Field test

How New York City principals are thinking about the opt-out movement

PHOTO: Stephanie Snyder

For the past year, leaders of the opt-out movement have campaigned to chip away at the role state tests play in New York’s education system. And, to a large degree, it’s a fight they’re winning.

But for some city principals, the boycott poses a set of less ideological questions: Could it affect their ability to get a full view of students’ abilities? Could they be sanctioned if they are suspected of pressing their thumb to the scale in conversations with parents? Could students without test scores struggle to get into competitive high schools?

In interviews with a handful of school leaders, principals offered a range of answers. Principals at schools with high opt-out rates seem largely unconcerned about the consequences, with a couple of notable exceptions. And for many others, the debate is simply a non-issue in their school community.

Mark Federman, echoing several other principals, says he wasn’t worried about high opt-out rates resulting in the loss of valuable data on students’ math and reading skills over time.

“We just view [the state tests] as a small bit of information,” said Federman, principal at Manhattan’s East Side Community School, where roughly 20 percent of students opted out last year. “If you go to the doctor and say, ‘I’m having headaches,’ they’re going to take my blood pressure, they might give me an MRI. Every little bit of information you can get about a kid helps.”

The tests “work really well for people outside of schools,” he said, referring to politicians and policymakers who often think the tests give them useful information. “But for educators, they don’t really give us what we need.”

Arguments that there could be severe consequences for schools that look the other way, or actually encourage the boycotts, also seem thin to principals at schools with high opt-out rates last year. A few of those principals said they didn’t get pushback from the education department.

Part of the reason is likely that the policy winds are shifting: The state math and reading assessments have been detached from teacher evaluations, and despite threats from the federal government to withhold funding from districts with high opt-out rates, many educators see those as empty. The state’s top education official has even signaled her support for the boycotts.

Still, some educators worry that even if there are no external consequences, opting out could hurt students in the high school admissions process.

Stacy Goldstein, who runs the School of the Future in Manhattan, says she is sympathetic to parents who want to opt out, but has encouraged some parents to reconsider, as it can be difficult to understand exactly how selective schools weigh test scores in the admissions process.

“I tell them to feel it out [and] do their due diligence,” she said. “I tell them to be kind of cynical about it.”

“If you’re the parent of a seventh grader and you’re worried about what high school you’re going to, that’s a legitimate issue,” echoed Brooklyn New School’s Anna Allanbrook, a vocal test critic who said the drawbacks of opting out are outweighed by the benefits. Her school had a 95 percent opt-out rate last year.

Goldstein isn’t predicting anything that high at her school. Even though virtually no students opted out at her school last year, she anticipates a jump to a roughly 10 percent opt-out rate.

For principals like Goldstein, the prospect of a big jump in opt-outs also creates new logistical hurdles. How should teachers handle time allocated for test prep so that students who boycott the tests don’t simply check out without consequence?

“I get worried that it splits the class,” Goldstein said, “and then the teacher has to negotiate the kids who are and kids who aren’t [opting out].” She plans to assign reading about the testing debate for the students who opt out and require they write an essay during the exam time.

But others aren’t addressing the issue at all, either to avoid wading into potential controversy or because their families simply aren’t talking about it. Even though a record-breaking 20 percent of students statewide boycotted the exams last year, fewer than 2 percent of students citywide sat out.

“It’s not something we are actually talking about,” said Jazmin Rivera Polanco, principal of Entrada Academy, a Bronx school that is part of Mayor Bill de Blasio’s “Renewal” program. Last year, her school reported virtually no opt-outs.

Polanco said she doesn’t believe that many of her students, a third of whom are English language learners, should have to take the tests at all because of their limited exposure to the language. Polanco is reluctant to discuss that with parents, even though many of them incorrectly believe their children could be held back if they refuse the tests.

“We don’t want to say something that would be seen as jumping the gun, or saying information that those in the DOE might not find that it’s our place to [say],” Polanco added.

Multiple principals interviewed for this story expressed uneasiness talking about how their schools were handling students who boycott. And the education department has cautioned teachers against expressing their opinions about the tests.

“Schools have spent so many years answering to those test scores,” said Julia Zuckerman, principal of the Castle Bridge School, where not a single student sat for the state tests last year. “To think that there’s another way of doing it is a tricky position to take.”

