Upon further review

Westminster schools didn’t improve enough to dodge sanctions, state finds

A student at Westminster’s Hodgkins Elementary in 2013.

State officials have denied Westminster Public Schools’ plea to reconsider the district’s performance rating, putting the district one step closer to facing consequences for low performance.

Colorado Department of Education staff presented the final ratings to the state Board of Education Thursday. The state notified district officials earlier this week that the evidence they had presented to request a higher rating included good data, but was insufficient.

“Though some of the data provided showed some progress and promise over the past five years, comprehensively the data did not present a compelling case of performance that warrants a higher accreditation rating,” state officials wrote in a letter to the district this week.

As it stands, the rating means Westminster Public Schools is one of five districts that will face state sanctions in the coming months after five low performance ratings from the state. This group of districts would be the first to face sanctions under the state’s accountability system.

Westminster officials say they plan to appeal the state’s decision.

“We are disappointed by the decision and will be vigorously following all avenues available to us,” said Pam Swanson, Westminster schools superintendent. “We don’t think the Colorado Department of Education fully considered or responded to all of the information that was submitted in our request for reconsideration. Importantly, the decision doesn’t reflect the fact that none of our schools face sanctions.”

The district had requested that the state reconsider its most recent rating in part because the district has been working on switching the 9,500-student district to a competency-based model. Under the model, the district did away with placements based only on age and instead groups students by what they know. The approach also requires students to prove they’ve mastered certain competencies before passing onto the next level.

Westminster officials worry that because students must be grouped by age for state tests, the accountability system might not be fairly evaluating their progress. The district presented data from its own internal tests and from a review by a third-party they hired to assess the model.

The data, especially from 2010 through 2014, showed positive trends, the state agreed. But in 2016, state officials pointed out that several schools saw a decline.

The state also took time in the letter to address some of the district’s concerns with the accountability system, countering some statements made by Westminster officials, including on how often the standards have changed in the last several years. The state standards have “evolved,” officials stated in the letter, but districts were given years to make the transition.

Specifically addressing the district’s competency based system, state officials noted at several points that there may be more to learn from the system and how it works with the state’s testing.

“The department recognizes that the district has been working to implement a Competency Based System,” the letter to the district states. “Your input around assessment options has been shared and is being considered. But we welcome further conversation.”

ASD scores

In Tennessee’s turnaround district, 9 in 10 young students fall short on their first TNReady exams

PHOTO: Scott Elliott

Nine out of 10 of elementary- and middle-school students in Tennessee’s turnaround district aren’t scoring on grade level in English and math, according to test score data released Thursday.

The news is unsurprising: The Achievement School District oversees 32 of the state’s lowest-performing schools. But it offers yet another piece of evidence that the turnaround initiative has fallen far short of its ambitious original goal of vaulting struggling schools to success.

Around 5,300 students in grades 3-8 in ASD schools took the new, harder state exam, TNReady, last spring. Here’s how many scored “below” or “approaching,” meaning they did not meet the state’s standards:

  • 91.8 percent of students in English language arts;
  • 91.5 percent in math;
  • 77.9 percent in science.

View scores for all ASD schools in our spreadsheet

In all cases, ASD schools’ scores fell short of state averages, which were all lower than in the past because of the new exam’s higher standards. About 66 percent of students statewide weren’t on grade level in English language arts, 62 percent weren’t on grade level in math, and 41 percent fell short in science.

ASD schools also performed slightly worse, on average, than the 15 elementary and middle schools in Shelby County Schools’ Innovation Zone, the district’s own initiative for low-performing schools. On average, about 89 percent of iZone students in 3-8 weren’t on grade level in English; 84 percent fell short of the state’s standards in math.

The last time that elementary and middle schools across the state received test scores, in 2015, ASD schools posted scores showing faster-than-average improvement. (Last year’s tests for grades 3-8 were canceled because of technical problems.)

The low scores released today suggest that the ASD’s successes with TCAP, the 2015 exam, did not carry over to the higher standards of TNReady.

But Verna Ruffin, the district’s new chief of academics, said the scores set a new bar for future growth and warned against comparing them to previous results.

“TNReady has more challenging questions and is based on a different, more rigorous set of expectations developed by Tennessee educators,” Ruffin said in a statement. “For the Achievement School District, this means that we will use this new baseline data to inform instructional practices and strategically meet the needs of our students and staff as we acknowledge the areas of strength and those areas for improvement.”

Some ASD schools broke the mold and posted some strong results. Humes Preparatory Middle School, for example, had nearly half of students meet or exceed the state’s standards in science, although only 7 percent of students in math and 12 percent in reading were on grade level.

Thursday’s score release also included individual high school level scores. View scores for individual schools throughout the state as part of our spreadsheet here.

Are Children Learning

School-by-school TNReady scores for 2017 are out now. See how your school performed

PHOTO: Zondra Williams/Shelby County Schools
Students at Wells Station Elementary School in Memphis hold a pep rally before the launch of state tests, which took place between April 17 and May 5 across Tennessee.

Nearly six months after Tennessee students sat down for their end-of-year exams, all of the scores are now out. State officials released the final installment Thursday, offering up detailed information about scores for each school in the state.

Only about a third of students met the state’s English standards, and performance in math was not much better, according to scores released in August.

The new data illuminates how each school fared in the ongoing shift to higher standards. Statewide, scores for students in grades 3-8, the first since last year’s TNReady exam was canceled amid technical difficulties, were lower than in the past. Scores also remained low in the second year of high school tests.

“These results show us both where we can learn from schools that are excelling and where we have specific schools or student groups that need better support to help them achieve success – so they graduate from high school with the ability to choose their path in life,” Education Commissioner Candice McQueen said in a statement.

Did some schools prepare teachers and students better for the new state standards, which are similar to the Common Core? Was Memphis’s score drop distributed evenly across the city’s schools? We’ll be looking at the data today to try to answer those questions.

Check out all of the scores in our spreadsheet or on the state website and add your questions and insights in the comments.