats Who Helped Him

By dianeravitch
April 1, 2015 //
20

The ever perceptive Peter Greene watched the Cuomo Teacher-Demolition Derby from afar and found it a disgraceful spectacle. 

He couldn’t decide which was worse: Cuomo’s lust to crush the teachers, who stood by watching him coming with an axe in hand, or the Assembly Democrats, who wailed that they voted for Cuomo’s plan with a heavy heart but did it anyway. As someone tweeted earlier today, “Probably they had a heavy heart because they had no spine.”

Greene writes, for starters:

This has truly been the most bizarre thing I have ever seen. An unpopular proposal that guts teaching as a profession and kicks public education in the teeth, sails through the NY legislature.

Yes, “sails through.” There’s nothing else to call a budget that is approved 92-54.

NY Democrats tried to make it look like less of a total victory-in-a-walk for public education opponent Andrew Cuomo by making sad pouty faces and issuing various meaningless mouth noises while going ahead and voting for the damn thing. “Ohh, woes and sadderations,” they cried as they took turns walking to the podium to give Cuomo exactly the tools he wanted for helping to put an end to teaching as a profession in New York state.

I am not sure what Democrats hoped to accomplish by taking to the podium and twitter to say how deeply, tragically burdened they were. I mean, I guess you’d like to know that people who club baby seals feel a little bit bad about it, but it really doesn’t make a lot of difference to the baby seal, who is in fact still dead.

Maybe the lesson here is that the craziest person in the room controls the conversation. The person who’s willing to ram the car right into the sheer rock face gets to navigate the trip, and Cuomo has displayed repeatedly that he really doesn’t care what has to be smashed up. If the world isn’t going to go on his way, it doesn’t need to go on for anybody.

But if teachers needed reason #2,416 to understand that Democrats simply aren’t friends to public education, there it was, biting its quivering lip and sniffling, “I feel really bad about this” as it tied up education and fired it out of a cannon so that it could land directly under a bus that had been dropped off the Empire State Building.

Hell, even Campbell Brown must be a little gobsmacked, as Cuomo’s budgetary bludgeoning of tenure and job security rules has made her lawsuit unnecessary. The Big Standardized Tests results will continue their reign of teacher evaluation, dropping random and baseless scores onto the heads of New York educators like the feces of so many flying pigs. And all new teachers need to do to get their (soon-to-be-meaningless) tenure is get the random VAM dice to throw up snake-eyes four times in a row. Meanwhile, school districts can go out back to the magic money trees to find the financing for hiring the “outside evaluators” who will provide the cherry on top of the VAM sauce.

Categories Corporate Reformers, Cuomo, Andrew, New York, Teacher Evaluations, Teacher Tenure, VAM (value-added modeling)

BREAKING NEWS: Karen Magee, NYSUT President, Calls for Mass Opt Out

By dianeravitch
March 30, 2015 //
181

Karen Magee, president of Néw York State United Teachers, has called for a mass opt out from state testing. Her protest is in response to Governor Cuomo’s hostile actions towards teachers and public schools.

Magee said (correctly) that test-based evaluation is an unreliable measure of teacher quality.

“New York State United Teachers president Karen Magee hinted on Monday that the powerful statewide union would launch a campaign to further encourage parents to have their children “opt out” of state-administered, Common Core-aligned exams in order to undermine the use of test scores as a component of teacher evaluations.

Speaking to reporters at the Capitol, Magee said the union has posted information on its website instructing parents on how to have their children refuse the third through eighth grade English and math exams, which are required by the federal government and will be administered next month.

“I’m a parent,” said Magee, who lives in Westchester. “My child is in 11th grade at this point in time. Had he been a third to eighth grader, he would not be taking the test. The tests are not valid indicators. The American Statistical Association has said there is no direct link to tie these tests to student performance or teacher evaluation. Let’s look at tests that are diagnostic in nature, that actually inform practice in the classroom, that actually work to serve students who are directly sitting in front of the teacher for the year as opposed to what we have in place right now.

“At this point in time, yes, we are encouraging parents to opt out,” she said. “We will be taking further steps to make parents aware of this…..”

“Magee admitted that some level of opt outs could hurt teachers in this way, but said, “Statistically, if you take out enough, it has no merit or value whatsoever.”

“When asked whether it was her goal to impact the validity of the exams, the union president responded: “At this point in time it’s the best way to go.”

