testing takeaways

Unlike most states, Indiana boosted eighth-grade reading scores on 2017 ‘nation’s report card’

PHOTO: Allison Shelley/The Verbatim Agency for American Education

Indiana’s scores on the “nation’s report card” haven’t changed much since students took the federal math and reading tests two years ago, but eighth-graders’ scores did jump slightly in reading.

The national exam serves as a way for states to see how they stack up to the rest of the country.

For 2017, the state was ranked sixth in the nation in fourth-grade math and 12th for eighth-grade math, down from a ranking of fourth and 11th, respectively, in 2015. In reading, Indiana students ranked ninth for fourth-grade and sixth for eighth-grade, up from 10th and 16th.

Despite those moves, most of the changes in this year’s scores don’t have “statistical significance” from 2015. That means they don’t necessarily indicate student achievement is any lower or higher this year than last time — the change might well be due to chance.

The one area of significant growth was in eighth grade reading scores — up 4 points compared to 2015. Few states saw similar progress in eighth-grade reading. One other notable change was that the gap between white and black students on the eighth grade math exam narrowed.

But Indiana is not unique in its flat scores this year — the 2017 results also showed stagnant scores for the nation as a whole. The U.S. has seen its test scores largely remain the same for a decade, after 10 years of substantial gains in math. The country’s “achievement gaps” between black and white students, and between low-income and affluent students, have also largely held steady over the past 10 years.

The test also breaks down student achievement by proficiency level. In both grades and subjects, fewer than half of Indiana students were considered proficient. However, higher percentages of Indiana students who are Hispanic, English-learners, or have disabilities were considered proficient than those same students in the nation as a whole.

2017 NAEP Math Results

2017 NAEP Reading Results

Indiana’s scores on the National Assessment of Educational Progress have stalled since big jumps in 2013, and policymakers should start asking themselves why, said Mike Petrilli, executive director of the conservative-leaning Fordham Foundation. One hypothesis? Frequent education policy changes.

“Indiana, in the beginning of this decade … showed some of the best progress in the country,” he said. “Has the chaos over the last few years, with all the debates about standards and tests and all kinds of changes, has that kept Indiana from moving forward?”

It’s hard to prove one way or another — especially since onlookers have also attributed Indiana’s past gains to sweeping policy changes of previous administrations.

The NAEP is administered by the federal government to a sample of students across the country. The most closely watched tests are the fourth- and eighth-grade math and reading exams, since they allow us to see how scores are changing nationally, in individual states, and in a number of cities.

The longer-run trends in NAEP are more positive. Nationally, scores have improved substantially in math and modestly in reading since the early 1990s.

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.

First Person

I’m a principal who thinks personalized learning shouldn’t be a debate.

PHOTO: Lisa Epstein
Lisa Epstein, principal of Richard H. Lee Elementary, supports personalized learning

This is the first in what we hope will be a tradition of thoughtful opinion pieces—of all viewpoints—published by Chalkbeat Chicago. Have an idea? Send it to cburke@chalkbeat.org

As personalized learning takes hold throughout the city, Chicago teachers are wondering why a term so appealing has drawn so much criticism.

Until a few years ago, the school that I lead, Richard H. Lee Elementary on the Southwest Side, was on a path toward failing far too many of our students. We crafted curriculum and identified interventions to address gaps in achievement and the shifting sands of accountability. Our teachers were hardworking and committed. But our work seemed woefully disconnected from the demands we knew our students would face once they made the leap to postsecondary education.

We worried that our students were ill-equipped for today’s world of work and tomorrow’s jobs. Yet, we taught using the same model through which we’d been taught: textbook-based direct instruction.

How could we expect our learners to apply new knowledge to evolving facts, without creating opportunities for exploration? Where would they learn to chart their own paths, if we didn’t allow for agency at school? Why should our students engage with content that was disconnected from their experiences, values, and community?