Goldstein at School of the Future put it much more bluntly.

Since she became a principal, “I feel much more strongly that these tests are problematic,” she said. “But I want to make sure that [the opt-out movement] is not feeding into a sense of entitlement or laziness.”

“I still want rigor,” she said. “I still want assessment.”

testing 1-2-3

Tennessee students to test the test under reworked computer platform

PHOTO: Getty Images

About 45,000 high school students in a third of Tennessee districts will log on Tuesday for a 40-minute simulation to make sure the state’s testing company has worked the bugs out of its online platform.

That platform, called Nextera, was rife with glitches last spring, disrupting days of testing and mostly disqualifying the results from the state’s accountability systems for students, teachers, and schools.

This week’s simulation is designed to make sure those technical problems don’t happen again under Questar, which in June will finish out its contract to administer the state’s TNReady assessment.

Tuesday’s trial run will begin at 8:30 a.m. in participating high schools statewide to simulate testing scheduled for Nov. 26-Dec. 14, when some students will take their TNReady exams. Another simulation is planned before spring testing begins in April on a much larger scale.

The simulation is expected to involve far more than the 30,000 students who will test in real life after Thanksgiving. It also will take into account that Tennessee is split into two time zones.

“We’re looking at a true simulation,” said Education Commissioner Candice McQueen, noting that students on Eastern Time will be submitting their trial test forms while students on Central Time are logging on to their computers and tablets.

The goal is to verify that Questar, which has struggled to deliver a clean TNReady administration the last two years, has fixed the online problems that caused headaches for students who tried unsuccessfully to log on or submit their end-of-course tests.


Here’s a list of everything that went wrong with TNReady testing in 2018


The two primary culprits were functions that Questar added after a successful administration of TNReady last fall but before spring testing began in April: 1) a text-to-speech tool that enabled students with special needs to receive audible instructions; and 2) coupling the test’s login system with a new system for teachers to build practice tests.

Because Questar made the changes without conferring with the state, the company breached its contract and was docked $2.5 million out of its $30 million agreement.

“At the end of the day, this is about vendor execution,” McQueen told members of the State Board of Education last week. “We feel like there was a readiness on the part of the department and the districts … but our vendor execution was poor.”

PHOTO: TN.gov
Education Commissioner Candice McQueen

She added: “That’s why we’re taking extra precautions to verify in real time, before the testing window, that things have actually been accomplished.”

By the year’s end, Tennessee plans to request proposals from other companies to take over its testing program beginning in the fall of 2019, with a contract likely to be awarded in April.

The administration of outgoing Gov. Bill Haslam has kept both of Tennessee’s top gubernatorial candidates — Democrat Karl Dean and Republican Bill Lee — in the loop about the process. Officials say they want to avoid the pitfalls that happened as the state raced to find a new vendor in 2014 after the legislature pulled the plug on participating in a multi-state testing consortium known as PARCC.


Why state lawmakers share the blame, too, for TNReady testing headaches


“We feel like, during the first RFP process, there was lots of content expertise, meaning people who understood math and English language arts,” McQueen said. “But the need to have folks that understand assessment deeply as well as the technical side of assessment was potentially missing.”

Academic Accountability

Coming soon: Not one, but two ratings for every Chicago school

Starting this month, Chicago schools will have to juggle two ratings — one from the school district, and another from the state.

The Illinois State Board of Education is scheduled to release on October 31 its annual report cards for schools across the state. This year, for the first time, each school will receive one of four quality stamps from the state: an “exemplary” or “commendable” rating signal the school is meeting standards while an “underperforming” or “lowest performing” designation could trigger intervention, according to state board of education spokeswoman Jackie Matthews.

A federal accountability law, the Every Student Succeeds Act, requires these new ratings.

To complicate matters, the city and state ratings are each based on different underlying metrics and even a different set of standardized tests. The state ratings, for example, are based on a modified version of the PARCC assessment, while Chicago ratings are based largely on the NWEA. The new state ratings, like those the school district issues, can be given out without observers ever having visited a classroom, which is why critics argue that the approach lacks the qualitative metrics necessary to assess the learning, teaching, and leadership at individual schools.

