Testing Testing

PARCC chief says new tests “beautiful tools”

Laura Slover, CEO of the PARCC testing consortium

“I think they’re really beautiful tools, but they’re just tests,” the CEO of the PARCC testing group told Colorado school administrators Friday. “The really important thing is what happens in the classroom every day,”

Laura Slover acknowledged rising criticism of standardized tests but said, “This is not a testing agenda; it’s a equity agenda.”

Slover spoke to the closing session of the Colorado Association of School Executive’s annual summer meeting in Breckenridge, which drew more than 1,000 administrators and others.

Calling the PARCC language arts and math tests “a huge game changer,” Slover said, “This is a quality test. It’s better than anything else out there on the market.”

Some Colorado schools field-tested the new exams last spring, and the tests are scheduled to be given in all districts next spring, replacing the TCAP tests. However, a new state task force is studying a variety of testing issues, and assessment is expected to be a major education issue during the 2015 legislative session.

“There is a lot of frustration about testing,” Slover acknowledged, particularly the perception of a growing testing burden. PARCC is working on a whole system of tests, including diagnostic and formative exams in addition to the end-of-year tests.

Slover asked, “Is this an opportunity to streamline and look at PARCC as a solution and not an additive extra thing you have to do?”

She also said, “The PARCC assessments do not require some separate kind of test prep. … If teachers teach the content their kids will do fine. It’s about good teaching, it’s not about drill-and-kill test prep.”

Slover started her education career as an English teacher and basketball coach at Battle Mountain High School in Eagle County. She recalled that she didn’t pay much attention to standards and assessments in those days.

“Those standards and those results sat in a nice cupboard and I didn’t use them much,” she said. “I wish I’d had tools like the PARCC states are developing now.”

Colorado educators who participated in a panel following Slover’s talk were generally supportive.

Tracy Dorland, chief academic officer of the Adams 12-Five Star district, said Common Core standards and new tests are “about raising the bar for all kids,” adding she hopes the change “re-energizes our teachers.”

She said she’s concerned “that we lack the courage to get it done and that we get derailed by the political rhetoric, whether it’s left or right.”

Dorland also said teachers can help ease public concern about new tests. “When teachers tell parents good things about the work they’re doing parents are really supportive.”

Dan Snowberger, Durango superintendent, said the old state-only standards “created an un-level playing field” and cautioned, “If we think the new standards are about tweaking what we do, we’ve missed the mark.”

Snowberger also said, “My fear is that there will be this groundswell of anti-Common Core and that some educators will get on board with that.”

legislative update

Senators kill two education proposals, but plan to replace ISTEP moves ahead with a new high school test

PHOTO: Shaina Cavazos
The Senate Education Committee had its last 2017 meeting today.

The plan to replace Indiana’s unpopular ISTEP exam took another step forward Wednesday as the Senate Education Committee finished up its work for the year.

The committee killed two bills and passed four, including an amended version of the bill to overhaul the state testing system. The bill passed 7-4, but some lawmakers still weren’t happy with the plan — especially because the bill continues to tie teacher evaluations to state test results and removes a requirement for students to take end-of-course exams that many principals and educators had supported.

The amended bill would:

  • Require high school students to take a national college entrance exam, such as the SAT or ACT, rather than end-of-course exams. The Indiana State Board of Education would choose the specific test and set a passing score needed for graduation.
  • Create tests that would allow Indiana students to be compared with peers nationally.
  • Allow the state to create its own test questions only if the option saves Indiana money or would be necessary to ensure the test complies with Indiana academic standards.
  • Require schools to give state tests on computers or using “digital technology” unless they receive a waiver from the education department.
  • Create a legislative panel to study Indiana’s teacher evaluation laws and draft a final report by Nov. 1.

Some of the changes in the amendment came from state Superintendent Jennifer McCormick. Earlier this month, she outlined some of those ideas for the committee, which were similar to ones pushed by former schools chief Glenda Ritz. But that still didn’t make it especially popular with the committee today.

“I’m still not comfortable with where we are,” said Sen. Eddie Melton, D-Merrillville.

Sen. Aaron Freeman, R-Indianapolis, and Sen. Jean Leising, R-Oldenburg, also expressed concerns about the bill, although Leising voted “yes” because the state is still required to have a test, she said.

“I’m very disappointed we can’t move away from ISTEP more quickly,” Leising said. “I’m most disappointed that we’re still going to evaluate teachers based on ISTEP results which nobody believes in currently.”

Here are the rest of the bills that passed the committee today. All of them still must face debate by the full Senate, and likely further discussions by the House:

Charter school renewal and closure: House Bill 1382 would make changes to how the Indiana State Board of Education handles authorizers who want to renew charters for schools that have failed for four years in a row. This proposal, as well as other changes, could benefit Indiana’s struggling virtual charter schools — particularly Hoosier Academies.

The bill was amended today to give the state board of education more control over what education and experience charter school teachers need in order to be allowed to teach.

High school graduation rate and student mobility: House Bill 1384 would require the Indiana State Board of Education to consider a school’s rate of student turnover from year to year when it assigns A-F accountability grades.

