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Report: Test score gains predate Bloomberg and mayoral control

A graph from Assemblyman James Brennan's report shows that test score increases predate mayoral control.
A graph from Assemblyman James Brennan's report shows that test score increases began before 2002, when mayoral control was enacted and Mayor Bloomberg took office.

A Brooklyn lawmaker is throwing doubt on two key arguments in both Mayor Bloomberg’s re-election campaign and his effort to keep the mayor in charge of the public school system: The idea that Bloomberg’s leadership is responsible for city students’ rising scores on standardized tests — and the extent to which achievement actually improved under Bloomberg.

In a paper released earlier this year, Assemblyman James Brennan points out that city students’ test scores were rising steadily for four years before Bloomberg took office, and, in some cases, at a faster pace than they have under Bloomberg.

He also argues that a list of changes in the schools that are unrelated to the Blooomberg administration or mayoral control (a near quadrupling of early childhood programs, for instance, and a dramatic increase in state funding that dates back to 1998) are the real reason for the gains the system has made.

“I generally don’t view their success to be credible,” Brennan, who could play a significant role in the mayoral control discussions this spring, said in a recent interview. “I do not believe that some of the recent improvements in the school system are directly related to policies of Klein.”

Brennan’s stance directly challenges the mayor and Schools Chancellor Joel Klein, who declare in speeches, billboards, television advertisements, and interviews that their changes to the school system are responsible for a battery of improvements, including higher test scores. A Department of Education spokesman, Andrew Jacob, defended this point of view in a short memo disputing Brennan’s conclusions.

The memo argues that the city’s test scores are rising more steadily than scores across New York State, and accuses Brennan of ignoring several Bloomberg administration policies, including the opening of hundreds of new schools and transfers of funds to schools from the bureaucracy. It also points out an indisputable rise in the graduation rate, which soared by 10 percentage points under Bloomberg, compared to a change of just one-tenth of a percentage point in the entire decade before he took control of the schools.

Below the fold, I’ll walk through each part of the dispute.

The first sticking point is whether test scores really rose more under Mayor Bloomberg and mayoral control than they did before. Brennan’s report points out that, on most measures, city students actually showed more progress between 1998 and 2002 than they did once Bloomberg took office. Under Bloomberg, the percentage of fourth-graders who passed the state math test rose by 13 percentage points, compared to 17 points between 1998 and 2002. Fourth-grade reading scores follow the same pattern: up 9 points under Bloomberg compared to 20 points before he took office.

Jacob’s memo argues that this is a flawed analysis because it looks at raw city data, rather than comparing city scores to the state. The gap between city and state scores for fourth-graders, he shows, closed more under the Bloomberg administration than it did before. The pattern is even more pronounced among eighth-graders, who were outdone by the state average before Bloomberg but made gains under the mayor.

At the same time, the strength of this trend depends on whether you follow the department’s lead on what year to use as zero for considering Bloomberg’s effect. Test scores rose sharply in the city between 2002 and 2003, making 2002 the more flattering baseline to compare future scores against. The Bloomberg administration now uses this date, arguing that it’s appropriate since Mayor Bloomberg took control of the schools in June of 2002, and by the time students were tested in 2003, Klein had been hired and changes had begun.

But Brennan, echoing other critics of the administration’s data, says that 2003 is the better baseline. He argues that Klein’s program of changes didn’t start until after the 2003 tests had been given, in September of that year, and so the gains between 2002 and 2003 aren’t his to claim. These critics point out that when the 2003 test scores were announced, the conventional wisdom attributed the improvements more to Klein’s predecessors than to him. Using Brennan’s framework, Jacob’s look at the state-versus-city test score gap becomes weaker, with fourth- and eighth-grade reading scores showing virtually no difference compared to the state, though there is still a small difference in math scores.

The second sticking point is over what explains the rising test scores. Brennan points to a list of efforts to improve the school system that were well underway when the mayor still stood at the helm of Bloomberg LP. An increase in funds that almost doubled the city school budget began in 1998; an investment in pre-kindergarten that has almost quadrupled the number of 4-year-olds enrolled in early childhood classes also began that year. It was also 1998 that the state introduced heightened graduation standards, forcing high schools to begin considering how to prepare students to meet a much higher bar.

A drop in class sizes for students in early elementary school began as a program under President Clinton. The chancellor who preceded Klein, Harold Levy, created a slew of program, including the Teaching Fellows program that is credited with bringing an influx of new blood into the teaching profession. He also argues that the accountability measures Bloomberg and Klein introduced to focus principals’ attention on poor students and children of color truly began with President Bush’s federal No Child Left Behind law.

Compare that, Brennan suggests, with some of the key reforms under Bloomberg and Klein — such as progress reports for schools and the effort to empower principals — which only began in the last three years. “Generally speaking,” the report concludes, “the overwhelming proportion of student improvements in the past ten years had already occured by 2006-07 and new reforms have little relevance as ‘dramatic’ improvement.”

Jacob’s memo says the DOE agrees with Brennan about the importance of programs like pre-kindergarten and summer school. But it accuses the assemblyman of ignoring other critical reforms that the Bloomberg administration alone accomplished:

We’ve opened hundreds of new schools to give parents more choices. We’ve cut hundreds of millions of dollars from the bureaucracy and empowered our principals to spend them in the ways that will best help their students. Most importantly, we’re holding every school accountable for helping all their students make academic progress.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.