Pulse of the public

Union poll finds negative public attitudes on testing

Coloradans are concerned about the amount of testing in the state’s schools, according to a poll commissioned by the Colorado Education Association, the state’s largest teachers union.

“The survey confirms the actual experience parents and teachers are having all over Colorado – there is simply too much testing and not enough funding,” said CEA President Kerrie Dallman. The CEA supports trimming back the state’s testing system.

Here are some key results from the poll:

  • Level of testing: Less testing was supported by 63 percent, same amount 28 percent, more 5 percent.
  • Primary purpose of testing: Assessing student progress was listed by58 percent, assessing of district and school performance 24 percent, assessing teacher effectiveness 13 percent.
  • Effectiveness of testing in measuring student progress: Somewhat effective 52 percent, not effective 34 percent, strongly effective 11 percent.
  • Appropriate amount of class time on testing: 0-10 percent – 45 percent of respondents, 10-20 percent – 38 percent, 20-30 percent – 12 percent, more than 30 percent – 2 percent.
  • Parental opt out: Under special circumstances 43 percent support this, never 28 percent, support for any reason 25 percent.

Asked how familiar they were with the standardized tests in their school districts, 34 percent of respondents said they were very familiar, 45 percent somewhat familiar and 21 not very familiar.

On the question of how many standardized tests their children take each year, 50 percent of parent respondents said two to five and 10 percent said six to 10. Asked if they felt their children were adequately supported by technology in their schools, 71 percent said yes and 20 percent said no.

Other issues

The CEA’s poll also asked respondents to choose the “top problem” facing education and about their opinions on the Common Core State Standards.

Some 29 percent identified school funding as the single most important problem facing public schools, with standardized testing and parental involvement tied at 13 percent for the next most-cited problem. Teachers unions and administrators each were mentioned as the top problem by 12 percent each.

On Common Core, 32 percent of respondents supported the language arts and math standards, 34 percent opposed them and 34 percent weren’t sure of their opinions. The survey also asked respondents if they were aware of the state’s Colorado-only standards in other subjects – 59 percent didn’t know about them.

The poll surveyed 706 adults, including 600 registered voters and 219 parents of school-aged children. Interviews were done Sept. 12-16, primarily by telephone. The poll was done by SurveyUSA. See questions, demographic tabulations and full results here.

Testing task force chips away at issues

Monday also was the fourth meeting of the Standards and Assessments Task Force, a 15-member appointed group that is studying state and local testing systems and that is supposed to make recommendations to the 2015 legislative session.

Up to now the group has been heavily involved in information-gathering and organizational issues, and it has only three more meetings scheduled before it’s supposed to complete its report.

The task force represents a broad spectrum of education interests, from cut-it-back parent representatives to education reform group leaders who want to preserve key elements of the current system. Some of those divisions started to surface during discussion at the group’s September meeting (see story).

One exercise the task force did on Monday was to start narrowing down issues it wants to research and discuss further. Those issues include:

  • Shortening the time taken by tests
  • Cutting back state testing to the minimums required by the federal government
  • Aligning and combining local, state and federally required tests
  • Excusing students who are performing at top levels from testing
  • Allowing districts to continue giving paper-and-pencil tests
  • Letting districts choose from a state-approved menu of tests
  • Delaying the use of results from new tests for accountability and educator evaluationuntil those tests have been fully validated
  • Changing the timing of the new science and social studies tests to reduce the crush of testing every spring

The group also was briefed on a recent memo from the U.S. Department of Education that detailed the fairly limited options that state has in changing the testing system. (See this story for background.) But that report prompted little significant discussion.

On Monday evening four members of the task force held the first in series of public meetings on testing. About two-dozen people showed up at Denver’s North High School, some raising familiar concerns about testing distracting from classroom instruction, the costs of testing and infringements on state and district autonomy.

The task force plans a series of such meetings around the state – see the schedule here.

Making the grade

TNReady scores are about to go out to Tennessee districts, but not all will make student report cards

PHOTO: Chalkbeat Photo Illustration

The State Department of Education will start Monday to distribute the test score data that goes into students’ final report cards, but it won’t arrive in time for every district across the state.

That’s because some districts already have ended their school years, some won’t have time to incorporate TNReady grades before dismissing their students, and some missed the state’s first deadline for turning in testing materials.

“Our timelines for sharing TNReady scores are on track,” spokeswoman Sara Gast said Friday, noting that the schedule was announced last fall. “We have said publicly that districts will receive raw score data back in late May.”

Shelby County Schools is waiting to see when their scores arrive before making a decision. A spokeswoman said Tennessee’s largest district met all testing deadlines, and needs the scores by Monday to tabulate them into final grades. The district’s last day of school is next Friday.

School leaders in Nashville and Kingsport already have chosen to exclude the data from final grades, while Williamson County Schools is delaying their report cards.

