One and done

Tennessee fires TNReady testmaker, suspends tests for grades 3-8

PHOTO: Grace Tatter
Education Commissioner Candice McQueen announced last April that she was suspending TNReady testing for grades 3-8 for the 2015-16 school year. Now, her department is asking lawmakers to make more adjustments to the weight of student test scores in Tennessee's teacher evaluation formula.

The Tennessee Department of Education has terminated its contract with the developer of the state’s new standardized test and suspended testing for students in grades 3-8 this school year due to the company’s inability to deliver testing materials, Education Commissioner Candice McQueen announced Wednesday.

However, TNReady testing will continue as planned for the state’s high school students, since those materials already have been delivered.

The announcement delivered the fatal blow to a test that has been plagued with problems beginning with a failed online rollout on Feb. 8 and numerous subsequent delivery delays of printed testing materials. The last straw came last week when Measurement Inc. failed to meet its most recent deadline — to deliver materials by April 22 — in time for testing to begin this week.

As of Wednesday morning, all districts still were waiting on some grade 3-8 materials to arrive, with a total of 2 million documents yet to be shipped, according to a statement from the department.

“Measurement Inc.’s performance is deeply disappointing,” McQueen said. “We’ve exhausted every option in problem solving with this vendor to assist them in getting these tests delivered. Districts have exceeded their responsibility and obligation to wait for grade 3-8 materials, and we will not ask districts to continue waiting on a vendor that has repeatedly failed us.”

Tennessee is the second state this year to suspend its standardized tests due to problems rooted in technical glitches. Alaska canceled its online tests early this month, due to interruptions caused when a construction worker accidentally cut a fiber optic cable thousands of miles away.

Tennessee’s suspension means that many tenets of test-based accountability will be paused for one year — a leap for a state that insisted on using the new test as the basis for teacher evaluations and student grades, even as the U.S. Department of Education offered flexibility for states making the transition to new tests. High school students’ test scores will be the only ones eligible to be used in teacher evaluations, but only if they boost a teacher’s score, and only if teachers choose to include them.

"Measurement Inc.’s performance is deeply disappointing."Candice McQueen, Tennessee education commissioner

“Challenges with this test vendor have not diverted us from our goals as a state,” McQueen said. “Tennessee has made historic and tremendous growth over the past several years. Higher standards and increased accountability have been a key part of this progress. Our work toward an aligned assessment plays a critical role in ensuring that all students are continuing to meet our high expectations and are making progress on their path to postsecondary and the workforce.”

The Department of Education is working with the Tennessee Office of Procurement to expedite the process to find a new test vendor in time for testing next spring.

Though Measurement Inc. already operated under an abbreviated timeline, with only one year to develop and deliver TNReady, McQueen said she is confident that the next round will be better.

“While certainly you have a short timeline, we believe we will have a good test next year, and we will have a strong vendor relationship,” she said at a news conference in Nashville.

She said that, despite chronic challenges with TNReady, Tennessee has a strong foundation for a good test moving forward.

“We have a good test this year. It’s a better test than we’ve had in Tennessee in the past,” she said, adding that whatever vendor the state uses next will incorporate questions developed by Measurement Inc.

“Next year’s test will be better than this year’s test,” she promised.

Gov. Bill Haslam also took an optimistic view of the situation. “The failure of the testing vendor to deliver the tests and meet its own obligations does not take away from the fact that Tennessee has created our own, higher standards, we have an improved assessment fully aligned with those standards, and we remain committed going forward to measuring student performance fairly and ensuring accountability for those results,” Haslam said in a statement.

In an interview this week with Chalkbeat, Measurement Inc. president Henry Scherich said that McQueen’s decision in February to shift from an online test to a paper-and-pencil version put the testing company in a difficult, and even impossible, situation.

McQueen countered Wednesday that the state’s contract with Measurement Inc. always had provisions for paper tests in the case of technical troubles.

Though the state’s original contract with Measurement Inc. was for $108 million, Tennessee has only paid the Durham, N.C.-based company $1.6 million so far for content.

Public reaction to the state’s announcement erupted quickly, with many TNReady critics feeling vindicated, including Tullahoma City School board member Jessica Fogarty, who created an online petition asking the state to suspend Part II testing before it began. More than 2,000 Tennesseans signed the petition.

Fogarty said the state should have terminated the contract sooner. She also noted that the state’s next testmaker, like Measurement Inc., will have only one year to develop a test — a timeline that she called unrealistic.

“If anything, we should learn from our mistakes from this year … especially knowing our state standards will change for next year,” Fogarty said. “There’s more to be resolved with testing in Tennessee. … There’s still a lot more questions to be answered before we can be confident about the future.”

"I think the pause will be taken as a relief at this point."Wayne Miller, Tennessee Organization of of School Superintendents

Others supported the commissioner’s decision.

“I think the pause will be taken as a relief at this point,” said Wayne Miller, director of the Tennessee Organization of School Superintendents. “With all the accountability that’s centered around the outcome of student assessments, that’s created certainly a less-than-ideal environment.”

Jamie Woodson, CEO of the State Collaborative on Reforming Education, expressed disappointment that many third-graders through eighth-graders graders won’t be able to gauge their performance this spring. “Parents and teachers deserve to know how much progress their students have made over the year, and all Tennesseans deserve an annual snapshot of the progress schools and school districts are making,” Woodson said.

District leaders quickly began sharing the news.

Educators and policymakers chimed in too:

 

Editor’s note: This story has been updated with additional information.

Chalkbeat staffers Laura Kebede and Marta W. Aldrich contributed to this report.

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.