preview

Five things to look for in this year’s school-level TCAP scores

PHOTO: Alan Petersime

When the state releases its third and final set of test scores for 2014 on Tuesday, it will finally reveal how students at individual schools fared on this year’s Tennessee Comprehensive Assessment Program, known as TCAP.

In July, the state announced broad trends for the year, revealing that test scores overall crept up this year. Three weeks ago, it unveiled scores by district, showing that Shelby County Schools and the state-run Achievement School District had made gains but continue to lag behind the rest of the state.

Now, it is releasing data about individual schools’ performance — a measure that has high stakes for schools, educators, and communities.

The state uses school-level scores to decide which schools to take over or otherwise overhaul, and districts use the scores to decide which schools to close. By law, test scores must also factor in teacher and principal evaluations, and school-wide scores are used to rate teachers in subjects where there is no single state test.

Critics of the state education department say too much emphasis has been placed on test scores. But while the scores certainly don’t tell us everything about what’s happening inside of individual schools, they do forecast where we can expect the state’s and districts’ attention to be focused in the next few years. They also point to differences in how much individual schools put test scores first.

Here are a few things we’ll be looking out for in this round of data:

1. Which schools will land on the state’s second-ever “priority list”?

The state is using this year’s scores to revamp its list of schools in the bottom 5 percent in the state. That list, known as the “priority list,” was first calculated three years ago based on schools’ proficiency rates in reading, math, and science (the formula for high schools includes graduation rate). Any school on the list is eligible to be taken over by the state-run ASD. Several districts, including Nashville and Shelby County Schools, use the scores to determine which schools will be subject to dramatic turnarounds as part of their Innovation Zones.

It will be interesting to where the schools on the list will be: Sixty-nine of the 83 schools on the last list were in Memphis, which has made the city ground zero for the ASD. But officials have hinted that this list could include more schools in other cities, including Nashville. The list will forecast where we can anticipate more takeovers, and more of the drama and strong opinions that accompany them.

And, as both Nashville and Shelby County have indicated that they may soon have charter school operators run low-performing schools, the new list will signal where charter growth is likely in coming years.

2. Did schools benefit from landing on the priority list last time?

Many of the state’s school improvement efforts have been focused on “bottom 5 percent schools,” or those on the first priority list. The new scores will offer one data point about how much those efforts have paid off. If the new “bottom 5 percent” is a higher-scoring group of schools than it was three years ago, look for the state to say that its focus on the lowest-scoring schools has raised the bar for everyone.

The school-by-school data will also show which efforts, if any, are associated with the biggest gains. Not all schools on the priority list received state or district interventions, so there will be a control group to show whether the state’s involvement lifted bottom 5 percent schools beyond where they might have gotten on their own.

3. What difference have state and local changes to how low-scoring schools are operated made for the schools?

The ASD is now in its third year running schools. The state-run district has said that results are mixed. The new scores will show which schools are doing well and which are struggling. Knowing that, we’ll then be able to ask why.

In addition, both Nashville and Shelby County created Innovation Zones, funded by federal grants, to prove that they could improve schools in their own districts without handing them over to the state. Last year, Shelby County’s I-Zone outperformed the state’s ASD. The new scores will show whether I-Zone schools sustained those gains.

One unexpected side effect of the I-Zone, according to Shelby County officials, is that schools that lost staff to I-Zone schools are struggling. The school-level scores will show whether the struggles registered on testing day. If so, it hints at a bigger challenge for districts: How do you make sure you’re really improving all schools, not just shuffling around successful educators?

4. What do individual schools’ scores suggest for Memphis’s new municipal districts? 

Six municipal districts split off from the recently merged Shelby County Schools district. The school-level results will give us a peek about how schools within each of the new districts are doing, and whether we will soon be seeing a more stratified Shelby County, where students in some of the smaller — and more affluent — districts are scoring notably higher than others.

5. How’s Shelby County doing in reading and math? Which schools are leading the pack

Shelby County Schools has set a goal to raise academics and graduation rates throughout the district. Its biggest focus is on literacy. The school-level scores will show us which schools in the district are on track to meet those goals.

We’ll keep an eye out for schools that made larger-than-expected. Who’s got reading programs worth learning from? Where are high schoolers acing their algebra exams? What can schools learn from those leaders and teachers?

And we’ll also be on the lookout for schools that made even less improvement than the district as a whole. Figuring out what’s happening inside those buildings could offer clues about the challenges ahead for efforts to bring improvements.

What else should we be looking for in the school-level test scores? Let us know in the comments section.

Q&A

This Wayne Township school made big gains on ISTEP, and its principal said teachers sticking around was key.

