Gifted learners

Chicago school board votes to request a one-year delay for gifted access plan

PHOTO: Beau Lark / Getty Images

Chicago’s school board has agreed that the district should ask for an extra year to phase in a plan to make gifted services available to more children outside of its test-in schools. This comes despite opposition from a vocal group of advocates who pushed for a new state law to expand gifted services in Illinois schools.

Chicago Public Schools’ request will now advance to the Illinois State Board of Education, where it will likely be approved. The statute does not specify how long a district has to adopt or implement the policy, according to an ISBE spokeswoman.

Explaining the reasoning behind the request Wednesday, Chief Education Officer LaTanya McDade told the board that the district needed more time to comply with the Illinois Accelerated Placement Act, which took effect July 1. The act, which Gov. Bruce Rauner signed into law in August 2017, compels districts to put programs in place to accelerate learning for children who qualify. That could include offering the chance to start kindergarten and first grade early, accelerating a child in a single subject, or having the child skip a whole grade.

McDade told the board that, to work as intended, Chicago’s plan would need to go beyond the scope of students who’ve already been identified as gifted and talented. Chicago needs a plan that is “open to all children who demonstrate high ability,” McDade said. Mirroring some national trends, low-income students in Chicago make up more than 82 percent of the district but only comprise 60 percent of gifted seats, according to a 2016 report.

“In order to do this effectively and implement with integrity,” she said, “we want to take time to do this the right way.” It will take time, she said, for the district to  identify an assessment tool that could be used at individual schools and incorporate a public engagement period aimed at parents, she added.

Chicago schools currently offer parents the option to test elementary children for placement in its gifted and classical programs, but there aren’t enough seats for every child who qualifies and not every neighborhood has access to a nearby program. The assessments are administered in a central location in one-on-one sessions between children and proctors who contract with the district.

Joshua Dwyer, the policy director of Empower Illinois, which advocated for the law, said Chicago’s process of sorting gifted children favors the “lucky” and the “connected.” Delaying implementation of the law, even for a year, denies some children “the right to reach their full potential,” he said.

Speaking before the board Wednesday, Eric Calvert, an associate professor who works with Northwestern University’s Center for Talent Development, and two parents who identified their children as exceptional learners also urged the district to act now. Angel Alvarez, a parent, likened waiting a year to provide services for his daughter to telling a star athlete to sit on the sidelines. “It’s unfathomable to suggest to a star athlete that they not share their talent with the world,” he said. “Doing nothing is not the same as doing no harm.”

Irene Gottlieb, whose daughters have bounced between regional gifted centers, private schools, and homeschooling, said she has been waiting for a public comment period since the law passed in 2017. “They’ve had a year to do it. I know CPS is a large district, but they have an opportunity to lead from a policy perspective, instead of being a late adapter.” A particularly compelling part for the act, she says, is the ability for children to skip grades.

A 2016 study titled the Untapped Potential Report examined the gifted gap in Chicago and found that white students, who make up 10 percent of the district, occupied one in four gifted seats. Hispanic students, meanwhile, were particularly underrepresented, comprising 46 percent of total CPS students, but only 25 percent of seats in elementary gifted programs.

Editor’s note: This article was updated to reflect that Joshua Dwyer is policy director of Empower Illinois, not executive director as previously written.

To Do

Tennessee’s new ed chief says troubleshooting testing is first priority

PHOTO: (Caiaimage/Robert Daly)

Penny Schwinn knows that ensuring a smooth testing experience for Tennessee students this spring will be her first order of business as the state’s new education chief.

Even before Gov.-elect Bill Lee announced her hiring on Thursday, she was poring over a recent report by the state’s chief investigator about what went wrong with TNReady testing last spring and figuring out her strategy for a different outcome.

“My first days will be spent talking with educators and superintendents in the field to really understand the scenario here in Tennessee,” said Schwinn, who’s been chief deputy commissioner of academics in Texas since 2016.

“I’ll approach this problem with a healthy mixture of listening and learning,” she added.

Schwinn’s experience with state assessment programs in Texas and in Delaware — where she was assistant secretary of education — is one of the strengths cited by Lee in selecting her for one of his most critical cabinet posts.

The Republican governor-elect has said that getting TNReady right is a must after three straight years of missteps in administration and scoring in Tennessee’s transition to online testing. Last year, technical disruptions interrupted so many testing days that state lawmakers passed emergency legislation ordering that poor scores couldn’t be used to penalize students, teachers, schools, or districts.

Schwinn, 36, recalls dealing with testing headaches during her first days on the job in Texas.

“We had testing disruptions. We had test booklets mailed to the wrong schools. We had answer documents in testing booklets. We had online administration failures,” she told Chalkbeat. “From that, we brought together teachers, superintendents, and experts to figure out solutions, and we had a near-perfect administration of our assessment the next year.”

What she learned in the process: the importance of tight vendor management, including setting clear expectations of what’s expected.

She plans to use the same approach in Tennessee, working closely with people in her new department and Questar Assessment, the state’s current vendor.