Cuomo sought the most punitive possible evaluation approach to teachers. Despite the evidence against tying teacher evaluation to test scores, Cuomo demanded that 50% of each teacher’s evaluation be based on test scores.

He never explained his plan to evaluate the 70% of teachers who do not teach tested subjects.

He also has insisted that the views of an independent evaluator count more than that of principals, but has not explained the cost of hiring thousands of evaluators or why the judgment of a drive-by evaluator should have greater weight than that of the principal.

His hostility towards teachers is palpable. Future leaders will have to repair the damage Cuomo has done through his blatant disrespect for teachers, all teachers. Who will want to teach?

Categories Cuomo, Andrew, New York, Teacher Evaluations, Teachers, Testing, Unions, VAM (value-added modeling)

MUST-WATCH: VAM Outrage in Florida

By dianeravitch
March 29, 2015 //
35

Watch as Luke Flynt tells what is wrong with his VAM score. It makes no sense.

Take 4 minutes and listen to Luke tell his story about the insanity of VAM scores.

The computer predicts what his students’ test score should be. In some cases, the computer prediction was higher than a perfect score. Most of the scores that counted against Luke were those of students who answered more than 90% of the questions correctly.

This is madness.

Tell his story.

Categories Florida, VAM (value-added modeling)

New York: Administrators, Teachers, and Parents Oppose Cuomo’s Flawed Teacher Evaluation Plan

By dianeravitch
March 23, 2015 //
18

The New York Times has a front-page story today about the widespread opposition to Governor Cuomo’s absurd teacher evaluation plan, which would base 50% of the evaluation on student test scores, 35% on the snap evaluation of an independent observer, and only 15% on the school’s principal. The story focuses on Southold, New York, whose superintendent David Gamberg (as reported this morning in the first post) sent a letter to parents explaining their right to opt out of the state testing. The story also shows that parents are opposed to the increased emphasis on high-stakes testing, which will steal time from instruction and cause many schools to drop the arts and other subjects that matter to students.

 

Unfortunately, the only research cited in the story (though not by name) is the controversial Raj Chetty study that made the astounding discovery that students with high scores are likelier to go to college and likelier to make slightly more money than those with lower scores. The story does not mention the warning by the American Statistical Association that student test scores should not be used to rate individual teachers, and that doing so might undermine the quality of education. Nor does it mention the joint statement of the National Academy of Education and the American Educational Research Association, offering a similar caution about the inaccuracy, instability, and invalidity of ratings derived from test scores.

 

Junk science is not good science, even when it is endorsed by such eminences as Arne Duncan, President Obama, Scott Walker (Governor of Wisconsin), Rick Snyder (Governor of Michigan), Rick Scott (Governor of Florida), Jeb Bush (former Governor of Florida), and Andrew Cuomo.

Categories New York, Teacher Evaluations, VAM (value-added modeling)

Jeb Bush’s Dwindling “Chiefs for Change” Seeks a Makeover

By dianeravitch
March 17, 2015 //
11

No sooner did Mercedes Schneider post a blog about the disintegration of Jeb Bush’s “Chiefs for Change,” than the group decided it needed a makeover. After all, as Mercedes pointed out: As of March 10, 2015, it boasts only four members, down from 13 in October 2014. The remaining members are John White of Louisiana, Deborah Gist of Rhode Island, Hannah Skandera of New Mexico, and Mark Murphy of Delaware. And one of the four, Deborah Gist, is on her way to Tulsa to become superintendent. Which brings the “Chiefs” down to only three. The “Chiefs” have been a reliable echo chamber for Jeb Bush’s policies, favoring high-stakes testing, the Common Core, charter schools, evaluation of teachers by test scores, digital learning, and A-F school grades. The new leader of this tiny group of three Chiefs is John White, a big supporter of vouchers, for-profit charters, and the rest of Jeb Bush’s agenda.

 

But now that their number has diminished so dramatically, the group has decided to open its ranks to city superintendents (allowing Gist to remain a member). And now that Jeb Bush is a Presidential candidate, it will strike out on its own, no longer an adjunct to Bush’s “Foundation for Educational Excellence.” The group says it is looking for “bipartisan education leaders” and hopes to have a voice in the debate about the future of No Child Left Behind.

Categories Bush, Jeb, Charter Schools, Chiefs for Change, Standardized Testing, VAM (value-added modeling), Virtual Charter Schools, Vouchers
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