DOE Shift

Duncan announces flexibility in use of tests for evaluations

PHOTO: Tajuana Cheshier/ Chalkbeat TN
Kenneth Woods and his daughters Breanna Rosser (r) and Taylor Woods (r) reviewed 12 powerful words with sixth grade language arts teacher Patricia Hervey.

U.S. Education Secretary Arne Duncan set the education world a-Twitter Thursday morning with the announcement that his department would consider state requests to delay use of test results in teacher evaluations during the “transition” to new standards and tests in many states.

The announcement is no major news for Colorado, where the 2014 legislative passed a law allowing pretty much what Duncan is proposing.

Janelle Asmus of the Colorado Department of Education said, “Colorado has already moved in this direction. SB 165 provided this flexibility and matches what the U.S. Department of Education is providing. The secretary’s letter affirms the direction that Colorado has taken.” Asmus said Colorado doesn’t need formal federal signoff to implement the new law.

Senate Bill 14-165 requires districts to gather student growth data on teachers during this school year, but districts can choose whether or not to use it in evaluations. Districts can weight growth data anywhere from 0 to 50 percent of evaluations.

Under Colorado’s educator effectiveness law, growth is tracked by multiple measures, not just statewide tests. A low evaluation rating in 2014-15 will count toward possible future loss of non-probationary status. In 2015-16 and subsequent years evaluations would be based half on student growth and half on professional practice.

In his blog post (read it here), Duncan wrote that in talking with teachers, “Increasingly, in those conversations, I hear concerns about standardized testing. … I share these concerns.”

Duncan continued, “Assessment needs to be done wisely. No school or teacher should look bad because they took on kids with greater challenges. Growth is what matters. … The larger issue is, testing should never be the main focus of our schools. … It’s simply one measure of one kind of progress.”

The key to Duncan’s announcement was this statement: “States will have the opportunity to request a delay in when test results matter for teacher evaluation during this transition.”

That set off a flurry of comment in the education media and online. See this Huffington Post story for the national background.

Testing reboot

ACT do-overs pay off for 40 percent of Tennessee high school seniors who tried

PHOTO: Alan Petersime

Tennessee’s $2 million investment in helping high school seniors retake the ACT test appears to be paying off for a second year in a row.

Almost three-fourths of the class of 2018 took the national college entrance test last fall for a second time, doubling the participation rate in Tennessee’s ACT Senior Retake Day for public schools. State officials announced Wednesday that 40 percent of the do-overs resulted in a higher overall score.

Of the 52,000 students who participated in the initiative’s second year, 2,333 raised their average composite to a 21 or higher, making them eligible for HOPE Scholarship funds of up to $16,000 for tuition. That’s potentially $37 million in state-funded scholarships.

In addition, Tennessee students are expected to save almost $8 million in remedial course costs — and a lot of time — since more of them hit college-readiness benchmarks that allow direct enrollment into credit-bearing coursework.

But besides the benefits to students, the early results suggest that Tennessee is inching closer to raising its ACT average to the national average of 21 by 2020, one of four goals in Tennessee’s five-year strategic plan.

After years of mostly stagnant scores, the state finally cracked 20 last year when the class of 2017 scored an average of 20.1, buoyed in part by the senior retake strategy.

(The ACT testing organization will release its annual report of state-by-state scores in August, based on the most recent test taken. Tennessee will release its own report based on the highest score, which is what colleges use.)

Tennessee is one of 13 states that require its juniors to take the ACT or SAT and, in an effort to boost scores, became the first to pay for public school seniors to retake their ACTs in 2016. Only a third of that class took advantage of the opportunity, but enough students scored higher to make it worth expanding the voluntary program in its second year.

Last fall, the state worked with local districts to make it easier for seniors to participate. The retake happened during the school day in students’ own schools, instead of on a Saturday morning at an ACT testing site.

Education Commissioner Candice McQueen said the expanded access has paid off tenfold. “Now, more Tennessee students are able to access scholarship funding, gain admission to colleges and universities, and earn credit for their work from day one,” she said.

Of the state’s four urban districts, Metropolitan Nashville Public Schools, which serves Davidson County, increased its average composite score the most (up .5 to 18.4), followed by Hamilton County (up .3 to 19.4), and Shelby County Schools, (up .2 to 17.1). Knox County Schools and the state-run Achievement School District, which operates high schools in Memphis, saw slight drops from their retakes and will retain their higher average scores taken earlier.

