Are Children Learning

Innovation schools saw some of the largest gains on ISTEP in Indianapolis Public Schools. Here are the schools that had big changes.

PHOTO: Dylan Peers McCoy
Cold Spring is one of the IPS schools that had the biggest gains on ISTEP.

When ISTEP scores are released each year, buried in the rankings of the highest and lowest scoring schools is another story — schools that have made significant progress or seen precipitous drops.

So this year, we’re focusing on the schools with the largest changes in passing rates on the math and English tests for 3-8 grades. Changing tests scores can be driven by many factors beyond how much students learn, but they offer a hint at which schools are going through big shifts.

In IPS, several traditional neighborhood schools made the top of the list. But many of the schools that saw the biggest gains in passing rates were innovation schools, which the district began creating two years ago. The schools are managed by outside charter operators or nonprofits, but they are still considered part of the district. The strong gains in passing rates are one of the first indications that the controversial strategy could pay off for the district.

Schools of every type show up on the list of campuses that saw the biggest declines in passing rates. But some schools on the list are particularly surprising because they have earned high marks from the state in the past.

These 10 schools had the biggest gains on ISTEP from 2016 to 2017

  1. William McKinley School 39 — This neighborhood school in Fountain Square had the biggest jump in passing rates in the district. About 28 percent of students passed both the math and English tests, an increase of 9.7 percentage points over the prior year.
  2. Cold Spring School — Formerly an environmental science magnet, this school converted to innovation status last year. Passing rates rose to 30.2 percent, up 8.7 percentage points.
  3. Center for Inquiry at School 27 — An International Baccalaureate magnet school on the near north side, this school saw passing rates reach 33.8 percent, an increase of 8.4 percentage points.
  4. Phalen Leadership Academy at School 93 — This innovation school on the far east side was taken over by the Project Restore team about three years ago. Last year, it became an innovation school in partnership with the PLA charter network. The passing rate at the school reached 38.2 percent, up 8.2 percentage points from the previous year.
  5. Phalen Leadership Academy at School 103 — This far east side first school was the first struggling school to be restarted as an innovation school. Last year the passing rate jumped to 12.8 percent of students, up 8.1 percentage points.
  6. Global Prep Academy at School 44 — After years of academic problems, this campus was restarted as an innovation school last year, and it now uses a Spanish and English immersion model. Last year 14.6 percent of students passed both tests, more than double the prior year with an increase of 7.5 percentage points.
  7. Emma Donnan Elementary School — This innovation elementary school was founded in partnership with Charter Schools USA at the Emma Donnan Middle School campus on the south side. The passing rate was 22.6 percent last year, up 6.2 percentage points.
  8. Daniel Webster School 46 — This neighborhood elementary school on the southwest side had a passing rate of 27.4 percent, up 5.2 percentage points.
  9. Eliza A Blaker School 55 — A neighborhood elementary school on the north side, School 55 could become a magnet school next year. The passing rate was 24.1 percent of students, up 4.3 percentage points.
  10. Raymond Brandes School 65 — At this neighborhood school on the far south side, 36.1 percent of students passed both the math and English tests, up 2.7 percentage points over last year.

These 10 schools had the biggest drops on ISTEP from 2016 to 2017

  1. George Julian School 57 — At this neighborhood school in Irvington, 23.1 percent of students passed both the math and English tests, down 11.7 percentage points from the prior year.
  2. Christian Park School 82 — This neighborhood school on the east side had a passing rate of 28.9 percent, down 10.9 percentage points.
  3. Anna Brochhausen School 88 — This far east side neighborhood school had a passing rate of 19.8 percent, down 9.9 percentage points from last year.
  4. Lew Wallace School 107 — At this neighborhood school on the west side, 22.7 percent of students passed both the math and English tests, a drop of 8.2 percentage points.
  5. Rousseau McClellan School 91 — A Montessori magnet school on the north side, School 91 has one of the highest passing rates in the district at 49.4 percent. But it’s down 8 percentage points from the prior year.
  6. Center for Inquiry at School 2 — This downtown magnet school offers the International Baccalaureate program. The school has the third highest passing rate in the district at 57.7 percent, but it had fallen 7.3 percentage points.
  7. Kindezi Academy at School 69 — This neighborhood school was restarted as an innovation school last year. It had a 7.1 passing rate on the test, down 7 percentage points.
  8. Ernie Pyle School 90 — This magnet school uses the Paideia educational philosophy, which emphasizes seminar discussions as well as mastery of information. The school had a 35 percent passing rate, down 6.4 percentage points from the prior year.
  9. Jonathan Jennings School 109 — This neighborhood school on the northwest side had a passing rate of 26.7, a decline of 6.3 percentage points from the prior year.
  10. Clarence Farrington School 61 — This neighborhood school on the northwest side had a 9.3 percent passing rate, down 6.2 percentage points.

