breaking news

Could new plans to adapt a test teachers love work for Indiana?

PHOTO: Alan Petersime

Indiana educators who want the state to consider replacing ISTEP with an exam that would give teachers immediate feedback about their students might have new reason to be optimistic.

Chalkbeat reported last week that teachers have called on the state to use something like the popular MAP test, which is beloved by teachers for providing real-time information about what students know. At the time, the company that makes the test said MAP isn’t designed to meet testing requirements demanded for federal accountability and Indiana law.

Now, however, the Oregon-based testing company that makes MAP says it’s looking for a way to respond to demand from states like Indiana that have school accountability systems that require a single yearly score to indicate which kids are performing at grade level.

“Our state assessment experts will work with states to understand their goals and devise full solutions to meet those needs,” Jason Mendenhall, the senior vice president of strategic solutions for the testing company, the Northwest Evaluation Association, wrote in an email.

The email said NWEA will soon be creating a new division to work specifically with states to create tests and accountability systems that both meet state and federal education guidelines and encompass aspects of MAP — Measure of Academic Progress — that teachers say they like.

The MAP, which is typically given three times a year, not only gives immediate results that can help guide instruction, teachers say, it also takes less time to administer than year-end comprehensive exams like ISTEP.

Plans to adapt to state accountability systems like Indiana’s had been in the works for some time, Mendenhall said in the email, but the company decided to announce it sooner than originally planned in response to questions raised by Indiana educators after Chalkbeat reported on the issue.

It’s not clear yet what the new NWEA tests will look like or how the company will manage to create a test that both meets Indiana testing and accountability requirements and works well as a teaching tool.

The NWEA initiative bears some resemblance to a vision for Indiana’s testing program that came up today during the second meeting of the state’s ISTEP replacement panel.

The committee, charged with choosing a new suite of tests for Indiana schools once ISTEP ends in 2017, convened at the state capitol Tuesday morning. Some educators and administrators spoke in favor of a “computer adaptive” testing system that measures how students improve over the course of a year, which is how MAP currently works.

“(Teachers) want a growth model, and they want it short and sweet,” said Roncalli High School Principal Chuck Weisenbach.

State Superintendent Glenda Ritz said she thinks new flexibility under the federal Every Student Succeeds Act would allow Indiana to move away from a pass/fail test and toward a MAP-like exam. Ritz said she thinks such a test could be modified to include parts that can measure students according to grade level, too.

“When the federal government gave the states, so to speak, the rights to use a computer adaptive test, I think they really did have in mind that you don’t have to have a pass/fail approach,” Ritz said.

Ritz’s vision, however, is likely to meet resistance from other members of the committee including House Education Committee Chairman Bob Behning and the panel’s chairwoman, Indianapolis Public School 93 Principal Nicole Fama.

Most members of the ISTEP panel were appointed by Gov. Mike Pence and the GOP leaders of the state legislature who have long supported high-stakes testing in schools.

Behning, Fama and other policymakers say they are more likely to support an exam that’s more similar to the current ISTEP in how it is administered once a year and measures where students perform within grade level expectations.

“At the end of the day, we have to come up with something that assesses (students) on grade level,” Fama said.

Behning also said he worried that using MAP-like tests that are given on computers could create issues for schools with fewer computers or less updated technology systems.

When the conversation ended Tuesday afternoon, there wasn’t a clear way forward. Parts of the panel’s conversations were very premature, some members said — It’s pointless to try to figure out test specifics before there’s a solid understanding what the test should be for.

At the group’s last meeting, discussion focused on the purpose of state exams. Experts said tests could be designed to determine whether students have improved from one year to the next, evaluate teachers or help rank schools and districts.

But they cautioned that a test that tries to do everything at once would be quite long.

Today, teachers and principals seemed against taking on too much with one test and instead urged the panel to remember that their charge involves more than coming up with a single new state test.

“I’m just concerned we’re getting (too much) into the details,” said Wendy Robinson, superintendent of Fort Wayne Schools. “Teachers don’t know any more what the state is expecting … We have a broken test that is being used like it’s a system, and it’s not.”

beyond high school

Report: Memphis students from poor families less likely to have access to advanced coursework

PHOTO: By Glenn Asakawa/The Denver Post via Getty Images

While most high school students in Tennessee’s largest district have access to advanced courses to prepare them for college, most of those classes are concentrated in schools with more affluent families.

