Looking back

On WNYC, chancellor defends city's presentation of test scores

Possibly taking a cue from today’s New York Times editorial, Chancellor Joel Klein took to the airwaves today to try and explain the drop in scores.

On WNYC, host Brian Lehrer asked Klein when he knew that the state math and reading tests had become too easy and why he continued to trumpet the yearly score increases. Klein defended the way the city discussed test scores, saying the mayor began calling for tougher standards in 2006. He added that whenever the city called press conferences to announce the test scores, “we always put it in context.”

Anyone who sat through those announcements likely remembers that over time, Klein began to emphasize comparisons of the city’s scores to the rest of the state’s scores, rather than focus on the proficiency rates alone. But unlike state officials, he did not caution parents that their children’s scores were inflated.

Last year, while Mayor Bloomberg told the New York Times “It’s time for a celebration,” State Board of Regents Chancellor Merryl Tisch was full of warning. At the time she said:

“While on the face of things scores may be going up, a system where proficiency means you have at best even odds of not graduating, and will probably need remedial education, this is not a victory that we are defining in New York State.”

The following is a snippet of Klein’s exchange with Lehrer:

Lehrer: But then were you making claims of success based on the previous numbers, 69 percent, 82 percent, knowing on some level that they were a sham?

Klein: No but what we did time and again, Brian, is always compare New York City to the rest of the state and to other big cities.  So we always said, whether the tests got harder or easier, and there were arguments all over the place, we always said two things: that compared to everyone else New York City’s progress was indisputable.

If you look at the overall scores, if you look at the number of kids who are performing well in New York compared to other cities and the rest of the state. Second thing we said though is we need to raise them. We don’t set those benchmarks and the state does, but when we say under federal law and under state law that a certain number of kids are proficient, I think we are allowed to report that in good faith. By the same token, we were out there early saying raise the bar and the question becomes inevitably why did other people wait the time they waited.

Lehrer: In good faith you could trumpet the scores that you thought were less than 100 percent meaningful? Did you?  I don’t know. Did you have news conferences in 2009 saying, “Hey look we got 82 percent on the math passing?”

Klein: We did, but we always put it in context. You never saw us say…because this argument are the state tests too easy, are they too hard… And we were very clear about this: look at our gains compared to other large cities that are comparable to us in New York and compared at the rest of the state.

The chancellor also claimed that the city had closed the graduation gap — the disparity between black and Hispanic students’ graduation rate versus that of white and Asian students.

“We’ve closed the achievement gap with respect to graduation rates,” he said.

Perhaps the chancellor meant to say “closing” rather than “closed.” At best, the city’s graduation gap has slightly narrowed. In 2005, an average of 39 percent of black and Hispanic students were graduating from high school, compared to 65 percent of whites and Asians, a gap of 26 percentage points. Now the gap is 22 points.

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weekend update

How the education world is reacting to racist violence in Charlottesville — and to Trump’s muted response

PHOTO: Andrew Dallos/Flickr
A rally against hate in Tarrytown, New York, responds to the violence in Charlottesville.

For educators across the country, this weekend’s eruption of racism and violence in Charlottesville, Virginia, offered yet another painful opportunity to communicate their values to families, colleagues, and community members.

Many decried the white supremacists who convened in the college town and clashed with protesters who had come to oppose their message. Some used social media to outline ideas about how to turn the distressing news into a teaching moment.

And others took issue with President Donald Trump’s statement criticizing violence “on many sides,” largely interpreted as an unwillingness to condemn white supremacists.

One leading education official, U.S. Education Secretary Betsy DeVos, followed Trump’s approach, criticizing what happened but not placing blame on anyone in particular:

DeVos’s two most recent predecessors were unequivocal, both about what unfolded in Charlottesville and whom to blame:

Leaders of the nation’s two largest teachers unions responded directly to Trump:

The American Federation of Teachers, Weingarten’s union, is supporting vigils across the country Sunday night organized by chapters of Indivisible, a coalition that emerged to resist the Trump administration. The union also promoted resources from Share My Lesson, its lesson-plan site, that deal with civil rights and related issues.

“As educators, we will continue to fulfill our responsibility to make sure our students feel safe and protected and valued for who they are,” Weingarten said in a statement with other AFT officials.

Local education officials took stands as well, often emotionally. Here’s what the superintendent in Memphis, which is engaged in the same debate about whether Confederate memorials should continue to stand that drew white supremacists to Charlottesville, said on Twitter:

Teachers in Hopson’s district return for the second week of classes on Monday. They’ve helped students process difficult moments before, such as a spate of police killings of black men in 2016; here’s advice they shared then and advice that teachers across the country offered up.

We want to hear from educators who are tackling this tough moment in their classrooms. Share your experiences and ideas here or in the form below. 

Betsy DeVos

‘Underperformer,’ ‘bully,’ and a ‘mermaid with legs’: NYMag story slams Betsy DeVos

PHOTO: New York Magazine
A drawing of DeVos commissioned by an 8-year-old starts the New York Magazine article.

A new article detailing Betsy DeVos’s first six months as U.S. education secretary concludes that she’s “a mermaid with legs: clumsy, conspicuous, and unable to move forward.”

That’s just one of several brutal critiques of DeVos’s leadership and effectiveness in the New York Magazine story, by Lisa Miller, who has previously covered efforts to overhaul high schools, New York City’s pre-kindergarten push, and the apocalypse. Here are some highlights:

  • Bipartisan befuddlement: The story summarizes the left’s well known opposition to DeVos’s school choice agenda. But her political allies also say she’s making unnecessary mistakes: “Most mystifying to those invested in her success is why DeVos hasn’t found herself some better help.”
  • A friend’s defense: DeVos is “muzzled” by the Trump administration, said her friend and frequent defender Kevin Chavous, a school choice activist.
  • The department reacts: “More often than not press statements are being written by career staff,” a spokesperson told Miller, rejecting claims that politics are trumping policy concerns.
  • D.C. colleagues speak: “When you talk to her, it’s a blank stare,” said Charles Doolittle, who quit the Department of Education in June. A current education department employee says: “It’s not clear that the secretary is making decisions or really capable of understanding the elements of a good decision.”
  • Kids critique: The magazine commissioned six portraits of DeVos drawn by grade-schoolers.
  • Special Olympics flip-flop: DeVos started out saying she was proud to partner with the athletics competition for people with disabilities — and quickly turned to defending a budget that cuts the program’s funding.
  • In conclusion: DeVos is an underperformer,” a “bully” and “ineffective,” Miller found based on her reporting.

Updated (July 31, 2017): A U.S. Education Department spokesperson responded to our request for comment, calling the New York Magazine story “nothing more than a hit piece.” Said Liz Hill: “The magazine clearly displayed its agenda by writing a story based on largely disputed claims and then leaving out of the article the many voices of those who are excited by the Secretary’s leadership and determination to improve education in America.”