test swap uproar

Formal protest of Colorado’s switch from the ACT to SAT falters, but another effort launches

PHOTO: Flickr/Creative Commons

One challenge to the state’s switch from the ACT to the SAT for 11th grade testing fizzled Thursday while another — launched by roughly 120 district superintendents — took a new tack by arguing state officials may not have followed the rules.

The Colorado Association of School Executives filed a protest Wednesday with the state education department challenging the decision to swap tests, arguing the decision was made without regard to the financial impact on Colorado schools and districts.

But in a statement Thursday to Chalkbeat, senior assistant attorney general Tony Dyl said CASE has no legal standing to protest the contract award to The College Board, the makers of the SAT. CDE officials confirmed hearing the same.

As that effort was seemingly dashed, another surfaced. In a letter Thursday to the State Board of Education, the group of district superintendents raised a litany of concerns about changing tests. Most significantly, the superintendents contend the state did not meet a state procurement process requirement that purchasing offices “meet with interested parties, including affected political subdivisions” before developing a request for a proposal such as the testing contract.

The letter says: “Since it appears school districts were not consulted in this process, this state procurement process was not met.”

An education department spokeswoman said the department is preparing a full response to the letter, and did not have an immediate comment.

District representatives did take part in the process of comparing the two bids from the testing giants. State officials say the selection committee that ultimately recommended The College Board included educators and administrators from urban, rural and suburban districts. The process also included content matter experts, assessment experts, special population professionals, guidance counselors and higher education professionals.

Among the other concerns raised by the district superintendents:

  • Communication about the process and the chance to provide input were “significantly lacking,” and the announcement made when many schools were closed for winter break lacked information about how it all came together.
  • As the state adopts other standardized tests, ditching the ACT means a loss of what has become a rarity: longitudinal data. The ACT has been given in Colorado since 2001.
  • Students who live in poverty are sometimes motivated to attend college by taking the ACT, and this is the test they’ve been preparing for this spring.
  • The timing of the change is complicated because school districts are preparing for adopting and putting in place new graduation requirements, starting with the class of 2021.

Echoing another of the superintendents’ concerns, the CASE protest argued Colorado schools have aligned their efforts for students to perform well on the ACT, and many districts have purchased tests, materials, and data reporting tools to support students in earlier grades.

In his email to Chalkbeat explaining why the protest lacked legal standing, Dyl said the statute at issue says that “any actual or prospective bidder, offeror, or contractor who is aggrieved in connection with a solicitation or award of a contract may protest…”  The ACT is the only entity that would fit that definition and it filed no protest, he said.

The superintendents and CASE joined a growing chorus of criticism of the process and reasoning behind abandoning a long-established and well-respected college entrance exam favored by colleges and universities in the region.

Already, state education officials are working on a compromise that would delay the move to the SAT until spring 2017.

The state education department has disclosed little about the process that led to the choice of the bid from The College Board, saying rules prevent disclosure of information about the bids or the identities of the committee members until the process wraps up. Though that process concluded Wednesday, the CASE protest brought more uncertainty.

Dana Smith, a department of education spokeswoman, said the department is aware of the AG office’s conclusion about the CASE protest but wants to wait for confirmation from the state’s director of procurement before releasing more details about the bids and selection committee.

The two testing giants have been locked in a high-stakes battle to win contracts from states that mandate a college-entrance exams for high school students. Two longtime ACT states — Illinois and Michigan — recently defected to the SAT.

This spring’s SAT is an entirely new test, refashioned to better align with the Common Core State Standards in English and math. State officials cited the tests’ harmony with the Common Core in announcing why the College Board prevailed.

Testing reform legislation approved last spring required 10th and 11th grade tests to be put out to competitive bid and that they be aligned with state academic standards.

Critics of the move say this yet again makes Colorado students guinea pigs, coming off the introduction of PARCC tests last spring.

Along with pressing for a delay in the switch to the SAT, CASE asked the state to revisit the decision entirely, “with a greater level of input and participation from educators in order to fully understand the potential positive and negative impacts and financial burden to school districts of this testing contract.” Educators did take part in the procurement process, including meeting to compare the the two tests to the state’s academic standards.

Bruce Caughey, CASE’s executive director, said in an interview conducted before the AG’s comments that the organization wanted to seize the opportunity to take part in the process when it could. But he thinks the decision ultimately will be political, with involvement from legislators and members of the State Board of Education.

“I don’t think our protest was weighing in about the quality of either test,” Caughey said. “It was more about the process school districts will have to go through to make sure this test provides value to students and families.”

Here is the full text of the CASE protest:

testing talk

‘Virtually meaningless’ or ‘steady progress’? New York City reacts to this year’s state test scores

PHOTO: Grace Tatter

English and math exam pass rates inched up in New York City this year compared to last year — more than they did in the state as a whole, city officials announced Tuesday.

The annual release of test scores created a wave of reactions from education stakeholders across the state. Charter school advocates claimed victory, the state teachers union called them “meaningless” and Mayor Bill de Blasio said they represent the “painstaking work” of schools across New York City.

Here is a sample of reactions:

The mayor touted his own education agenda.

“These improvements over the past four years represent painstaking work – student by student, classroom by classroom, and school by school. It’s steady progress towards a stronger and fairer system for all. We are focused on building on these gains and others – such as the highest-ever high school graduation rate – to deliver equity and excellence for every public school student across the city, no matter their zip code.” — Mayor Bill de Blasio

Charter advocates said it shows the strength of their approach.

