No exit

State has limited flexibility on testing, feds say

Colorado has few options if policymakers want to create a more flexible state testing system, or one that lets districts make their own assessment choices, the State Board of Education learned Wednesday.

The board has been paying a lot of attention to testing ever since 2014 TCAP results were released in August, trying to make its voice heard in the growing state debate over the issue. (See this story for background on board member views.)

Among the key questions in that debate is whether Colorado should reduce testing to only what’s required by the federal government, if it’s possible to test just sample groups of students and if districts can have flexibility to choose their own tests.

A growing number of districts have raised questions about their testing options, Department of Education officials say.

Education Commissioner Robert Hammond formally posed some key questions to the U.S. Department of Education, and the board was briefed on the answers at its monthly meeting. It wasn’t what some members wanted to hear.

Here’s a summary of the questions and answers. Read the full DOE letter here – warning, the language is pretty dense. Deputy Commissioner Keith Owen called it “a weighty document and somewhat difficult to work through.”

What are the federal requirements for frequency, grade levels and content?

The department and the board basically learned what they already know: that all children must be tested in language arts and math in grades 3-8 and once in high school. Science tests are required once at each level of K-12 education. Colorado tests considerably more than those requirements – get more details in this Chalkbeat Colorado story.

Do states have to give the same tests to all students?

Yes. A state “may not assess only a sample of students, even if that sample is representative of students in each LEA (local education agency – jargon for ‘district’) or the state as a whole,” read the letter. (The exception to this is that a separate test can be used for students “with the most significant cognitive disabilities.”)

“That’s a big issue that we get a lot of questions about. Sampling is not allowed,” Owen said.

Can a state use a combination of state and local tests?

The DOE letter says there’s “some flexibility” on this issue, but it goes on to detail a long list of difficult regulatory hurdles that would to be jumped for this to happen.

What happens if a state doesn’t meet federal requirements?

It could lose a lot of federal money, particularly Title I funds for low-income students and IDEA money for special education students. Prompted by a question from SBE chair Paul Lundeen, Owen said the worst-case estimate “easily” could be $500 million for Colorado. (The DOE letter outlines a long list of “progressive discipline” steps that would be used before the cash would be cut off.)

Can the secretary of education waive testing requirements?

No and yes – sort of. Testing requirements cannot be waived for individual districts. At the state level, “the secretary would likely not lightly waive such core requirements absent compelling reasons that their waiver would benefit students,” read the letter.

“We’ve reached far and wide to find any loophole.” Owen said.

“Wow,” said Lundeen, thanking CDE staff for pushing the DOE for answers. “This is an issue present in the minds of every educator in Colorado today.”

Hammond indicated he thinks CDE didn’t find any loopholes and that current federal law doesn’t give states many options. “The key to this is reauthorization of ESEA,” the main body of federal education law that a divided Congress hasn’t been able to act on. He also said changing the testing system might draw scrutiny from DOE’s civil rights office.

“With the legislation we have we’re stuck. … We basically ran out of options for next year,” Hammond said, referring to the full rollout of the new online PARCC tests in the spring of 2015.

Lundeen, who’s leaving the board because he’s running unopposed for a seat in the state House, urged the board and the department to keep researching alternatives to PARCC. Lundeen is not a fan of the current system.

He also noted that earlier this year the board passed a resolution urging the state withdraw from PARCC (see story). Denver member Elaine Gantz Berman reminded him that the vote was 4-3. The legislature paid no mind to that resolution.

Testing is expected to be a key education issue for the 2015 legislature. The 2014 legislative session more or less evaded the issue by creating a task force to study testing. (See this Chalkbeat story for the latest on what that group is doing.)

heads up

Tennessee will release TNReady test scores on Thursday. Here are five things to know.

PHOTO: Getty Images/Kali9

When Tennessee unveils its newest standardized test scores on Thursday, the results won’t count for much.

Technical problems marred the return to statewide online testing this spring, prompting the passage of several emergency state laws that rendered this year’s TNReady scores mostly inconsequential. As a result, poor results can’t be used to hold students, educators, or schools accountable — for instance, firing a teacher or taking over a struggling school through the state’s Achievement School District.

But good or bad, the scores still can be useful, say teachers like Josh Rutherford, whose 11th-grade students were among those who experienced frequent online testing interruptions in April.