TNReady backlash

Tennessee lawmakers take matters into their own hands on TNReady testing problems

PHOTO: Marta W. Aldrich
State lawmakers are in session at the Tennessee State Capitol in Nashville.

It was an extraordinary day on Capitol Hill in Nashville and, in many ways, unprecedented.

As reports of more problems with Tennessee’s standardized test escalated from their public schools back home, members of the General Assembly overwhelmingly approved a sweeping measure to pull this year’s TNReady scores from accountability systems for students, teachers, schools, and districts.

A spokeswoman said Gov. Bill Haslam will sign the legislation.

The votes circumvented the legislature’s committee process but, after days of technical problems with the state’s return to online testing, lawmakers had reached a boiling point. In the midst of an election year, they rose to their feet and, one after another, railed against the Department of Education and its testing company, Questar, for their oversight of the beleaguered test.

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At midday, the Senate and House convened a conference committee as a bipartisan coalition of House members used passage of the state’s $37.5 billion budget as a bargaining chip. With lawmakers going back and forth to the governor’s office to confer, they tacked on their amendment to a bill sponsored by Rep. Eddie Smith of Knoxville and Sen. Dolores Gresham of Somerville.

“The camel was already loaded down heavy, but this was the straw that broke the camel’s back,” Smith said of more testing glitches on Thursday. “The circumstances were so extraordinary that going through the traditional committee process did not serve our teachers or students. That’s why we did what we did.”

What they did was pass a bill to:

  • Let local school boards determine, between a range of 0 and 15 percent, what TNReady scores will count toward students’ final grades;
  • Prevent local districts from using the scores for any decisions related to hiring, firing, or compensating teachers;
  • Ensure that none of this year’s TNReady data can be used to put a school on the “priority list” of lowest-performing schools eligible for state intervention; and
  • Nix the use of TNReady data in determining A-F ratings for schools, a system that’s to begin this fall

“It was clear many members of the General Assembly wanted to address concerns related to the recent administration of state assessments,” Haslam spokeswoman Jennifer Donnals said in a statement. “The governor understands these concerns and did not oppose the legislation.”

The decision means Tennessee will take a breath as it seeks to fix its broken testing system, which has been snakebit from the outset. In 2016, Education Commissioner Candice McQueen canceled most testing after TNReady’s new online platform collapsed under the weight of statewide testing on newly minted digital devices. The next year, Tennessee reverted to mostly paper-and-pencil tests, but there were scoring and score delivery issues under new vendor Questar.

This week, when the third year of testing launched, McQueen had been more confident under a gradual transition to online testing beginning with high school students. But on Monday, a login issue stopped testing in its tracks. Tuesday was worse, as Questar’s system shut down because of an alleged cyber attack.

“What you heard today is that, until we get testing right, we want to make sure our teachers, students and schools are not impacted,” Smith told Chalkbeat when the dust had settled on Thursday.

“We’re still going to move forward with our accountability system. We’ll still see what the data shows this year. But we want to make sure the data isn’t skewed. We want to make sure it’s reliable.”

News of the pause drew immediate cheers from teacher groups.

“The legislature made sure students, teachers and schools were protected against the failures of TNReady,” said Jim Wrye, a lobbyist for the Tennessee Education Association, commending lawmakers for taking “decisive action.”

“We are very pleased legislators ensured that employment or compensation decisions based on the data cannot be used,” added JC Bowman, executive director of Professional Educators of Tennessee.

But others warned that systems for holding teachers and schools accountable are key to ensuring an equitable education for all students.

“While we are dismayed that there were issues with the online TNReady tests, we believe that assessments are the clearest way to gauge what students know, and how well schools are serving all students,” said Gini Pupo-Walker of the Tennessee Educational Equity Coalition.

“Tennessee has made great progress by raising expectations, creating high standards and implementing TNReady,” Pupo-Walker said, “and it is important to continue to assess students every year on their mastery in the core content areas.”