A 2015 state law lets districts opt to exclude the data if scores aren’t received at least five instructional days before the end of the school year.

TNReady scores are supposed to count for 10 percent of this year’s final grades. As part of the transition to TNReady, the weight gradually will rise to between 15 and 25 percent (districts have flexibility) as students and teachers become more familiar with the new test.

The first wave of scores are being sent just weeks after Education Commissioner Candice McQueen declared this year’s testing a “success,” both on paper and online for the 24 districts that opted to test high school students online this year. Last year, Tennessee had a string of TNReady challenges in the test’s inaugural year. After the online platform failed and numerous delivery delays of printed testing materials, McQueen canceled testing in grades 3-8 and fired its previous test maker, Measurement Inc.

Tennessee test scores have been tied to student grades since 2011, but this is the first year that the state used a three-week testing window instead of two. Gast said the added time was to give districts more flexibility to administer their tests. But even with the added week, this year’s timeline was consistent with past years, she said.

Once testing ended on May 5, school districts had five days to meet the first deadline, which was on May 10, to return those materials over to Questar, the state’s new Minneapolis-based testing company.

School officials in Nashville said that wasn’t enough time.

“Due to the volume of test documents and test booklets that we have to account for and process before return for scoring, our materials could not be picked up before May 12,” the district said in a statement on Thursday.

Because districts turned in their testing materials at different times, the release of raw scores, will also be staggered across the next three weeks, Gast said.  

School Politics

Colorado schools were a hot topic at the state Capitol this year. Here’s what lawmakers did.

A teacher reads to her students at the Cole Arts and Science Academy in Denver. (Photo by Nic Garcia/Chalkbeat)

Colorado lawmakers this week are celebrating major education-related policy wins, including finding more money for public schools.

This year’s legislative session, which ended Wednesday, was marked by big compromises on issues that have befuddled policy makers for years: charter school funding, ninth-grade standardized testing and measuring the reading skills of the state’s youngest bilingual students.

With so many thorny debates behind them, lawmakers and Capitol observers are now looking toward other major policy questions they’ve put off for years, including reforming how the state pays for its public schools and making changes to Colorado’s school accountability laws and teacher licensure policies.

“The hope is now that the K-12 community can come together to focus on the big issues,” said Jen Walmer, Colorado state director of Democrats for Education Reform.

But before we get ahead of ourselves, let’s look back at the last 120 days:

Lawmakers found more money for schools than anyone could have imagined.

Before the legislative session began, school districts were preparing for the worst. Despite the state’s booming economy, constraints on how much the state could spend meant schools could have gone without much of a funding increase.

State Sen. Jerry Sonnenberg, a Republican from Sterling, on the first day of the legislative session.

The forecast became even more dire midway through the session when lawmakers learned the local tax base that generates about a third of all state spending on schools was going to shrink drastically. The worst predictions had the state’s education funding shortfall growing to more than $1 billion.

State officials found a technical workaround, and lawmakers were able to send more money to schools. On average, schools will see about $242 more per student next year.

However, leaders in both parties are aware that the state’s problematic constitutional constraints, tax policies and school funding formula still exist. That’s why a bipartisan coalition of lawmakers led a successful effort to create a committee to study and propose changes to the way the state funds it schools.

“We have more work to do. We need to continue with what we’ve done this session: have tough conversations,” said Speaker Crisanta Duran, a Denver Democrat.

“How do we make sure that students, regardless of race, income, regardless of whether they have a disability, that they have the opportunity to succeed?” she said. “There is no doubt that we have structural decisions we have to make when it comes to our budget.”

Republican leaders said they’re also anxious to see the committee get to work. But they’re less likely to support an influx of cash to the state’s schools.

“If we’re going to look at real overhauls to the system and funding, we need to look at all the options — not just throwing more money at the system — a system that by many’s accounting is not working well or efficiently,” said Senate President Kevin Grantham, a Canon City Republican.

He and other Republicans are encouraging the committee to look at how other states have focused their funding formulas on students rather than on a school’s size or geographic location, and used funding to expand school choice.

Lawmakers already have one option on the table: A proposal to set a statewide property tax rate, which was born out of the legislature’s budget office and floated early in the session. While there was a lot of talk behind the scenes, it failed to gain traction. Expect to hear a lot more about the idea.

The charter school funding compromise, which some called “historic,” was just one of many longstanding issues that were resolved this year.

The 2017 legislative session will likely be remembered as the most productive in a decade because of several big compromises.

State Rep. Brittany Pettersen, a Lakewood Democrat, sits alone on the House of Representatives floor as members of her own party filibustered her compromise on charter school funding. (Photo by Nic Garcia)

Lawmakers grinned Thursday as they ticked off a long list of accomplishments to reporters, including one that could send more local money to charter schools. In return, charter schools will be required to post on their official websites more tax documents and will no longer receive two specific financial waivers.

