not gifted and talented

Pearson admits major errors in gifted and talented exam scoring

A major screwup by the testing company Pearson caused some children to be told they did not make the cut for city gifted programs when in fact they scored high enough to be admitted.

It’s a Friday news dump of epic proportions, at least for the thousands of city families that had their children tested for gifted and talented eligibility this year. Previously, the city had said 9,020 students had scored above the 90th percentile on two tests, making them eligible for admission to G&T programs. The real number is higher, Pearson and the Department of Education said.

Pearson, which has had a rocky road in New York in recent years, is sending a letter to parents that contains a lengthy mea culpa.

“Pearson has an established record in this field and we depend on its professionalism and deep capacity to deliver for the public.  But in this case they let our children and families down,” said Chancellor Dennis Walcott in a statement. “I have told the company’s officials in no uncertain terms that I expect this will never happen again.”

We’ll have a more complete story soon, including numbers of how many families are affected, but for now, here’s Pearson’s letter to parents and Walcott’s public statement.

Here’s Pearson’s letter to parents:

And here’s the statement from Walcott:

STATEMENT FROM CHANCELLOR DENNIS WALCOTT ON PEARSON GIFTED AND TALENTED EXAM ERRORS

Pearson, the company that developed our Gifted and Talented exam, has notified the Department of Education that it has discovered errors in the scoring of the most recent G&T exam.

After an exhaustive review of Pearson’s data, it is clear to us that due to the company’s errors, many students who were recently notified that they did not qualify for G&T now qualify for district programs. In addition, many other students who didn’t previously qualify for city wide programs now do.

All students who were previously deemed eligible for the G&T programs will remain eligible.

Two parents initially brought their concerns to our attention. My team immediately asked Pearson to investigate. Throughout this week, Pearson has been working to confirm the existence of errors, identify how many students were affected and rectify those errors.

I am grateful to the two parents and pleased that the DOE team responded promptly to their inquiries.

Doug Kubach, Pearson’s CEO of Assessment and Instruction, has personally apologized to me in our conversations this week, and extends his apologies to our students and their families.

While I appreciate his apology, it is unacceptable that these mistakes occurred in the first place.  Pearson has an established record in this field and we depend on its professionalism and deep capacity to deliver for the public.  But in this case they let our children and families down. I have told the company’s officials in no uncertain terms that I expect this will never happen again.

Mr. Kubach has assured me that the company is undertaking a thorough and comprehensive review of its quality controls.

We have taken several steps here to mitigate the inconvenience to affected students:

·         Over the next 24 hours, we will notify all the affected families of the errors via email and automated calls. They will subsequently receive their updated scores by April 29th.

·         To give families time to reconsider application decisions, the deadline for submitting applications will be extended to May 10th

·         As was reported earlier this week, there were some score reports that were missing from the original file that we received from Pearson. Four hundred students were affected. We have located the tests and have contacted the families that have been affected.   

I want to emphasize that we are working hard to minimize the inconvenience caused by the errors, and are dealing with the company to ensure that this mistake is not repeated in the future.

Behind the brawl

Three things to know about the Tennessee school behind this week’s graduation brawl

PHOTO: Arlington Community Schools
Arlington High School is a 2,000-plus-student school in suburban Shelby County in southwest Tennessee.

Arlington High School is considered the crown jewel of a 3-year-old district in suburban Shelby County, even as its school community deals with the unwelcome attention of several viral videos showing a fight that broke out among adults attending its graduation ceremony.

The brawl, which reportedly began with a dispute over saved seats, detracted from Tuesday’s pomp and circumstance and the more than $30 million in scholarships earned by the school’s Class of 2017. No students were involved.

“It was unfortunate that a couple of adults in the audience exhibited the behavior they did prior to the ceremony beginning and thus has caused a distraction from the celebration of our students’ accomplishments,” Arlington Community Schools Superintendent Tammy Mason said in a statement.

Here are three things to know about the 13-year-old school in northwest Shelby County.

With more than 2,000 students, Arlington is one of the largest high schools in Shelby County and is part of a relatively new district.

It’s the pride of a suburban municipality that is one of six that seceded from Shelby County Schools in 2014 following the merger of the city and county districts the year before. (School district secessions are a national trend, usually of predominantly white communities leaving predominantly black urban school systems.) More than 70 percent of Arlington’s students are white, and 6 percent are considered economically disadvantaged — in stark contrast to the Memphis district where less than 8 percent are white, and almost 60 percent are considered economically disadvantaged.

The school’s graduation rate is high … and climbing.

Last year, after adding interventions for struggling students, the school’s graduation rate jumped a full point to more than 96 percent. Its students taking the ACT college entrance exam scored an average composite of 22.5 out of a possible 36, higher than the state average of 19.9. But only a fifth scored proficient or advanced in math and a third in English language arts during 2015-16, the last school year for which scores are available and a transition year for Tennessee under a new test.

