testing testing

Regents approve funding bid for slate of test security measures

ALBANY — State education officials today received the go-ahead to request $2.1 million to expand the scale of the state’s test security program.

That funding, which the state legislature must approve, would support several policy changes. To catch cheating after it happens, the state will broaden erasure analysis to cover 10 percent of all elementary and middle school state tests. And as a preventive measure, teachers will be barred from grading their own students’ tests starting next year. The state is also requiring the city to boost on-the-ground monitoring of schools on testing days.

Deputy Commissioner Valerie Grey presented the new security measures to members of the Board of Regents during their monthly meeting today. The committee voted to approve the measures, and a final okay is expected when the full board convenes tomorrow.

The recommendations the Regents approved today were similar to those they first discussed last month, but there were two key changes. In the first, Grey said the state had abandoned a proposal to bar teachers from proctoring their own students’ exams after consultation with other states revealed that such a policy would be “highly unusual.” To compensate, Grey said, the state hopes to require districts to strengthen test-day monitoring. That proposal was not included in last month’s list, but was added after Regent Kathleen Cashin argued that a larger presence of test monitors was needed to prevent cheating.

Gov. Andrew Cuomo and state legislators must sign off on adding the funding to this year’s state education budget. But officials today appeared confident that the recommendations would go into effect. An open question is whether local districts will be able and willing to pay for additional test-day monitoring. In New York City, officials have said that school districts should not have to foot the bill for new security requirements the state sets.

Until now, the state has said it has had few systems in place to identify cheating on its annual tests. Instead, the state has relied heavily on local districts to handle their own test scanning and scoring — and their own investigations and punishments when cheating is suspected.

Since 2008, the state has conducted erasure analysis on a small fraction of high school Regents exams, but only as a limited pilot associated with a contract with a company that supplies tests. In today’s proposal, Grey asked for $1 million to fund an expansion of that program to cover 500,000 tests, or about 10 percent of the tests administered in grades 3-8. In addition, the department is asking for $700,000 to develop a system that would identify grading irregularities on free-response sections of tests.

Separate from the test security recommendations, the Regents also voted to ask for $200,000 to pilot computer-based tests that the state has said will be required statewide in the 2014-2015 school year in conjunction with the rollout of Common Core standards.

To supply these services, Grey said the state would pursue contractors with expertise in test security. She said costs would likely increase once the state hires an independent reviewer to look at the department’s process for handling cheating allegations and investigations, a move the Regents approved at their September meeting. Today, Grey said a selection process had already identified several candidates.

Many of the proposals are being pushed through quickly so that they can take effect for this year’s testing cycle. If passed, the erasure and reliability analysis would be used on the 2012 elementary and middle school math and English language arts exams, set to be administered in April.

For the 2012-2013 school year, the committee also approved a recommendation that would prohibit teachers from scoring their own students’ exams starting with the 2013 tests. In recommending a policy that would not take effect for another year and a half, Grey said the purpose was to send a message to districts.

“We think it’s important to say that teachers should not score their own exams,” Grey said.

The proposals came out of the test security task force that Grey has led since August, which State Education Commissioner John King formed amid high-profile news of cheating scandals in Atlanta, Washington, D.C., and Philadelphia. Those scandals have heightened debate about whether test scores can be considered reliable tools to make high-stakes decisions about teacher evaluations and school closures.


the aftermath

What educators, parents, and students are grappling with in the wake of America’s latest school shooting

Kristi Gilroy (right) hugs a young woman at a police check point near the Marjory Stoneman Douglas High School where 17 people were killed by a gunman in Parkland, Florida. (Photo by Mark Wilson/Getty Images)

It’s hard to know where to start on days like this.

The shooting at Marjory Stoneman Douglas High School in Parkland, Florida, that left 17 people dead on Wednesday has elicited both terror and anger — and raised debates that are far from settled about how to keep American students safe.

Here are a few storylines we noticed as the country again grapples with a tragic school shooting:

1. You’re not wrong to think it: There have been a lot of mass shootings, and many recent ones have been especially deadly.

Data on school shootings specifically, though, is notoriously murky. As the Atlantic recently noted, varying definitions can contribute to either “sensationalizing or oversimplifying a modern trend of mass violence in America that is seemingly becoming more entrenched.”

But by NBC News’ count, 20 people have been killed and more than 30 have been injured in school shootings this year. That’s a lot — and more news organizations are now trying to keep a careful tally.

2. The consequences of traumatic events like the shooting at Stoneman Douglas are likely to be felt for some time.

A number of studies have found that violent and traumatic events in and outside of school do real damage to student learning, as we’ve reported — particularly among students who are already struggling. Here are some resources for teachers who need to talk to their students about trauma.

3. The tragedy is already renewing debates over whether or how to arm teachers.

Education Week gathered some of those calls from politicians Thursday. “Gun-safety advocates say that teachers can’t safely and quickly move from the mindset of teaching to being asked to fire a gun at an active shooter,” the story also notes.

