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Tennessee’s ESSA plan gets solid marks in independent review

PHOTO: Amanda Lucidon/The White House
President Barack Obama signs the Every Student Succeeds Act in December 2015, surrounded by U.S. Sen. Lamar Alexander of Tennessee and other champions and supporters of the new law.

Tennessee’s proposed plan for school accountability rates strong on measuring academic progress, but weak on counting all kids, according to an independent review released Tuesday by two education groups.

For the most part, the state landed in the upper middle of an analysis spearheaded by Bellwether Education Partners and the Collaborative for Student Success.

Their panel of reviewers looked into components of state plans  ranging from academic standards to supporting schools under the new federal education law.

“Tennessee has submitted a very solid plan for which they should be proud,” said Jim Cowen, executive director of the Collaborative for Student Success. “Their ideas for ensuring academic progress and supporting schools are exemplary. We hope that other states will look for ways to incorporate these best practices.”

The groups brought together education experts with a range of political viewpoints and backgrounds to analyze 17 state plans submitted this spring to the U.S. Department of Education in response to the Every Student Succeeds Act, or ESSA.

Calling Tennessee’s plan “robust, transparent and comprehensive,” the review praised its “clear vision for reform” and its design of “district and school accountability systems that rely on high-quality indicators.”

The state received the highest rating possible for its proposal for tracking academic progress.

“Tennessee’s plan clearly values both growth and proficiency,” the review says. “Every school, even high-achieving ones, have growth and proficiency targets, and even the growth measure tracks student progress toward grade-level standards.”

The state’s lowest rating — a 2 out of a possible 5 — was for how Tennessee plans to identify and rate schools in need of targeted support for certain groups of students. Reviewers questioned whether the state’s system might mask the performance of some by proposing to combine the scores of black, Hispanic and Native American students into one subgroup.

Education Commissioner Candice McQueen said Tennessee is committed to supporting all students, especially those in historically underserved groups.

“When we say ‘all means all,’ that means much more than just accountability for subgroup performance,” McQueen said in a statement on the eve of the review’s release.

“The state’s accountability framework is designed to hold as many schools accountable for subgroup performance as possible while maintaining statistical reliability and validity, and it provides safeguards to ensure student information is protected,” she said. “In schools where there are a smaller number of students from a specific racial or ethnic category, we are combining them into one group. In doing so, we are actually able to hold schools accountable for more students — more than 43,000 black, Hispanic, and Native American students would be excluded from subgroup accountability if we did not use the combined subgroup.”

Congress passed ESSA in 2015 as a bipartisan law co-sponsored by U.S. Sen. Lamar Alexander of Tennessee, a former U.S. secretary of education. Signed by President Barack Obama, the law ended the No Child Left Behind era and redirected education policy back to the states.

States have since been working on their accountability plans, and Tennessee was among the first to submit a proposal. The state is now awaiting approval by the U.S. Department of Education, which would make it eligible for receiving federal funds.

For a breakdown of analysis on state plans including Tennessee’s, visit Check State Plans, an interactive website that spotlights the best elements of ESSA plans and those that fall short.

stuck in the middle

How changes to dual credit and federal law are affecting schools and putting Indiana education officials in a bind

PHOTO: Helen H. Richardson, Denver Post
Algebra teacher Jessica Edwards helps students with math problems during her 9th grade algebra class at Smoky Hill High School in Aurora, Colorado.

Dual credit classes are at the center of a trifecta of competing forces in Indiana education — and it’s a complex problem the state needs to solve sooner rather than later.

Essentially, Indiana officials are juggling rules from three separate groups:

  • The Indiana General Assembly, which says all high schools must offer classes where students could earn college credit.
  • The Higher Learning Commission, a regional group that accredits Indiana colleges, which now requires all dual credit teachers to have master’s degrees or 18 credit hours in their content areas by 2022;
  • And the federal Every Student Succeeds Act, which replaces No Child Left Behind and wants states to have rigorous goals on how they expect schools to prepare kids for life after high school. It goes into effect for schools this coming school year.

Since 2006, Indiana schools have had to offer dual credit classes, but teachers weren’t required to meet more advanced education requirements. Indiana State Board of Education member Steve Yager, former superintendent in Fort Wayne, remembers that schools worked hard to carry out the new law on the ground.

“The legislature challenged us as educators across the state to provide more opportunities for academically able students to get more credit while they were in high school, and we did a darn good job of it,” Yager said.

But schools were handed a setback in 2015 when the Higher Learning Commission updated its policy for states it oversees, throwing Indiana educators into a tailspin. It was a problem because in the time schools had been increasing their dual credit offerings, the state as a whole was disincentivizing teachers from earning master’s degrees. A 2011 overhaul of teacher evaluation made advanced education count for much less in salary negotiations.

Now, about 75 percent of Indiana’s more than 2,500 dual credit teachers don’t completely meet the new dual credit teaching requirements, putting local teachers in a position where some must pay for thousands of dollars in college classes in a fairly short period of time.

State Superintendent Jennifer McCormick said the department is working on a plan that brings together state universities and other partners to devise a solution that can get teachers the extra credits they need while keeping cost and time to a minimum.

“We are working diligently … regarding partnerships and how to put some of that expense back on the state to help move this along,” McCormick told Indiana State Board of Education members last week. “It is not something we are being stagnant on.”