PHOTO: Shaina Cavazos
Students at Robey Elementary School in Wayne Township participate in an English lesson.

As the kindergartners at Robey Elementary School shuffled down the hallway in a single-file line, the wings on their festive construction paper bat headbands flapped softly.

When Principal Ben Markley walked by, the kindergartners jostled to greet him, one after another giving a tiny wave by bending their index fingers up and down. Bat wings flapped furiously.

“Are we working hard today?” Markley asked as he approached, returning what he dubbed the “kindergarten wave” by waggling his own index finger.

“Yes!” the kids chorused back excitedly.

Markley continued down the hallway, explaining that he created the wave to give some of the school’s youngest students a special way to connect with him — a better option than running up and gluing themselves to his legs, he said.

He is now in his fifth year at Robey, a school with more than 750 students located in the northwest corner of Wayne Township. In fact, Markley has spent his entire career as an educator in Wayne Township. And he’s not alone: Of the 20 Robey teachers who taught grades that took ISTEP last year, 19 stayed on from the year before.

Markley says that retaining teachers and staff has afforded students immense benefits — not the least of which that the school made some of the largest gains of any township school on last year’s ISTEP test.

Chalkbeat sat down with Markley recently to talk about the school’s progress. Below are excerpts from the conversation, edited for clarity and brevity.

Your passing rate for English and math went up about 8 percentage points from last year, and your letter grade went up from a B to an A. What was your reaction when you learned that?

Two years ago we were pretty disappointed with some of our scores. We saw some areas in math that we thought we should be addressing a little differently — the way our teachers were thinking about curriculum and really the depth and the rigor that we were presenting to our students.

There was this pretty big gap between what we were asking our kids to do and what was on the state assessment. We talked a lot about that last year. We spent a lot of our professional development time thinking about what are the deeper thinking skills that students need, especially in math. We sometimes called it how do we get kids to grapple with problems. How do we get them to show perseverance and dedication and be able to learn from mistakes — to make a mistake and accept that mistake and say, how do we grow from this?

We haven’t had the teacher turnover that some schools have had. And so (teachers within every grade) are becoming content and curricular experts. When you put smart people in the room together talking about how they teach something, they are able to share lots of great ideas.

To see that pan out in improved performance — that’s what you’re so excited about. That’s why you put all that effort and time and energy and debating and conversation in, because then our hard work paid off, and that’s rewarding for teachers.

What is your school community like?

We are about 52 to 53 percent free and reduced lunch this year. We’re about 50 percent white, about 35 to 40 percent African American and about 10 percent Hispanic.

It feels almost neighborhood- or community-like being back here. I think families know that they can come here and they can partner with staff members to try to find the best ways to help their children. We serve rural families and out-of-district families who choose to come to Robey, and we take pride in that fact.

What is your approach to leadership?

I think we have very talented, dedicated, smart people, and so I feel like my job is to get them the resources that they need. I trust the decisions that teachers make. So I want them to feel empowered to make those decisions and suggest those changes and improvements that help us move forward as a school.

I talked about staff continuity already. I think that is something I maybe even initially underestimated how important it was. It fosters a sense of collegiality. They know they’ve got each others’ backs.

It also just gives them time to wrap their minds around our curriculum. The first time you teach it, that’s a big undertaking. It’s overwhelming. And so to have consistency (with our teaching staff) from year to year … was critical to our success.

Struggling Detroit schools

The list of promises is long: Arts, music, robotics, gifted programs and more. Will Detroit schools be able to deliver?

PHOTO: Detroit Public Television
Detroit schools Superintendent Nikolai Vitti answers questions at a community meeting in Detroit.

Arts. Music. Robotics. Programs for gifted kids. New computers. New textbooks. Dual enrollment programs that let high school students take college classes. International Baccalaureate. Advanced Placement.

They’re all on the list of things that Detroit schools Superintendent Nikolai Vitti told a group of community members assembled in a Brightmoor neighborhood church that he would introduce or expand as soon as next school year.

Vitti didn’t get into the specifics of how the main Detroit district would find the money or partnerships needed to deliver on all of those promises, but they’re part of the plan for the future, he said.

The comments came in a question and answer session last month with students, parents and community members following Vitti’s appearance on Detroit Public Television’s American Black Journal/One Detroit Roadshow. The discussion was recorded at City Covenant Church. DPTV is one of Chalkbeat’s partners in the Detroit Journalism Cooperative.

Vitti has been appearing at community events since taking over the Detroit schools last spring. He is scheduled next week to join officials from two of the city’s major charter school authorizers, Central Michigan University and Grand Valley State University, at a State of the Schools address on October 25.

 

Watch the full Q&A with Vitti below.