Headlines

Rise & Shine: Zooming in on both high- and low-rating teachers

Teacher Data Reports news:

  • Controversial Teacher Data Reports were released. (GothamSchools, DNAInfo, HuffPo, Post, NY1, WSJ)
  • The ratings show that teachers with both high and low scores work in schools across the city. (Times)
  • The city says it found no relationship between schools’ demographics and their teachers’ ratings. (NY1)
  • Some feared a focus on low-scoring teachers, but high-scoring ones are getting attention, too. (Times)
  • On average, schools with top scores on city progress reports had higher-rated teachers. (Daily News)
  • Long-reported swings in year-to-year scores has some skeptical of their value to the public. (WSJ)
  • News outlets that published the ratings varied greatly in their approach to error and reliability. (NY1)
  • The UFT is turning the release, which it opposed, into an opportunity to galvanize members. (Times)
  • The city’s rating release followed a similar, equally controversial release in Los Angeles. (L.A. Times)
  • Just one of the 15 highest-rated teachers is a man, reflecting the dearth of men in city classrooms. (Post)
  • The court decision letting the release take place set a precedent that applies statewide. (Journal News)
  • The ratings’ release could make for some uncomfortable conversations as school resumes today. (WSJ)
  • A Queens teacher who inspired a bully on “The Simpsons” got low scores in reading and math. (Post)
  • The value-added methodology gave several teachers cumulative scores of zero. (PostDaily News)
  • Two Bronx schools, both with high-needs students, have teachers with very different scores. (Post)
  • Parents who ask that their children be moved out of low-rated teachers’ classes won’t have luck. (Post)

And Teacher Data Reports reviews:

  • Some parents at a Queens school where a teacher got a very low score say they want changes. (Post)
  • Chancellor Walcott said this weekend that he thought the ratings were causing healthy dialogue. (Post)
  • A handful of local politicians, including the Staten Island borough president, praised the release. (Post)
  • Other Staten Islanders, including teachers and parents, gave mixed reviews to the release. (S.I. Advance)
  • Many teachers oppose the ratings’ release; some find some value. (Daily News 1, 2)
  • Some parents say they appreciate the information the ratings’ release provides. (Post 1, 2)
  • The Post says the release of the ratings was a victory for kids and transparency of government data.
  • The Daily News says even though the ratings aren’t perfect, they should have been released.
  • A Manhattan Institute scholar says the ratings can be useful if consumed cautiously. (Daily News)

In other news:

  • With diversity declining at Stuyvesant, being a black student can be a lonely experience. (Times)
  • Some churches held services in city schools after a late court decision kept the doors open. (WSJ)
  • City students who overcame great odds to succeed received scholarships from the New York Times.
  • New Jersey’s schools chief wants to remove free lunch eligibility as a definer of poverty. (Star-Ledger)
  • Michael Winerip: Arne Duncan’s ties to Michelle Rhee could cloud a federal investigation of her. (Times)
  • Long obscured, donors to Michelle Rhee’s StudentsFirst campaign are now being made public. (HuffPo)
  • The Daily News praises the city’s efforts to crack down on graduation rate inflation.

News from midwinter break:

  • An audit prompted the city to overhaul Regents grading and credit recovery policies. (GothamSchools)
  • Our explanation for why we would not publish the teacher ratings with names attached. (GothamSchools)
  • An average of five students a day were arrested in city schools last fall, new data show. (GothamSchools)
  • A city charter school’s closure has spurred talk about how to help struggling charters. (GothamSchools)
  • Despite a new mandate, some schools are still turning away special needs students. (Insideschools)
  • Some state districts had their federal funding restored over evaluations, but not NYC. (GothamSchools)
  • The city actually called off a state hearing to make the case for a funding restoration. (GothamSchools)
  • After the state’s evaluations deal, more city principals signed a petition in opposition. (GothamSchools)

a 'meaningful' education?

How a Colorado court case could change how public schools everywhere serve students with special needs

Dougco headquarters in Castle Rock (John Leyba/The Denver Post).

The U.S. Supreme Court on Wednesday grappled with the question of what kind of education public schools must provide students with disabilities, hearing arguments in a case that originated with a complaint against a suburban Denver school district and that could have profound implications nationwide.

The case involves a student diagnosed with autism and attention deficit/hyperactive disorder. His parents pulled him out of his Douglas County elementary school, saying he wasn’t making enough progress and the district’s response was lacking.

They enrolled the boy in a private school for children with autism and asked the district to reimburse them for the tuition, arguing their son was due a “free appropriate public education” as required by the 1975 Individuals with Disabilities Education Act.

The law spells out the requirements states must meet to receive federal money to educate special-needs students. The district declined, saying it had met the standard of the law.

The family eventually filed a lawsuit against the district. Lower courts all sided with the district, reasoning that it had provided the child “some” educational benefit — the standard cited in the federal statute at issue.