Patricia Brekke, principal at Back of the Yards College Preparatory High School, said she’s still waiting to see how the ratings will be used, “and how that matters for us,” but that parents at her school aren’t necessarily focused on what the state says.

“What our parents usually want to know is what [Chicago Public Schools] says about us, and how we’re doing in comparison to other schools nearby that their children are interested in,” she said.

Educators at Chicago Public Schools understand the power of school quality ratings.  The district already has its own five-tiered rating system: Level 1+ and Level 1 designate the highest performing schools, Level 2+ and Level 2 describe for average and below average performing schools, respectively, and Level 3, the lowest performance rating, is for schools in need of “intensive intervention.” The ratings help parents decide where to enroll their children, and are supposed to signal to the district that the school needs more support. But the ratings are also the source of angst — used to justify replacing school leaders, closing schools, or opening new schools in neighborhoods where options are deemed inadequate.

In contrast, the state’s school quality designations actually target underperforming and lowest-performing schools with additional federal funding and support with the goal of improving student outcomes. Matthews said schools will work with “school support managers” from the state to do a self-inquiry and identify areas for improvement. She described Chicago’s school quality rating system as “a local dashboard that they have developed to communicate with their communities.”

Staff from the Illinois State Board of Education will be traveling around the state next week to meet with district leaders and principals to discuss the new accountability system, including the ratings. They’ll be in Bloomington, Marion, O’Fallon, Chicago, and Melrose Park. The Chicago meeting is Wednesday, Oct. 24, at 5 p.m. at Chicago Public Schools headquarters.

Rae Clementz, director of assessment and accountability at the state board said that a second set of ratings reveals “that there are multiple valid ways to look at school quality and success; it’s a richer picture.”

Under auspices of the Every Student Succeeds Act, the state school report cards released at the end of the month for elementary schools are 75 percent based on academics, including English language arts and math test scores, English learner progress as measured by the ACCESS test, and academic growth. The other 25 percent reflects the school climate and success, such as attendance and chronic absenteeism.

Other measures are slated to be phased in over the next several years, including academic indicators like science proficiency and school quality indicators, such as school climate surveys of staff, students and parents

High school designations take a similar approach with English and math test scores but will take into account graduation rates, instead of academic growth, and also includes the percentage of  9th graders on track to graduate — that is freshmen who earn 10 semester credits, and no more than one semester F in a core course.

Critics of Chicago’s school rating system argue that the ratings correlate more with socioeconomic status and race than they do school quality, and say little about what’s happening in classrooms and how kids are learning. Chicago does try to mitigate these issues with a greater emphasis on growth in test scores rather than absolute attainment, school climate surveys, and including academic growth by priority groups, like African-American, Latino, ELL, and students in special education.

Cory Koedel, a professor of economics and public policy at the University of Missouri, said that many rating systems basically capture poverty status with a focus on how high or low students score on tests. Chicago’s approach is fairer than that of many other school systems.

“What I like about this is it does seem to have a high weight on growth and lower weight on attainment levels,” he said.

Morgan Polikoff, a professor at University of Southern California’s school of education, said that Chicago’s emphasis on student growth is a good thing “if the purpose of the system is to identify schools doing a good job educating kids.”

Chicago weights 50 percent of the rating on growth, but he’s seen 35 to as low as 15 percent at other districts. But he said the school district’s reliance on the NWEA test rather than the PARCC test used in the state school ratings was atypical.

“It’s not a state test, and though they say it aligns with standards, I know from talking to educators that a lot of them feel the tests are not well aligned with what they are supposed to be teaching,” he said. “It’s just a little odd to me they would have state assessment data, which is what they are held accountable for with the state, but use the other data.”

He’s skeptical about school systems relying too heavily on standardized test scores, whether the SAT, PARCC or NWEA, because “You worry that now you’re just turning the curriculum to test prep, and that’s an incentive you don’t want to create for educators.”

He said the high school measures in particular include a wide array of measures, including measures that follow students into college, “so I love that.”

“I really like the idea of broadening the set of indicators on which we evaluate schools and encouraging schools to really pay attention to how well they prepare students for what comes next,” he said.