“There are things we can learn from the data,” said Rutherford, who teaches English at Houston County High School. “I think it would be unprofessional to simply dismiss this year’s scores.”

Heading into this week’s data dump, here are five things to know:

1. This will be the biggest single-day release of state scores since the TNReady era began three years ago.

Anyone with internet access will be able to view state- and district-level scores for math, English, and science for grades 3-12. And more scores will come later. School-by-school data will be released publicly in a few weeks. In addition, Tennessee will unveil the results of its new social studies test this fall after setting the thresholds for what constitutes passing scores at each grade level.

2. Still, this year’s results are anticlimactic.

There are two major reasons. First, many educators and parents question the scores’ reliability due to days of online testing headaches. They also worry that older students stopped trying after legislators stepped in to say the scores don’t necessarily have to count in final grades. Second, because the scores won’t carry their intended weight, the stakes are lower this year. For instance, teachers have the option of nullifying their evaluation scores. And the state also won’t give each school an A-F grade this fall as originally planned. TNReady scores were supposed to be incorporated into both of those accountability measures.

3. The state is looking into the reliability of the online test scores.

In addition to an internal review by the Education Department, the state commissioned an independent analysis by the Human Resources Research Organization. Researchers for the Virginia-based technical group studied the impact of Tennessee’s online interruptions by looking into testing irregularity reports filed in schools and by scrutinizing variances from year to year and school to school, among other things.

4. The reliability of paper-and-pencil test scores are less concerning.

Only about half of Tennessee’s 600,000 students who took TNReady this year tested on computers. The other half — in grades 3-5 and many students in grades 6-8 — took the exams the old-fashioned way. Though there were some complaints related to paper testing too, state officials say they’re confident about those results. Even so, the Legislature made no distinction between the online and paper administrations of TNReady when they ordered that scores only count if they benefit students, teachers, and schools.

5. Ultimately, districts and school communities will decide how to use this year’s data.

Even within the same district, it wasn’t uncommon for one school to experience online problems and another to enjoy a much smoother testing experience. “Every district was impacted differently,” said Dale Lynch, executive director of the state superintendents organization. “It’s up to the local district to look at the data and make decisions based on those local experiences.

District leaders have been reviewing the embargoed scores for several weeks, and they’ll share them with teachers in the days and weeks ahead. As for families, parents can ask to see their students’ individual score reports so they can learn from this year’s results, too. Districts distribute those reports in different ways, but they’re fair game beginning Thursday. You can learn more here.

Sharing Stories

Tell us your stories about children with special needs in Detroit

PHOTO: Patrick Wall

Parents of students with special needs face difficult challenges when trying to get services for their children. Understanding their children’s rights, getting them evaluated and properly diagnosed, and creating an educational plan are among the many issues families face.

Chalkbeat Detroit wants to hear more about those issues to help inform our coverage. We are kicking off a series of conversations called a “listening tour” to discuss your concerns, and our first meeting will focus on children with special needs and disabilities. We’re partnering with the Detroit Parent Network as they look for solutions and better ways to support parents.

Our listening tour, combined with similar events in other communities Chalkbeat serves, will continue throughout this year on a variety of topics. In these meetings, we’ll look to readers, parents, educators, and students to help us know what questions we should ask, and we’ll publish stories from people who feel comfortable having their stories told. We hope you’ll share your stories and explore solutions to the challenges parents face.

Our special education listening tour discussion will take place from 5:30-7:30 p.m., Tuesday July 24, at the Detroit Parent Network headquarters, 726 Lothrop St., Detroit.

As our series continues, we’ll meet at locations around the city to hear stories and experiences parents have while navigating the complexities of getting children the education and services they deserve.

Next week’s event includes a panel discussion with parents of children with special needs, responses from parent advocates, and an open discussion with audience members.

Those who are uncomfortable sharing stories publicly will have a chance to tell a personal story on an audio recorder in a private room, or will be interviewed by a Chalkbeat Detroit reporter privately.

The event is free and open to anyone who wants to attend, but reservations are required because space is limited. To register, complete this form, call 313-309-8100 or email frontdesk@detroitparentnetwork.org.

If you can’t make our event, but have a story to share, send an email to tips.detroit@chalkbeat.org, or call or send a text message to 313-404-0692.

Stayed tuned for more information about listening tour stops, topics and locations.