This doesn’t even get at the debate about whether anyone should have access to the kind of gun the shooter used. Students from the district, for their part, told Broward schools chief Robert Runcie Thursday “that the time is due for a conversation on sensible gun control,” the Miami Herald reported.

Whether other technology and infrastructure can help keep students safe is a topic of ongoing discussion in communities across the country. Colorado lawmakers are considering a bill to help schools buy communications systems that would allow them to talk directly to police and other emergency responders. Officials from districts that already use this equipment described them as a way to increase safety without “turning our schools into prisons,” even as they also assured lawmakers that the radios were just as useful for serious playground injuries and broken-down buses as for the much rarer active shooter situations.

In Tennessee, one school district near Nashville announced plans to close schools next Monday to review all safety plans with school staff and local law enforcement.

4. In some places, the shooting is unlikely to change the school safety debate at all.

In New York City, for example, conversations about school safety in recent years have revolved around discipline policies and metal detectors (though police have seized an increasing number of weapons from city schools). There’s little appetite there to arm teachers.

5. But all across America, the shooting and others like it have added a frightening tone to what it means to teach and learn in schools today.

“I know you are waking up this morning to a nightmare,” a former educator wrote in a “love letters to teachers” on Teaching Tolerance. “I know you are frustrated, tired and weary of the news. I know you are wearing your coat of bravery today.”

“I’m so, so angry and I’m having a hard time today looking at my students and not thinking about what happens when it’s my school’s turn,” wrote one commenter on the Badass Teachers Association Facebook group.

getting to graduation

New York City graduation rate hits record high of 74.3 percent in 2017

PHOTO: Christina Veiga
Mayor Bill de Blasio announced the 2017 graduation rate at South Bronx Preparatory school.

New York City’s graduation rate rose to 74.3 percent in 2017, a slight increase over the previous year and a new high for the city.

The 1.2 percentage point increase over the previous year continues an upward climb for the city, where the overall graduation rate has grown by nearly 28 points since 2005. The state graduation rate also hit a new high — 82.1 percent — just under the U.S. rate of 84.1 percent.

The city’s dropout rate fell to 7.8 percent, a small decline from the previous year and the lowest rate on record, according to the city.

“New York City is showing that when we invest in our students, they rise to the challenge and do better and better,” Mayor Bill de Blasio said in a statement Wednesday.

More graduates were also deemed ready for college-level work. Last year, 64 percent of graduates earned test scores that met the City University of New York’s “college-ready” benchmark — up more than 13 percentage points from the previous year. 

However, the gains came after CUNY eased its readiness requirements; without that change, city officials said the increase would be significantly smaller. But even with the less rigorous requirements, more than a third of city students who earned high-school diplomas would be required to take remedial classes at CUNY.

Phil Weinberg, the education department’s deputy chancellor for teaching and learning, noted that CUNY’s college-readiness requirements are more demanding than New York’s graduation standards — which are among the toughest in the country.

We will work toward making sure none of our students need remediation when they get to college,” he told reporters. “But that’s a long game for us and we continue to move in that direction.”

The rising graduation rates follow a series of changes the state has made in recent years to help more students earn diplomas.

The graduation-requirement changes include allowing students with disabilities to earn a diploma by passing fewer exit exams and letting more students appeal a failed score. In addition, students can now substitute a work-readiness credential for one of the five Regents exams they must pass in order to graduate — adding to a number of other alternative tests the state has made available in the past few years.

About 9,900 students used one of those alternative-test or credential options in 2017, while 315 students with disabilities took advantage of the new option for them, according to state officials. They could not say how many students successfully appealed a low test score; but in 2016, about 1,300 New York City students did so.

The news was mixed for schools in de Blasio’s high-profile “Renewal” improvement program for low-performing schools. Among the 28 high schools that have received new social services and academic support through the program, the graduation rate increased to nearly 66 percent — almost a 6 percentage point bump over 2016. Their dropout rate also fell by about 2 points, to 16.4 percent, though that remains more than twice as high as the citywide rate.

However, more than half of the high schools in that $568 million program — 19 out of 28 — missed the graduation goals the city set for them, according to a New York Times analysis based on preliminary figures.

Graduation rates for students who are still learning English ticked up slightly to 32.5 percent, following a sharp decline the previous year that the state education commissioner called “disturbing.” City officials argue that students who improved enough to shed the designation of “English language learner” in the years before they graduated should also be counted; among that larger group, the graduation rate was 53 percent in 2017.

Meanwhile, the graduation-rate gap between white students and their black and Hispanic peers narrowed a smidgen, but it remains wide. Last year, the graduation rate was about 83 percent for white students, 70 percent for black students, and 68 percent for Hispanic students. That represented a closing of the gap between white and black students by 0.4 percentage points, and 0.1 points between whites and Hispanic.

Asian students had the highest rate — 87.5 percent — a nearly 2 point increase from the previous year that widened their lead over other racial groups.

Christina Veiga contributed reporting.