But it was amended today to change previous language that would have given schools two A-F grades — one reflecting state test results from students who move around frequently, and one based on students who have been at the school for at least a year. The amendment removes the two grades and instead would instruct the state board to consider student mobility in the existing A-F system, and “whether any high school should be rewarded for enrolling credit deficient students or penalized for transferring out credit deficient students.”

This bill, too, has implications for Indiana virtual schools, which have struggled to show success educating a wide range of students. The schools have complained that they often accept students who are far behind their peers and are using the school as a last-ditch chance to graduate.

The bill also includes two proposals regarding private schools and vouchers.

Teacher induction program: House Bill 1449, offered by Rep. Dale DeVon, R-Mishawaka, would create a program to support new teachers, principals and superintendents that would be considered a pilot until 2027.

And here are the bills that died, both authored by House Education Committee Chairman Bob Behning, R-Indianapolis:

Elementary school teacher licenses: House Bill 1383 would encourage the state board of education to establish content-area-specific licenses, including math and science, for elementary teachers. It was defeated by the committee 6-5

Competency-based learning: House Bill 1386 would provide grants for five schools or districts that create a “competency-based” program, which means teachers allow students to move on to more difficult subject matter once they can show they have mastered previous concepts or skills, regardless of pace (Learn more about Warren Township’s competency-based program here). It was defeated by the committee 8-3.

test prep

To test or not to test? That’s the question families face as students head into state exams this week

PHOTO: Alan Petersime

Starting this week, thousands of New York City students in grades 3-8 will sit for the state’s controversial standardized tests — a gauge of student progress that has become an educational lightning rod in recent years.

Across the state, parents have been opting their students out of the tests in record numbers to protest what they say is an educational culture too focused on test preparation. Statewide, the percentage of students opting out was 21 percent last year, while the city’s rate was much lower at less than 3 percent refusing to sit for exams, an uptick from the year before.

Testing protests contributed to a larger sea change in education policy, including the state’s decision to revise the Common Core learning standards and stop using grades 3-8 math and English test scores in teacher evaluations. Officials also made some changes to the tests last year, including shortening them and providing students with unlimited time.

So what’s new this year? State Education Department officials announced this November they would not make significant changes to exams this year in order to allow for stable year-over-year comparisons.

Some supporters of opt-out, including the chair of the City Council’s education committee, Daniel Dromm, are pushing for families to know their rights about refusing the test. The state education commissioner has said parents need to make their own choices on the matter.

“It’s up to parents to decide if their children should take the tests,” State Commissioner MaryEllen Elia said in a statement. “We want them to have the all the facts so they can make an informed decision.”

Here’s what you need to know as students start taking English exams on Tuesday.

How much do state tests matter — and what are they used for?

  • They matter less than they once did, but Mayor Bill de Blasio’s administration has cited test scores as one of many factors the city uses to determine whether a school should close.
  • State policymakers have decided that grades 3-8 math and English exam scores will no longer count in teacher evaluations.
  • Meanwhile, the city has reduced the tests’ influence on school ratings and decisions about whether students move on to the next grade.
  • The state is is currently deciding how test scores will be used to judge schools under the Every Student Succeeds Act, a new federal education law. There is no official plan yet, but early signs indicate policymakers want to use much more than just state test scores.

Why are state tests so controversial?

  • When the state adopted new Common Core-aligned standards, the tests became more difficult to pass, just as the stakes for teachers and schools grew.
  • The state began tying teacher evaluations to test scores.
  • Critics argue teachers have been forced to narrow their curriculum to focus on test preparation.
  • Many teachers are frustrated by the continued emphasis on testing. Others see the tests as helpful to gauging student progress.

What has the state changed in recent years?

  • The tests were slightly shorter last year.
  • Students were also allotted unlimited time to complete them last year — a change meant to reduce student stress.
  • State test scores in English leapt after last year’s changes. Elia said that meant the scores could not be compared “apples-to-apples” to the year before, but city officials still celebrated the scores with little mention of the changes.
  • That led some to ask, how should we use the scores? And what does it mean for evaluating struggling schools?
  • Since 2015, a greater number of teachers have been involved in reviewing test questions, state officials said.
  • In November, state officials announced they did not plan to make significant changes to the tests this year. (First, they announced they would keep the tests stable for two years, but then backed off that decision the next day.)

What’s up with the opt-out movement?

  • Last year, opt-out percentages were 21 percent statewide, fairly flat from the year before.
  • Though much smaller, the number of families sitting out of exams in New York City did increase substantially. In 2016, 2.4 percent of city students sat out the English exams — a 71 percent jump over 2015. And 2.76 percent opted out of math, a 53 percent spike.
  • Statewide, opt-out students in 2015 were more likely to be white and less likely to be poor, and liberal areas in Brooklyn and Manhattan saw the city’s highest opt-out numbers.
  • Leaders of the the opt-out movement want to broaden their approach to state politics. Nationally, a recent study found that many members of the movement aren’t parents at all, but teachers and education advocates.
  • Despite the changes enacted last year, opt-out advocates aren’t satisfied. They still want substantially shorter tests with no consequences for schools, teachers or students.
  • A federal mandate says 95 percent of students must take state tests, but New York state officials indicated last year they did not plan to withhold funding for schools or districts that break that rule. Elia reiterated that point to Chalkbeat at a recent Board of Regents meeting, saying she has no desire to do so now or in the future.