Of the 14 high schools in Shelby County Schools that offer more than 40 advanced classes, all but one have a lower percentage of students from poor families than the district.

Those schools educate slightly more than half of high school students in the Memphis district. In contrast, about a quarter of high school students are in schools with 20 or fewer advanced courses, according to a new district report.

District officials say those course offerings in the 2017-18 school year are closely correlated with the size of the school: The larger the student population, the more likely the school is to offer advanced courses. The concentration of schools with more affluent students was not examined in the report.

PHOTO: Shelby County Schools

The findings are scheduled to be presented at next week’s school board meeting as part of the district’s monthly check-in on various statistics on teaching and student learning.

Taking advanced classes in high school introduces students to college-level coursework and in many cases allows them to skip some college classes — saving students thousands of dollars. And because students from low-income families, who make up about 59 percent of Shelby County Schools, lag behind their more affluent peers in college enrollment, they are encouraged to take more advanced courses.

Advanced courses include programs such as such as Advanced Placement, dual enrollment, International Baccalaureate, and honors courses.

Jessica Lotz, the district’s director of performance management who will present the report, said this year’s numbers are better than last year. Since her last report on the topic, three schools now offer advanced courses for the first time.

Staffing is the biggest barrier to offering more advanced courses, she said. So, additional teacher trainings are planned for the summer.

And district plans are underway to increase the number of students taking those courses. The district is also pursuing federal funds to help students from low-income families pay for dual enrollment courses, and also encouraging area colleges to lower the number of students needed to take a class so that smaller schools can participate.

The number of students taking advanced courses is part of the state Department of Education measure of a being ready for college, or a “ready graduate,” under its new accountability plan.

Scroll down to the bottom of this story for a full chart on the number of advanced courses by high school.

Here are the 14 schools with 40 or more advanced courses each:

  • White Station High (143 advanced courses)
  • Central High (116)
  • Middle College High (98)
  • Germantown High (95)
  • Cordova High (79)
  • Overton High (75)
  • Ridgeway High (74)
  • Bolton High (56)
  • Southwind High (55)
  • Whitehaven High (52)
  • Hollis F. Price Middle College High (46)
  • Kingsbury High (45)
  • Memphis Virtual School (43)
  • East High (42)

Note: The number of courses offered refers to unique advanced courses that are available at a given school, not the total number of times/sections the same course is offered for different groups of students.

Four high schools did not offer any advanced courses: Legacy Leadership Academy, a charter school; The Excel Center, an adult learning school; Newcomer International Center, a new high school program for immigrant students; and Northwest Prep Academy, an alternative school.

Of the advanced courses, International Baccalaureate, a high-profile certification program for high school students worldwide, was the least common. Just three more affluent high schools — Ridgeway, Germantown, and Bolton — offered those courses, according to the district’s data.

Dual enrollment, another category of advanced courses, are taught in partnership with an area college and count toward a postsecondary degree. Though the share of Shelby County Schools students taking dual enrollment courses has increased from about 5 to 9 percent since 2014, the percentage slightly decreased this year compared to last school year.

Most of the high schools, offer a total of 183 dual enrollment courses. But only four of the 16 charter schools in the report offered those classes.

About half of high schools in the district offer a total of 194 Advanced Placement courses, which culminate in a test at the end of the year that can count toward college credit if students score well enough. Most of those classes are concentrated in seven more affluent schools.

Those schools are:

  • White Station High (39 AP courses)
  • Central High (20)
  • Cordova High (15)
  • Kingsbury High (13)
  • Overton High (13)
  • Whitehaven High (11)
  • Southwind High (10)

Honors courses, which count toward an advanced high school diploma but do not count for college credit, were the most common with just over 1,000 across the district. Only seven schools, which were either charter schools or alternative schools, did not offer any honors courses.

One of Shelby County Schools’ goals is to increase the percentage of students prepared for college by 2025. Currently, about 90 percent of students who graduate from the district would be required to take remedial classes in college because of low ACT scores, according to state data. That’s usually a sign that their high school did not adequately prepare them for college classes.

A state report released last fall examining where students go after high school showed that 56 percent of Shelby County Schools’ graduating class of 2016 went on to enroll in a four-year college or university, community college, or technical college. That’s compared to 63 percent of students statewide.