Correction: April 19, 2018: This story has been corrected to show that both the Senate and the House approved the bill on Friday. A previous version said the Senate had recessed and would vote Monday on the House-approved bill.

exceptions to the rule

The highs and lows of Colorado education are spotlighted in ‘The Outliers’

PHOTO: Chalkbeat file
Students at Sheridan's Fort Logan Elementary collaborate on a literacy lesson.

The Boulder Valley School District serves a largely affluent population with highly educated parents. In Sterling on the Eastern Plains, fewer than 1 in 6 adults has a bachelor’s degree. But both the Boulder district and the Valley Re-1 district serving Sterling send a large portion of their graduates to college, and few of them need remediation classes when they get there.

Those are just two of the findings in a new report from the Denver-based education reform advocacy group A Plus Colorado that examines both exemplary and struggling districts. A Plus focuses on data analysis to drive public support for policy changes. This is the second year that A Plus has released “The Outliers,” which is intended to help educators find models to emulate.

The report notes success stories like DSST: Stapleton High School, part of the Denver-based charter network, which posted the state’s highest average SAT scores for white students, black students and students from low-income families. Its Hispanic students also posted SAT scores that were among the highest in the state.

Among the report’s nuanced findings, the tiny Sheridan district south of Denver sends relatively few students to college, with many later needing remediation. But the district has made big strides in the graduation rate of homeless students, who make up 25 percent of its students. In 2016, 64 percent of its homeless students graduated, compared with 53 percent for the state and 42 percent in Denver.

Here are four takeaways from the report:

The numbers only tell so much.

The report shows schools where students from low-income families — as measured by free- and reduced-price lunch rates — do well on elementary math tests or middle school language arts, and where Hispanic students graduate at high rates or have good SAT scores. However, it doesn’t explain just how those schools succeed.

CEO Van Schoales said A Plus Colorado isn’t able to visit all districts and schools to research what they’re doing right, but he hopes the report can still be a resource for principals and superintendents.

“Folks need to spend the time to get to understand the places where most kids are getting to standards or graduating or showing growth,” he said. “There can be an echo chamber in education around the cool places or what’s hot. This report is the data. There are a lot of places doing great work.”

Small districts are just as capable of serving at-risk students as large ones.

The first year of “The Outliers” only looked at the 76 districts serving at least 1,000 students. This year, the report looks at roughly 120 districts with publicly available data. Small districts are more likely to be outliers in both good and bad ways. With fewer students overall, it doesn’t take many students to significantly boost or drag down achievement percentages.

The researchers found small school districts serving low-income and diverse student populations and getting good outcomes.

“A lot of school districts think that the bigger you are, the more capacity you have and the more good you can do, and our report shows that that is not necessarily true,” Schoales said. “You can find school districts doing well by low-income kids all over Colorado and ones that are not.”

Online schools need a lot more scrutiny.

The report found that students in online schools do worse even than students in low-performing brick-and-mortar schools, and that when districts open online schools, it pulls down districtwide performance.

The Byers district east of Denver, where 82 percent of students attend online schools, and Colorado Digital BOCES, a cooperative collection of online schools, showed some of the lowest academic growth in the state, the report found.

“In theory, it sounds great,” but most online schools are not working for their students, Schoales said.

This is not a new concern. A 2016 investigation by Education Week raised serious questions about the operation of GOAL Academy online schools. But the sector continues to expand, with A Plus calling it “one of the fastest growing segments within the Colorado educational ecosystem.”

Colorado suppresses so much student data that it’s hard to get a complete picture.

Colorado has strict data privacy rules that lead to the suppression of student achievement information from small batches and sometimes even larger groups of students. As a result, A Plus Colorado said it doesn’t know whether the 300 black students in the Boulder Valley School District or the 366 students in Manitou Springs who qualify for free- and reduced-price lunch are meeting grade-level expectations.

That’s because the state redacts scores whenever fewer than four students score at a particular proficiency level, and then shields additional scores from other groups and even other schools to further obscure the data.

A Plus says this 3-year-old policy makes it impossible to discern how certain groups of students are performing.

Complete test data is available to district officials, but Schoales said that’s not good enough. If they and the public can’t compare among school districts, they don’t know how much better they could be doing.

“The public and policy makers need to know what’s working and where we can learn from,” Schoales said.

Read the rest of the report, with lots of district- and school-level information, here: