Looking back

On WNYC, chancellor defends city's presentation of test scores

Possibly taking a cue from today’s New York Times editorial, Chancellor Joel Klein took to the airwaves today to try and explain the drop in scores.

On WNYC, host Brian Lehrer asked Klein when he knew that the state math and reading tests had become too easy and why he continued to trumpet the yearly score increases. Klein defended the way the city discussed test scores, saying the mayor began calling for tougher standards in 2006. He added that whenever the city called press conferences to announce the test scores, “we always put it in context.”

Anyone who sat through those announcements likely remembers that over time, Klein began to emphasize comparisons of the city’s scores to the rest of the state’s scores, rather than focus on the proficiency rates alone. But unlike state officials, he did not caution parents that their children’s scores were inflated.

Last year, while Mayor Bloomberg told the New York Times “It’s time for a celebration,” State Board of Regents Chancellor Merryl Tisch was full of warning. At the time she said:

“While on the face of things scores may be going up, a system where proficiency means you have at best even odds of not graduating, and will probably need remedial education, this is not a victory that we are defining in New York State.”

The following is a snippet of Klein’s exchange with Lehrer:

Lehrer: But then were you making claims of success based on the previous numbers, 69 percent, 82 percent, knowing on some level that they were a sham?

Klein: No but what we did time and again, Brian, is always compare New York City to the rest of the state and to other big cities.  So we always said, whether the tests got harder or easier, and there were arguments all over the place, we always said two things: that compared to everyone else New York City’s progress was indisputable.

If you look at the overall scores, if you look at the number of kids who are performing well in New York compared to other cities and the rest of the state. Second thing we said though is we need to raise them. We don’t set those benchmarks and the state does, but when we say under federal law and under state law that a certain number of kids are proficient, I think we are allowed to report that in good faith. By the same token, we were out there early saying raise the bar and the question becomes inevitably why did other people wait the time they waited.

Lehrer: In good faith you could trumpet the scores that you thought were less than 100 percent meaningful? Did you?  I don’t know. Did you have news conferences in 2009 saying, “Hey look we got 82 percent on the math passing?”

Klein: We did, but we always put it in context. You never saw us say…because this argument are the state tests too easy, are they too hard… And we were very clear about this: look at our gains compared to other large cities that are comparable to us in New York and compared at the rest of the state.

The chancellor also claimed that the city had closed the graduation gap — the disparity between black and Hispanic students’ graduation rate versus that of white and Asian students.

“We’ve closed the achievement gap with respect to graduation rates,” he said.

Perhaps the chancellor meant to say “closing” rather than “closed.” At best, the city’s graduation gap has slightly narrowed. In 2005, an average of 39 percent of black and Hispanic students were graduating from high school, compared to 65 percent of whites and Asians, a gap of 26 percentage points. Now the gap is 22 points.

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magnetic fields

Three Indianapolis schools recognized for diversity, but local efforts to integrate are still underway

PHOTO: Alan Petersime
School 27

Three Indianapolis public schools can claim a new title: 2017 National Magnet School of Distinction.

The prize, given annually by a national group promoting the themed schools, recognizes schools that boost student achievement, promote diversity, and have strong community ties. Among this year’s 244 winners nationally are Center for Inquiry Schools 2, 27, and 84, all part of the Indianapolis Public Schools district.

“Being recognized as a Magnet School of Distinction provides just one affirmation to the collective CFI School family that their philosophy, tireless work ethic, community support, and relentless journey to provide students with the absolute best inquiry based education is paying dividends to their students, to IPS, and to the larger community,” said Greg Newlin, the district’s academic improvement officer, in a statement.

The three schools use the International Baccalaureate curriculum. And their students are more likely to be white and more affluent than at the average district school. The schools’ demographics vary widely: School 27 is well integrated, with about 39 percent white students and 41 percent black students. In contrast, School 84 is nearly 83 percent white this year in a district where students of color make up 80 percent of enrollment.

That could soon change. After a series on segregation from Chalkbeat and the Indianapolis Star exposed how rules about magnet school admission gave the most privileged families in the district an edge at sought-after schools, the school board last year voted to adopt policies designed help more low-income students win admission to magnet schools. The new policies could reshape who enters the schools this fall.

“Magnet schools were born out of the civil rights movement and were intended to help school districts to reintegrate,” IPS board member Gayle Cosby said at the time. “We want to make sure that magnet schools are not actually serving a different purpose in our district.”

The award to the Indianapolis schools is the second tier that Magnet Schools of America hands out. Schools that have especially strong academic performance can earn a different title: schools of excellence.

First Person

I’m a teacher, not an activist. Here’s why I’m joining the March for Science this weekend

PHOTO: Creative Commons / Jeremy Wilburn

I became a science teacher because there’s nothing I love more than talking about science. This Saturday, I’ll march for science in Cleveland because there’s nothing I believe is more important than defending science in our society and our classrooms.

My love affair with science goes back to my seventh-grade teacher, Mr. Hurst, who took a hands-on approach to science education. Through labs and real-world investigations, my classmates and I discovered the complexity of scientific discovery. While I originally pursued a career in lab research, I soon realized that my true passion lay in teaching – that I could fulfill my love of science by delivering the same quality of teaching that I’d received to the next generation.

I’m marching for science on Saturday because every student deserves such a strong foundation. A well-rounded education should be a reality for every child in America – and that must include science, technology, engineering and math. Without it, our country won’t be able to solve the very real crises looming just over the horizon.

The world’s population is growing exponentially, consuming a limited supply of natural resources at a faster pace. We rely on nonrenewable forms of energy that we’ll inevitably exhaust at a great environmental cost. Medical advances have slowed the spread of infectious disease, but our overuse of antibiotics is leading to a new generation of drug-resistant pathogens.

Our children need to know what they are up against so they can design their own solutions. They need an education that enables them to think analytically, approach a problem, tackle new challenges, and embrace the unknown. That’s exactly what good science education does.

Still, I understand that some may wonder why teachers are marching – and even if they should. Some will inevitably accuse teachers of “politicizing” science or stepping “out of their lane.”

But marching for science is distinct from the kind of political statements I dutifully avoid in my role as a teacher. To me, marching is a statement of fact: without science teachers, there is no science education; without science education, there is no future for science in America. Science teachers and their classrooms are the agar in the petri dish that cultures our students’ scientific minds. (Did I mention there’s nothing I love talking about more than science?) In any movement for science, teachers have a role to play.

Marching, like teaching, is to take part in something bigger. Years from now, if I’m lucky, I might glimpse the name of one of my former students in the newspaper for a scientific discovery or prestigious award. But by and large, it’s my job to plant seeds of curiosity and discovery in a garden I may never see.

On Saturday, I’ll be there alongside doctors and nurses, engineers and researchers, and citizens from all walks of life who love science and want to see it valued and respected in our country. We might not see the fruit of our labors the day after the march, or even after that, but the message we send will be clear.

If you’re a parent or student – maybe one of my own – I hope you see that passion for science on full display around the nation this Saturday. I hope you see why having committed science teachers like myself and my colleagues is inextricably bound to the fate of our world. I hope that recognition grows into action to support teachers and demand universal access to an excellent science education, like the one I strive to provide every day in my classroom.

Sarah Rivera teaches engineering, biology, biomedical science, and environmental science at Perry High School in Perry, Ohio. She is also a member of 100Kin10’s teacher forum.