One of the report’s recommendations to boost that number was to improve partnerships with universities and increase the number of advanced course offerings — a recommendation Lotz emphasized Tuesday.

Shelby County Schools partners with the following universities and colleges for dual enrollment courses: Bethel University, Christian Brothers University, LeMoyne Owen College, Southwest Tennessee Community College, Tennessee College of Applied Technology, University of Memphis, and William Moore College of Technology (Moore Tech)

Below you can find the advanced course offerings at each district-run and charter school in Shelby County Schools. Below that you can view the district’s full report.

New research

From an ‘F’ to an ‘A’, Tennessee now sets high expectations for students, says Harvard study

PHOTO: Lisegagne/Getty Images

Criticized for setting low expectations for students just a decade ago, Tennessee has dramatically raised the bar for standards that now rank among the top in the nation, according to a new analysis from Harvard University.

The state earned an “A” for its 2017 proficiency standards in a study released Tuesday by the same researchers who gave Tennessee an “F” in that category in 2009.

The researchers have been tracking state proficiency standards since 2006. Their latest analysis focused on changes since 2009 when, like Tennessee, most states began adopting Common Core academic standards, then began retreating one by one from the nationally endorsed benchmarks.

Did the exodus from a consistent set of standards cause states to lower expectations for students? The researchers say no.

“Our research shows that most all the states have actually improved their standards, and Tennessee has probably improved the most because its standards were so low in the past,” said Paul Peterson, who co-authored the analysis with Daniel Hamlin.

The grades are based on the difference between the percentages of students deemed proficient on state tests and the National Assessment of Educational Progress, or NAEP, the exam administered by the U.S. Department of Education to measure what students know in math and English language arts. The narrower the proficiency gap between those tests, the higher the grade a state received.

Tennessee’s 2009 proficiency gap was 63 percent, an amount that Peterson called “ridiculous” and “the worst in the country” compared to 37 percent nationally.

In 2017, Tennessee’s gap narrowed to less than 3 percent, compared to 9 percent nationally, under revised standards that reached classrooms last fall after the state exited the Common Core brand.

“It’s a dramatic improvement,” Peterson said of Tennessee’s work to align its standards with national expectations.

Interestingly, in other states, the study found virtually no relationship between rising proficiency standards and test score growth — a finding that the researchers called “disheartening.”

“The one exception was Tennessee,” Peterson said of the state’s academic gains on NAEP since 2011. “It has not only raised its standards dramatically, it saw some student gains over the same period.”

Since 2010, higher academic standards has been an integral part of Tennessee’s long-term plan for improving public education. The other two components are an aligned state assessment and across-the-board accountability systems for students, teachers and schools, including a controversial policy to include student growth from standardized test scores in teacher evaluations.

Tennessee poured millions of federal dollars from its 2010 Race to the Top award into training teachers on its new standards. The process began in 2012 with large-scale Common Core trainings and shifted last year to regional trainings aimed at equipping local educators to prepare their peers back home for Tennessee’s revised standards.

PHOTO: Marta W. Aldrich
Karyn Bailey (left), a facilitator from Williamson County Schools, coaches elementary school teachers during a 2017 exercise on Tennessee’s revised standards for English language arts as part of a two-day training at La Vergne High School, one of 11 training sites across the state.

Implementation really matters. You can’t just make the shift on paper,” said Education Commissioner Candice McQueen, who will take part in a panel discussion on the study’s findings Tuesday in Washington, D.C. “You have to do the hard work to implement it on the ground. And that is a long game.”

The Harvard study comes on the heels of a separate but related report by pro-Common Core group Achieve that says Tennessee is essentially being more honest in how its students are doing academically. The state was called out in 2007 by the U.S. Chamber of Commerce because Tennessee tests showed students doing well, while national tests reported otherwise.

Both analyses come as Tennessee tries to regroup after a problem-plagued return to statewide online testing this spring.

While supporters of Tennessee’s current policy agenda fear that headaches with the state’s standardized test could undo the policies it may be getting right, Peterson said a study like Harvard’s can provide a birds-eye view.

“What happens over a period of years is a better way to look at how a state is doing,” he said, “because things can fluctuate from one year to the next.”

The Harvard research is funded by the Bill & Melinda Gates Foundation and the Walton Family Foundation. (Chalkbeat is a nonprofit news organization and also receives funding from both foundations. You can find the list of our supporters here and learn more about Chalkbeat here.)