Other proposed solutions have fallen through — lawmakers passed a bill in 2016 that created a “dual credit teaching” fund to help support teachers pay for more credentials, but when the budget was created in 2017, the fund received no money.

Complicating the problem further is ESSA, which the state board is busy incorporating into its new education plan, due to be delivered to federal officials in September.

There are a number of options on the table, but essentially the board can take one of two paths: It can ask schools to ensure more students take dual credit classes, pass Advanced Placement and International Baccalaureate classes and earn industry certifications, which would satisfy the new federal requirements for statewide goals and make earning top marks for state A-F grades more challenging.

Or, given the uncertainty around new dual credit teaching requirements, it could stop counting dual credit in letter grades entirely.

That move could put schools in an even worse position, ensuring that only a fraction of them can meet the goal at all.

Currently, 25 percent of graduates must meet the state’s college and career readiness goal for schools to earn full points in their A-F grade, a threshold that most schools easily hit. But U.S. Department of Education officials say a goal most schools can easily meet doesn’t tell the state much about how schools are doing or fulfill the requirements of the Every Student Succeeds Act. Federal officials are pushing states to develop their own goals, but have indicated they should be rigorous — few specifics have been offered.

One reason why so many schools meet the goal is explicitly because they offer dual credit classes. For a number of those schools, the points earned from students completing dual credit classes far outweigh those earned in the other areas of AP, IB and industry certifications. And unlike other advanced courses, more low-income students and students of color take advantage of dual credit.

Ultimately, as part of the new state education plan the board can decide to:

  • Swiftly increase the percentage of students who must meet the college and career readiness goal, and expect far more schools to miss the mark;
  • Keep the same 25 percent requirement Indiana has now, with a note to federal officials that the rate will be adjusted in the future — a move that could put the entire ESSA plan’s approval at risk;
  • Take a phase-in approach, where the rate incrementally rises over the next several years, also a potentially risky move if federal officials don’t like it;
  • Remove dual credit from the A-F grade formula.

At last week’s state board meeting, board members were unsure about whether a swift change to how dual credit is measured would be fair to schools that have tried to stay afloat as state law has told them to first offer the classes, and then external policies now demand they change them.

Bluffton Principal Steve Baker said that while he knows there’s been a lot of work started to solve the dual credit teaching issues, he hopes state officials are aware of the very real problems schools could be facing in the near future and how important dual credit is to their accountability grades.

“Dual credit is where we get a lot of those (A-F grade) points,” Baker said. “I just wanted to caution them that in 2022, dual credit credentialing is going to get much more difficult and we need to be prepared for that.”

The board is expected to have further discussions on ESSA in August.

I saw the sign(s)

Demonstrators display frustration with DeVos at Denver protest

Protestors march from the Capitol to the Hyatt Regency Denver, where ALEC is holding their annual meeting. (Photos by Marissa Page/Chalkbeat)

“DeVos is DeWorst”

“Left or Right, We Can All See Wrong”

“School Librarians Say Shhhh! to Betsy!”

Those are some of the hundreds of colorful signs demonstrators carried at the Capitol Wednesday to protest U.S. Education Secretary Betsy DeVos’ scheduled Denver visit.

The Trump appointee is expected to speak Thursday at a luncheon during the American Legislative Exchange Council’s annual meeting at the Hyatt Regency downtown. Wednesday’s protest was organized by Denver school board candidate Tay Anderson with help from the Colorado Education Association, the state’s largest teachers union.

Featured speakers included local activists, teachers and legislators. Demonstrators then marched from the Capitol to the Hyatt.

Here are some selected images from the demonstration.

During the school year, Andy Fine is an elementary school teacher in Loveland’s Thompson School District. This summer he’s interning with the CEA, and rallied more than 25 Thompson teachers and parents to drive to Denver for Wednesday’s action. “Someone’s gotta stand up for our kids,” he said. “My life and passion is standing up for kids.”

Jessica Price, a teacher at Overland High School in Aurora, brought her 6-year-old daughter Maycie Turner to the protest. “I’m here because what we’re doing is working,” she said. “People are getting the message.”

Mike Badar’s father taught in Flint, Michigan for 30 years. He said his biggest concern is DeVos will blur the line separating church and state. “She does not like history, and she wants to rewrite it based on her religious principles,” he said.

Denver Public Schools teacher Michael Durga waited calmly outside the Capitol for the protest to start Wednesday morning. Donning a T-shirt that read “Proud public school teacher,” Durga carried a colorful flag urging support for public schools and a sign themed after the reality show RuPaul’s Drag Race. “DeVos is a nightmare,” he exclaimed. “I want her to know that I am opposed to everything she stands for.”

Pam Wilson, a self-professed “concerned citizen,” marched from the Capitol to the Hyatt Regency spritzing fellow marchers and passerby with a spray bottle filled with water. She decorated the bottle with a crossed-out image of DeVos’s face. “It’s bear spray,” she laughed.

The man behind the Neil Gorsuch mask is Ian Kolsky, a DPS teacher. Kolsky and four others dressed as Republican-appointed Supreme Court justices. The demonstrators belong to a group called Move to Amend, which calls for a constitutional amendment limiting the rights of corporations.