The last-minute charter school funding bill — sponsored by a bipartisan group of lawmakers that included state Reps. Brittany Pettersen and Lang Sias and state Sens. Owen Hill and Angela Williams — was the compromise no one saw coming.

“Anything is possible,” Pettersen said after the session.

Lawmakers had wrestled with the question of requiring the state’s school districts to share their locally approved tax increases with charter schools for two years. Despite vocal objections from several school superintendents, the legislature overwhelmingly supported the bill.

Early in the session, lawmakers eager to reduce the number of standardized tests reached another compromise with the governor’s office. High school freshmen will no longer be required to take the controversial PARCC English and math tests. Instead, they’ll take a test that is aligned to the college entrance exam, the SAT.

We kicked the PARCC test out of high schools,” said Rep. Paul Lundeen, a Monument Republican. “It’s gone!”

Other deals that were reached include the creation of a diploma seal of biliteracy for students who demonstrate proficiency in two languages and new regulations on how to monitor the reading skills of young English language learners.

Colorado schools will also see a financial boost for the next three years after lawmakers passed an omnibus bill that resolved a debate over a hospital fee that helps pay for the state’s health insurance program.

As part of the biggest compromise of the year, the state will raise taxes on recreational marijuana. Those taxes will send $30 million to rural schools next year and $40 million over two years to the state education fund, a sort of savings account for schools.

Rural schools flexed their muscles and blocked a bill to reform the state’s student suspension rules, but they didn’t get everything they wanted.

Not every piece of bipartisan legislation reached the governor’s desk.

Students at Merino Elementary School work during class.

A bill that aimed to reduce the number of preschool and elementary school students who are suspended was killed by a GOP-controlled committee at the request of rural schools, despite having overwhelming support from both Democrats and Republicans.

Rural school leaders said the bill attempted to create a statewide solution for a Front Range problem. A Chalkbeat analysis of suspension data, which rural superintendents refuted, showed otherwise.

Supporters of the legislation vowed to work with opponents this summer and fall and try again next year.

While rural schools were successful in blocking that mandate, they were dealt a setback when a bill that would have allowed them to remedy a teacher shortage by hiring unlicensed teachers was killed by its sponsors.

State Rep. Jim Wilson, a Salida Republican, said he couldn’t garner enough support for his effort. At least not this year.

“Like Arnold Schwarzenegger said, ‘I’ll be back,’” Wilson said.

Even though that bill failed, lawmakers did take steps to curb the state’s teacher shortage.

Stanley Teacher Prep resident Lily Wool works with kindergartner Samori McIntosh at Tollgate Elementary School in Aurora. Wood’s residency program is merging the Boettcher Teacher Residency program. (Photo by Nic Garcia/Chalkbeat)

Prior to the session, education leaders at the Capitol had few if any plans to take on the state’s teacher shortage. But retired teacher and freshman state Rep. Barbara McLachlan pushed to address the issue.

The Durango Democrat partnered with a host of other lawmakers from both parties to sponsor legislation to study the shortage and provide solutions. She also sponsored a bill that would allow rural schools to hire retired teachers without penalizing their pension. Both bills were sent to the governor.

Two other bills, including one to create multiple teacher preparation pilot programs, failed to advance. But with the issue on the legislature’s radar, expect it to come back.

“That’s the most pressing issue, next to funding,” said state Sen. Rachel Zenzinger, an Arvada Democrat.

Despite newfound freedom from Washington, lawmakers didn’t make any bold changes to the state’s school accountability system.

Several lawmakers early in the session seemed eager to take advantage of new flexibility from the federal government.

While the state education department was busy putting together a mandated statewide plan to adopt the new Every Student Succeeds Act, lawmakers were debating how they could update the state’s school accountability laws.

But only two bills making minor tweaks advanced.

A HOPE Online student works during the day at an Aurora learning center. (Photo by Nicholas Garcia, Chalkbeat)

One requires elementary schools that receive low quality ratings to address the needs of students in preschool through third grade.

The second bill requires the state to measure how well high school students are meeting updated graduation requirements. As part of the new requirements, which go into effect in the year 2021, high schools must adopt a list of options students can use to prove they’re prepared for college or a career.

Those options include the SAT exam, which all Colorado juniors are required to take; passing a concurrent enrollment college-level course; passing a Advanced Placement test; or completing a college thesis-like capstone project demonstrating knowledge of a subject.

“This bill is a really clever way to allow school districts to say, ‘This is what we care about, and this how we’re going to do it,’” said Luke Ragland, president of Ready Colorado, a conservative education reform group.

Some of the most anticipated school-accountability bills of the session never materialized.

One would have provided more clarity on what happens to schools that consistently receive low quality ratings from the state.

“This was a big undertaking, and the bill’s sponsors needed more time,” Ragland said.

It’s another issue Capitol-watchers can expect to see return next year.

As Ragland put it, “The lack of clarity at the end of the state’s accountability clock is bad for everyone.”