We’ve read articles about a debate over personalized learning centered on Silicon Valley’s “takeover” of our schools. We hear that Trojan Horse technologies are coming for our jobs. But in our school, personalized learning has meant developing lessons informed by the cultural heritage and interests of our students. It has meant providing opportunities to pursue independent projects, and differentiating curriculum, instruction, and assessment to enable our students to progress at their own pace. It has reflected a paradigm shift that is bottom-up and teacher led.

And in a move that might have once seemed incomprehensible, it has meant getting rid of textbooks altogether. We’re not alone.

We are among hundreds of Chicago educators who would welcome critics to visit one of the 120 city schools implementing new models for learning – with and without technology. Because, as it turns out, Chicago is fast becoming a hub for personalized learning. And, it is no coincidence that our academic growth rates are also among the highest in the nation.

Before personalized learning, we designed our classrooms around the educator. Decisions were made based on how educators preferred to teach, where they wanted students to sit, and what subjects they wanted to cover.

Personalized learning looks different in every classroom, but the common thread is that we now make decisions looking at the student. We ask them how they learn best and what subjects strike their passions. We use small group instruction and individual coaching sessions to provide each student with lesson plans tailored to their needs and strengths. We’re reimagining how we use physical space, and the layout of our classrooms. We worry less about students talking with their friends; instead, we ask whether collaboration and socialization will help them learn.

Our emphasis on growth shows in the way students approach each school day. I have, for example, developed a mentorship relationship with one of our middle school students who, despite being diligent and bright, always ended the year with average grades. Last year, when she entered our personalized learning program for eighth grade, I saw her outlook change. She was determined to finish the year with all As.

More than that, she was determined to show that she could master anything her teachers put in front of her. She started coming to me with graded assignments. We’d talk about where she could improve and what skills she should focus on. She was pragmatic about challenges and so proud of her successes. At the end of the year she finished with straight As—and she still wanted more. She wanted to get A-pluses next year. Her outlook had changed from one of complacence to one oriented towards growth.

Rather than undermining the potential of great teachers, personalized learning is creating opportunities for collaboration as teachers band together to leverage team-teaching and capitalize on their strengths and passions. For some classrooms, this means offering units and lessons based on the interests and backgrounds of the class. For a couple of classrooms, it meant literally knocking down walls to combine classes from multiple grade-levels into a single room that offers each student maximum choice over how they learn. For every classroom, it means allowing students to work at their own pace, because teaching to the middle will always fail to push some while leaving others behind.

For many teachers, this change sounded daunting at first. For years, I watched one of my teachers – a woman who thrives off of structure and runs a tight ship – become less and less engaged in her profession. By the time we made the switch to personalized learning, I thought she might be done. We were both worried about whether she would be able to adjust to the flexibility of the new model. But she devised a way to maintain order in her classroom while still providing autonomy. She’s found that trusting students with the responsibility to be engaged and efficient is both more effective and far more rewarding than trying to force them into their roles. She now says that she would never go back to the traditional classroom structure, and has rediscovered her love for teaching. The difference is night and day.

The biggest change, though, is in the relationships between students and teachers. Gone is the traditional, authority-to-subordinate dynamic; instead, students see their teachers as mentors with whom they have a unique and individual connection, separate from the rest of the class. Students are actively involved in designing their learning plans, and are constantly challenged to articulate the skills they want to build and the steps that they must take to get there. They look up to their teachers, they respect their teachers, and, perhaps most important, they know their teachers respect them.

Along the way, we’ve found that students respond favorably when adults treat them as individuals. When teachers make important decisions for them, they see learning as a passive exercise. But, when you make it clear that their needs and opinions will shape each school day, they become invested in the outcome.

As our students take ownership over their learning, they earn autonomy, which means they know their teachers trust them. They see growth as the goal, so they no longer finish assignments just to be done; they finish assignments to get better. And it shows in their attendance rates – and test scores.

Lisa Epstein is the principal of Richard H. Lee Elementary School, a public school in Chicago’s West Lawn neighborhood serving 860 students from pre-kindergarten through eighth grade.

Editor’s note: This story has been updated to reflect that Richard H. Lee Elementary School serves 860 students, not 760 students.