“Our job is to think about how to get online testing as close to perfect as possible for our students and educators, and that is going to be a major focus,” she said.

The test itself has gotten good reviews in Tennessee; it’s the online miscues that have many teachers and parents questioning the switch from paper-and-pencil exams. Schwinn sees no choice but to forge ahead online and is quick to list the benefits.

“If you think about how children learn and access information today, many are getting that information from hand-held devices and computers,” she said, “so reflecting that natural experience in our classrooms is incredibly important.”

Schwinn said computerized testing also holds promise for accommodating students with disabilities and provides for a more engaging experience for all students.

“When you look at the multiple-choice tests that we took in school and compare that to an online platform where students can watch videos, perform science experiments, do drag-and-drop and other features, students are just more engaged in the content,” she said.

“It’s a more authentic experience,” she added, “and therefore a better measure of learning.”

Schwinn plans to examine Tennessee’s overall state testing program to look for ways to reduce the number of minutes dedicated to assessment and also to elevate transparency.

She also will oversee the transition when one or more companies take over the state’s testing program beginning next school year. Former Commissioner Candice McQueen ordered a new request for proposals from vendors to provide paper testing for younger students and online testing for older ones. State officials have said they hope to award the contract by spring.

In Texas, a 2018 state audit criticized Schwinn’s handling of two major education contracts, including a no-bid special education contract that lost the state more than $2 million.

In Tennessee, an evaluation committee that includes programmatic, assessment, and technology experts will help to decide the new testing contract, and state lawmakers on the legislature’s Government Operations Committee plan to provide another layer of oversight.

Spring testing in Tennessee is scheduled to begin on April 15. You can learn more about TNReady on the state education department’s website.

Editor’s note: This story has been updated with new information about problems with the handling of two education contracts in Texas. 

Class of 2018

Some Colorado schools see big gains in grad rates. Find yours in our searchable database.

PHOTO: Courtesy of Aurora Public Schools
Aurora West College Preparatory Academy graduates of 2018. The school had a 100 percent graduation rate.

Two metro-area school districts, Westminster and Aurora, recently in the state’s crosshairs for their low-performance, posted significant increases in their graduation rates, according to 2018 numbers released Wednesday.

Westminster, a district that got off the state’s watchlist just last year, had 67.9 percent of its students graduate on time, within four years of starting high school. That was a jump of 10 percentage points from its 57.8 percent graduation rate in 2017.

District officials credit their unique model of competency-based education, which does away with grade levels and requires students prove they mastered content before moving up a level. In previous years, district officials pointed to rising graduation rates that Colorado also tracks for students who take five, six or seven years, but officials say it was bound to impact their 4-year rates as well.

“We saw an upward tick across the board this past year,” said Westminster Superintendent Pam Swanson, referring to state test results and other data also showing achievement increasing. “I think this is one more indicator.”

Swanson said the high school has also focused recently on increasing attendance, now at almost 90 percent, and increasing students’ responsibility for their own learning.

(Sam Park | Chalkbeat)

In Aurora schools, 76.5 percent of students graduated on time in 2018 — a jump of almost 9 percentage points from the 67.6 percent rate of the class of 2017.

“We’re excited these rates demonstrate momentum in our work,” Aurora Superintendent Rico Munn said.

He attributed the increased graduation rates to “better practice, better pedagogy, and better policy.”

One policy that made a difference for the district is a change in law that now allows districts to count students as graduates the year they complete their high school requirements, even if they are enrolled in one of Colorado’s programs to take college courses while doing a fifth year of high school.

According to a state report two years ago, Aurora had 65 students enrolled in this specific concurrent enrollment program who previously wouldn’t have been counted in four-year graduation rates. Only the Denver district has a larger number of such students. Aurora officials said 147 students are enrolled this year in the program.

Those students are successful, Munn said, and shouldn’t be counted against the district’s on-time graduation rates.

Aurora’s previously rising graduation rates helped it dodge corrective state action. But its improvement this year included a first: One high school, Aurora West College Preparatory Academy, had 100 percent of its seniors graduate in 2018.

The school enrolls students in grades six through 12 in northwest Aurora, the most diverse part of the district. Of the more than 1,000 students, 89 percent qualify for subsidized lunch, a measure of poverty.

“This incredible accomplishment demonstrates the strong student-focused culture we have created at Aurora West,” said Principal Taya Tselolikhina in a written statement. “When you establish high expectations and follow up with high levels of support, every student is able to shape a successful future.”

Statewide, the four-year graduation rate once again inched higher, and gaps between the graduation rate of white students and students of color again decreased. But this time, the gaps narrowed even as all student groups increased their graduation rates.

(Sam Park | Chalkbeat)

The rising trend wasn’t universal. In some metro area school districts, graduation rates fell in 2018. That includes Adams 14, the district that is now facing outside management after years of low performance.

The tiny school district of Sheridan, just southwest of Denver, saw a significant drop in graduation rates. In 2018, 64.7 percent of students graduated within four years, down from 72.7 percent of the class of 2017.

Look up four-year graduation rates for your individual school or district in our databases below.

Districts here: