Slamming the Exam

At Success Academy schools, high-octane test prep leaves nothing to chance

PHOTO: Success Academy
A "Slam the Exam" rally for Success Academy students

Before the state math tests began this week, the Success Academy charter school network had left nothing up to chance.

School leaders had provided teachers with color-coded agendas with precise instructions for every few minutes of test days, along with boxes of supplies that might come in handy — from pencils and tissues to extra clothes for students and deodorizing powder to sop up vomit.

Teachers had been taught the proper way to hand out tissues during the test (pass the student a new sheet first, then use a second sheet to grab the used tissue). They knew to set their classroom temperatures to between 66 and 70 degrees, and to call each student’s family every evening before a test to remind them of the next morning’s exam.

On test days, some teachers would take Success-funded cabs to pick up chronically late students (“Taxi Scholars,” as the agendas refer to them). Outside auditors, who had already observed the network’s practice tests, would monitor the real exams to safeguard against charges of test-rigging.

But students were perhaps the most prepared of all. They had spent weeks taking practice tests modeled off the actual state exams. They starred in test “dress rehearsals,” where exact testing conditions were simulated. Some had even practiced tearing perforated reference sheets out of mock test booklets.

If history is any guide, the preparation will pay off. Last year, Success students’ pass rates on the new and much harder state exams beat those of every other city charter school network and far surpassed the city and state averages.

Success says test prep is a minor factor in its students’ remarkable scores. More important, it insists, are the network’s curriculum, teacher training, and longer school days.

“No amount of test preparation will enable a child to do well on these challenging tests without extremely high-quality instruction,” Success CEO Eva Moskowitz said in a statement.

Success is the city’s largest and most polarizing charter school network, and its high test scores have been the subject of passionate debate. Critics have said the network has boosted its scores by “counseling out” hard-to-teach students (a charge Success denies) and by not replacing many students who leave.

What’s less debatable is that outstanding test scores are crucial for Success Academy. They have enabled the network to attract an army of well-heeled, results-oriented donors. And recently they bolstered the network’s case when it appealed to lawmakers for support after the city blocked some Success schools from moving into public buildings.

To ensure it achieves those results, Success invests an extraordinary amount of time and resources into preparing students for the state exams, according to interviews and conversations with current teachers, parents, and students from several Success schools, as well as a review of internal Success documents.

Many of those interviewed said the work leading up to the test was rigorous and conceptual, a far cry from rote “drill-and-kill” prep, and a valuable use of school time considering the high stakes attached to the exams.

“I’m all for it,” said Maria Torres, who drives her daughter from Staten Island to a Success school in Harlem each day. “The more instruction they get, the more prepared and confident they are.”

But others said the intensive test preparation distorts students’ view of the purpose of education and detracts from learning not directly related to the exams.

“I think it’s important that if they’re going to be tested on something, they feel prepared to do it,” said one teacher who, like others, spoke on the condition of anonymity. “But I don’t think it needs to come at the expense of authentic learning, which is what’s happening.”

At Success, students encounter tasks modeled off those on state tests as early as the fall, when they are given network-produced packets with reading passages and questions during sessions called “Close Reading Mastery.” Around winter break, they take full practice tests. By March, students answer test-inspired questions every morning, and teachers report their daily scores to the network.

In the weeks leading up to the exams, test preparation dominates the school day.

Before the English tests, that means eight reading passages with questions every day at one school. In the lead-up to the math tests, another school’s schedule showed students taking a two-hour practice test in the morning and another two-hour practice test in the afternoon, with some students scheduled to spend recess going over wrong answers.

Teachers said they lose their own prep periods during these weeks and students miss out on academics — from reading about current events to studying history — that are not assessed by the state exams. To pack in more test prep, the network holds Saturday sessions and put off spring break until after the math exams. In the afternoons after the tests this week, students will solve practice problems modeled after the next day’s exams.

Some teachers and parents said all this preparation builds up students’ work ethic and tenacity, but others worried that it skews their sense of what it means to be successful.

“Their self worth is all tied to their performance on this test,” a teacher said.

The network goes to great lengths to keep students happy as they are chipping away at all this work.

Teachers receive boxes of prizes — basketballs, bracelets, magnets, puzzles, socks — to reward students based on their effort and scores on the daily practice tests. Other students earned Popeyes chicken, pizza, or trips to the park. One school paid a street vendor to pass out ice cream to students after last Saturday’s “Slam the Exam” prep session.

Students receive daily reports with their practice-test results. Those who achieve top scores have their headshots posted on a hallway bulletin board, called the “3s and 4s Club,” in one school. But low-scoring students also see their results posted in school hallways. Those students, along with ones who made careless mistakes or were not invested in the practice tests, miss recess to attend extra work sessions, called “Effort Academy” or “Revision Academy.”

“If there’s noticeable areas for improvement, then we work on it,” said one teacher. “Not as a punishment, but as an opportunity to improve.”

Success also finds ways to keep teachers invested.

The network pays for catered lunches for staff during the weeks of test preparation and issued every teacher new Converse sneakers. (The shoes come in handy on test days, since Success teachers are required to wear soft-soled shoes to reduce noise.)

More galvanizing are the daily, network-wide emails that rank teachers by name based on the percentage of their students who passed that morning’s practice tests. Multiple teachers said they were motivated by the rankings — “You want to have your name on the top of that list,” said one — and noted that top-ranked teachers share tips and materials.

Those rankings may carry consequences: A bottom-ranked teacher was told she is being demoted from a lead to an assistant teacher, according to two teachers who learned of the move. They find the ranking system demoralizing.

“I constantly feel criticized and under pressure,” one said.

Kevin Heffel, Success Academy’s instructional chief, said in a statement that the network believes educators should be held accountable for “preparing our scholars to succeed,” and that it provides teachers “extensive professional development and support to help them meet this goal.”

Heffel added that Success considers test preparation a matter of equity.

“Minority children have historically been denied educational opportunities because they haven’t been adequately prepared for standardized testing,” he said. “We owe it to our kids to make sure they’re ready.”

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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.