PHOTO: Caroline Bauman
Education Commissioner Candice McQueen visits with students at Arlington High School during a 2016 tour.

The school was in the news last August when Tennessee Education Commissioner Candice McQueen visited its campus.

The commissioner spoke with students there to kick off her statewide listening tour that’s focused on ways to get students ready for college and career. McQueen highlighted the school’s extracurricular activities and students’  opportunities to intern for or shadow local professionals. She also complimented Arlington for having an engaged education community. 

poster campaign

How one Memphis student is elevating the conversation about school discipline

PHOTO: Laura Faith Kebede
Posters created by junior Janiya Douglas have amplified student voices about the culture of White Station High School in Memphis.

Now in her third year of attending a premier public high school in Memphis, Janiya Douglas says she’s observed discipline being handed out unevenly to her classmates, depending on whether they are on the college preparatory track.

PHOTO: Laura Faith Kebede
From left: Janiya Douglas and Michal Mckay are student leaders in Bridge Builders CHANGE program.

“We’re heavily divided in an academic hierarchy,” said Janiya, a junior in the optional program for high-achieving students at White Station High School. “It’s obvious students are treated differently if they are in traditional classes.”

Janiya also has observed racial disparities in how students are disciplined, and the state’s data backs that up. White Station students who are black or Hispanic are suspended at significantly higher rates than students who are white.

Frustrated by what she’s seen, Janiya took her concerns last Friday to the hallways of White Station and hung 14 posters to declare that “our school doesn’t treat everybody equally.”

By Monday morning, the posters were gone — removed by school administrators because Janiya did not get prior approval — but not before other students shared images of some of the messages on social media.

Now, Janiya is seeing some fruits of her activism, spawned by her participation in Bridge Builders CHANGE, a student leadership program offered by a local nonprofit organization.

In the last week, she’s met with Principal David Mansfield, a school counselor and a district discipline specialist to discuss her concerns. She’s encouraged that someone is listening, and hopes wider conversations will follow.

The discussions also are bringing attention to an online petition by the education justice arm of Bridge Builders calling for suspension alternatives across schools in Memphis.

White Station often is cited as one of the jewels of Shelby County Schools, a district wrought with academic challenges. The East Memphis school is partially optional, meaning some students test into the college prep program from across the county.

But Janiya and some of her classmates say they also see an academically and racially segregated school where students zoned to the traditional program are looked down upon by teachers. Those students often get harsher punishments, they say, than their optional program counterparts for the same actions.

“Our school doesn’t treat everybody equally. A lot of groups aren’t treated equally in our school system,” junior Tyra Akoto said in a quote featured on one poster.

“If we get wrong with a teacher, they’ll probably write us up. But if a white student was to do it, they’ll just play it off or something like that,” said Kelsey Brown, another junior, also quoted in the poster campaign.

A district spokeswoman did not respond to questions about disciplinary issues raised by the posters, but offered a statement about their removal from the school’s walls.

White Station is known for “enabling student voice and allowing students to express their opinions in various ways,” the statement reads. “However, there are protocols in place that must be followed before placing signs, posters, or other messages on school property. Schools administrators will always work with students to ensure they feel their voices are heard.”

PHOTO: @edj.youth/Instagram
Members of the education justice arm of the Bridge Builders CHANGE program

To create the posters, Janiya interviewed about two dozen students and had been learning about about school discipline disparities as part of the Bridge Builders CHANGE program.

State discipline data does not differentiate academic subgroups in optional schools. But white students in Shelby County Schools are more likely to be in an optional school program and less likely to be suspended. And statewide in 2014-15, black students were more than five times as likely as white students to be suspended.

White Station reflects those same disparities. About 28 percent of black boys and 19 percent of black girls were suspended that same year — significantly higher than the school’s overall suspension rate of 14 percent. About 17 percent of Hispanic boys and 7 percent of Hispanic girls were suspended. By comparison, 9 percent of white boys and 2 percent of white girls were suspended.

Shelby County Schools has been working to overhaul its disciplinary practices to move from punitive practices to a “restorative justice” approach — a transition that is not as widespread as officials would like, according to Gina True, one of four specialists implementing a behavior system called Positive Behavior Interventions and Supports, or PBIS.

“The whole goal is to not get them suspended, because we want to educate them,” said True, who met this week with Janiya and several other students from Bridge Builders. “When students are cared for emotionally, they perform better academically. As counselors, that’s what we’ve been saying for years.”

Janiya acknowledges that she didn’t follow her school’s policy last week when hanging posters without permission at White Station. But she thinks her action has been a catalyst for hard conversations that need to happen. And she hopes the discussions will include more student input from her school — and across the district.

“Those most affected by the issues should always be a part of the solution,” she said.

Correction: April 10, 2017: A previous version of this story said Janiya put up 50 posters at her school. She designed 50 but actually posted only 14.