“New York City charter public schools are continuing to show us poverty is not destiny in the greatest city in the world. Charter public schools offer the promise of closing the achievement gap and today’s results show they are delivering on that promise. It’s been almost 20 years since New York passed its charter law and these public schools are now out of the experimentation phase: not only should their lessons have more reach, but so should they.” — StudentsFirstNY Executive Director Jenny Sedlis

Success Academy highlighted its push for more school space.

“These results should inspire the de Blasio administration to immediately support Success Academy and other high-performing charters to serve more students in public space.” — Eva Moskowitz, Success Academy founder and CEO

The state’s teachers union called the test scores “virtually meaningless.”

“They don’t count for students or teachers — and they shouldn’t count. They are derived from a broken testing system; are rooted in standards that are no longer being taught; and — for now — are the foundation of a totally discredited teacher evaluation system. The test-and-punish era damaged the trust and confidence of parents in our public education system, as evidenced by the continuing strength of the opt-out movement, and we believe dramatic changes are needed to win them back.” — NYSUT President Andy Pallotta

The city’s teachers union said they represented “progress.”

“Thanks to the efforts of teachers and other staff members across the city, our students are making solid, sustainable progress and the nation’s largest school system is moving in the right direction.” — UFT President Michael Mulgrew

Other groups took the chance to criticize opt-out.

“The results show the right thing to do is to keep moving forward, not tear down high standards and end annual assessments like opponents call for. The continued rise in proficiency scores is a clear sign that high standards are preparing students for future challenges, and parents are increasingly rejecting misguided calls to ‘opt out’ of the state’s annual check-ups. Both of these are good trends for every student in New York, no matter where they are growing up.” — High Achievement New York Executive Director Stephen Sigmund

And some pushed for more dramatic change.

“While we are pleased to see the test scores move in the right direction for New York City students overall, we are concerned about the persistent gaps that exist for students with disabilities and English language learners. Teaching students to read is one of the most fundamental tasks of schools.  With only 5.6% of English language learners and 10.7% of students with disabilities scoring proficiently in reading, the city must do more to support these students and ensure that they receive high-quality, evidence-based instruction that targets their individual needs.”— Advocates for Children Executive Director Kim Sweet

Testing Time

New York’s state test scores are coming out today. Here’s what we’ll be watching for.

PHOTO: Dylan Peers McCoy

At long last, New York state English and math test scores are being released today, according to state officials.

Though the tests have been criticized as providing only a snapshot of what students have learned, they are still one of the main tools used to judge the progress of schools, students, and major education initiatives.

Because the tests themselves held steady between 2016 and 2017, the test scores will provide a brief glimpse into whether students are making progress. That could also mean smaller changes than last year, when English scores shot up nearly eight percentage points.

But stable comparisons will only make a temporary appearance in New York education. Next year, the state has announced it will shorten testing by two days, which will no doubt call yearly comparisons into question again.

Here are a few storylines we’ll be watching as the state prepares to release test results:

Is the city’s approach to education policy working? What about signature programs like “Renewal”?

When test results jumped almost eight points in English and roughly one point in math last year, Mayor Bill de Blasio was quick to say they showed “pure hard evidence” his policies were working.

The state’s top education policymakers, however, cautioned that due to changes in the test, an “apples-to-apples” comparison to the year before was impossible. The changes included offering students unlimited time and shortening the exams slightly. This year, state tests were kept consistent in order to make those comparisons possible.

That raises an important question: Without changes to tests, will the results still be good news for Mayor Bill de Blasio and Chancellor Carmen Fariña? It is particularly important for high-profile efforts like the city’s “Renewal” turnaround program, which is entering the year in which the mayor said it should show results.

The only other year under de Blasio’s tenure when the state had fairly consistent testing compared to the prior year was 2015. In that year, test scores inched up one point in math and two points in English.

It may be a good thing if there are only small increases again, said Jennifer Jennings, an associate professor at NYU who has studied testing.

“We hope that they’re gradually inching upwards,” Jennings said. “Very large swings are often evidence that something is off.”

What will happen to opt-out?

For the last two years, about one in five students across New York state have boycotted state tests in protest. That number is significantly lower in New York City — though it has been growing. In 2016, 2.4 percent of city students sat out of the English exams and 2.8 opted out of math in New York City.

The opt-out rate acts as a litmus test of the public’s reaction to state education policy. The movement started in response to a series of state reforms, including adoption of the Common Core and test-based teacher evaluations.

Despite changes the state made last year to appease families upset about the tests, opt-out rates remained relatively consistent. (In fact, they ticked up a bit.) This year, the state has embarked on a process to reshape learning standards and submit a new plan to evaluate schools under the new federal education law.

Will that be enough to defuse some of the tension? Early results indicated opt-out rates may have decreased statewide, but the final tally will likely be released today with state test scores, as it has in past years.

What about equity, which is at the heart of the city’s agenda?

Each year, test results show a disheartening fact: Certain subgroups, such as black and Hispanic students, fare worse than their peers on tests. English learners and students with disabilities also historically score below average.

City and state officials have placed equity at the heart of their agenda. Mayor Bill de Blasio’s “Equity and Excellence” initiatives and his approach to turning around struggling schools are predicated on the idea that schools — particularly those in low-income communities — need resources in order to be successful. State officials have put equity at the center of their plan to reshape education policy under the Every Student Succeeds Act.

De Blasio’s critics, however, have argued the best way to address equity issues is tackling segregation in New York City schools. (The mayor released a preliminary diversity plan, but has been fairly slow to endorse integration as a strategy for school improvement.)

So, are the extra resources helping to close the gap between students of color and their white and Asian peers? This year’s test scores will help sort out that question, though many of the mayor’s major initiatives could take years to come to fruition.