Lower courts across the nation have varied in their definition of the proper standard. The high court arguments Wednesday centered on whether “some” benefit was good enough, or whether special-needs students deserve a more “meaningful” benefit.

Jeffrey Fisher, an attorney for the boy’s family, told the justices that as a general rule, individualized education plans for special education students should include “a level of educational services designed to allow the child to progress from grade to grade in the general curriculum.”

Throughout the arguments, the justices expressed frustration with what Justice Samuel Alito described as “a blizzard of words” that the law and courts have used to define what’s appropriate for special needs students.

Chief Justice John Roberts said regardless of the term used, “the whole package has got to be helpful enough to allow the student to keep up with his peers.”

Neal Katyal, an attorney for the school district, argued that providing children “some benefit” is a reasonable standard.

“That’s the way court after court has interpreted it,” he said. “It’s worked well. This court shouldn’t renege on that.”

Ron Hager, senior staff attorney for special education at the National Disability Rights Network, attended the oral arguments Wednesday and said he was optimistic the lower court’s ruling would be overturned.

He said if the Supreme Court does overturn the federal Tenth Circuit Court’s ruling and requires a higher standard, it won’t necessarily come with major financial costs for school districts. Instead, he said, it will nudge them to be proactive and provide teacher training and intervention services early on instead of waiting until problems — and the expenses associated with them — snowball later.

Marijo Rymer, executive director of the Arc of Colorado, which advocates on behalf of people with intellectual and developmental disabilities, said she was heartened to see the case advance to the Supreme Court. Establishing a clearer standard on what constitutes a fair and appropriate education for students with disabilities is a civil rights issue, she said.

“It’s critical that federal law, which is what this is based on, be reinforced and supported, and the court is in the position to deliver that message to the nation’s schools and the taxpayers that fund them,” Rymer said.

Both Hager and Rymer acknowledged that even if the Supreme Court establishes a new, higher standard, it could be open to interpretation. Still, they said it would send a strong message to school districts about their responsibilities to students with disabilities.

Summer remix

Ten stories you may have missed this summer (and should read now as the new school year kicks in)

PHOTO: Caroline Bauman
Gabrielle Colburn, 7, adds her artistic flair to a mural in downtown Memphis in conjunction with the XQ Super Schools bus tour in June.

Labor Day used to signal the end of summer break and the return to school. That’s no longer the case in Tennessee, but the long holiday is a good time to catch up on all that happened over the summer. Here are 10 stories to get you up to speed on K-12 education in Tennessee and its largest school district.

TNReady is back — with a new test maker.

Last school year ended on a cliffhanger, with the State Department of Education canceling its end-of-year tests for grades 3-8 in the spring and firing testmaker Measurement Inc. after a series of missteps. In July, Commissioner Candice McQueen announced that Minnesota-based Questar will pick up where Measurement Inc. left off. She also outlined the state’s game plan for standardized tests in the coming year.

But fallout over the state’s failed TNReady test in 2015-16 will be felt for years.

The one-year void in standardized test scores has hit Tennessee at the heart of its accountability system, leaving the state digging for other ways to assess whether all of its students are improving.

Speaking of accountability, Tennessee also is updating that plan under a new federal education law.

The state Department of Education has been working with educators, policymakers and community members on new ways to evaluate schools in answer to the federal Every Student Succeeds Act, or ESSA, which requires states to judge schools by non-academic measures as well as test scores.

Meanwhile, issues of race and policing have educators talking about how to foster conversations about social justice in school.

In the wake of police-related killings that rocked the nation, five Memphis teachers talked about how they tackle difficult conversations about race all year long.

School closures made headlines again in Memphis — with more closings likely.

Closing schools has become an annual event as Tennessee’s largest district loses students and funding, and this year was no exception. The shuttering of Carver and Northside high schools brought the total number of district-run school closures to at least 21 since 2012. And more are likely. This month, Shelby County Schools is scheduled to release a facilities analysis that should set the stage for future closures. Superintendent Dorsey Hopson has said the district needs to shed as many as two dozen schools — and 27,000 seats — over the next four years. A Chalkbeat analysis identifies 25 schools at risk.

Exacerbating the challenges of shifting enrollment, families in Foote Homes scrambled to register their children for school as Memphis’ last public housing project prepared to close this month amid a delay in delivering housing vouchers to move elsewhere.

The new school year has officially begun, with the budget approved not a moment too soon for Shelby County Schools.

District leaders that began the budget season facing an $86 million shortfall eventually convinced county commissioners to significantly increase local funding, while also pulling some money from the school system’s reserve funds. The result is a $959 million budget that gives most of the district’s teachers a 3 percent raise and restores funding for positions deemed critical for continued academic progress.

The district also unveiled its first annual report on its growing sector of charter schools.

With charter schools now firmly entrenched in Memphis’ educational landscape, a Shelby County Schools analysis shows a mixed bag of performance, while calling on traditional and charter schools to learn from each other and promising better ways to track quality.