Statewide, 10 school systems logged a half point or more of growth from their junior test day to the senior retake:

  • Anderson County, up .6 to 19.3
  • Arlington City, up .6 to 22.5
  • Collierville City, up .6 to 24.3
  • Davidson County, up .5 to 18.4
  • Franklin County, up .6 to 20.1
  • Haywood County, up .5 to 17.5
  • Henderson County, up .5 to 21.2
  • Humboldt City, up .8 to 17.4
  • Maryville City, up .5 to 22.1
  • Williamson County, up .6 to 24.1

Tennessee set aside up to $2.5 million to pay for its 2017 Retake Day, and Gov. Bill Haslam is expected to fund the initiative in the upcoming year as well. The state already pays for the first ACT testing day statewide, which it’s done since 2009.

Correction: January 17, 2018: This story has been corrected to show that, while the state set aside $2.5 million for its ACT retake initiative, it spent only $2 million on the program this fiscal year.

teacher prep

Tennessee’s mediocre teacher training programs prompt ‘interventions’ with university presidents

PHOTO: Austin Peay
Austin Peay State University in Clarksville is among four Tennessee schools that have undergone "interventions" with state officials over the quality of their teacher training programs.

Armed with sobering data about the performance of teacher training programs in Tennessee, state officials are holding meetings with top brass at universities where they say programs have grown out of touch with the needs of K-12 classrooms.

About 40 programs in Tennessee feed the state’s teacher pipeline with about 4,000 new teachers annually. The largest are based at colleges and universities.

But those same traditional programs generally aren’t attracting enough high-quality candidates or producing enough effective or diverse teachers. Not a single public university in Tennessee scored in the top fifth of teacher training programs under a state report card issued in 2016. And the outlook isn’t expected to improve much under the 2017 report card being released early next month, officials say.

“This data is sobering. It tells us that higher education must do better,” said Mike Krause, executive director of the Tennessee Higher Education Commission. “I worry our higher education faculty in colleges of education get disconnected from what a K-12 classroom looks like.”

Krause outlined the challenges to state lawmakers during a presentation on Tuesday with Sara Heyburn Morrison, executive director of the Tennessee State Board of Education.

Their first “intervention meetings” were with the presidents and education deans at four universities: Austin Peay, Tennessee-Chattanooga, Tennessee-Martin, and Tennessee Tech. Similar meetings are scheduled this spring with leadership of private colleges and universities across the state.

Krause described the first meetings as “very productive” — and illuminating. “In many cases, the presidents just didn’t know” about their programs’ shortcomings, he said.

Teacher quality is considered a driving factor in students’ success, making the quality of teacher preparation programs a front-burner issue in Tennessee.  A 2016 report said only a handful of the state’s programs are consistently preparing teachers to improve student achievement based on Tennessee’s TVAAS measure. The State Board’s new grading system also highlighted weaknesses based on racial diversity, candidates’ ACT scores, and whether they are producing teachers for high-need areas such as special education.

Reading instruction is another big challenge. In a state where only a third of students are considered proficient in reading, new teachers are arriving in classrooms ill-prepared to instruct students on Tennessee’s new reading standards. The state is working with higher education institutions so their faculty can take the same professional development on literacy that working teachers are taking.

But for the most part, the State Board has limited levers for improving the quality of teacher prep. The biggest hammer comes every seven years when each program undergoes a comprehensive review for licensure. (In 2014, the state raised its standards and revised its measures for effectiveness to include data such as placement, retention and employer satisfaction.)

Chancellor Keith Carver

Tennessee-Martin Chancellor Keith Carver said his school took its last state report card to heart. As a result of its overall score of 2 out of a possible 4, the university hired an assessment coordinator to help guide decisions based on data. “It’s a really good baseline for improving,” he said of the report card. “We’ve got some work to do in our diversity profile.”

Tennessee’s teacher candidates are overwhelmingly white and female. Of those who completed Tennessee’s programs in 2016, only 14 percent identified themselves as non-white, compared with 36 percent of the state’s student population.

“Colleges of education will not stumble into diversity. There has to be a very intentional effort,” Krause said.

View the full presentation from Tuesday’s legislative hearing below.