TNReady Testimony

As lawmakers grill McQueen about Tennessee’s testing problems, here are five things we learned

PHOTO: Marta W. Aldrich
Education Commissioner Candice McQueen (center) testifies before Tennessee lawmakers along with Questar CEO Stephen Lazer and Assistant Education Commissioner Nakia Towns.

Education Commissioner Candice McQueen has pledged to ensure the accuracy of Tennessee’s new standardized test as frustrated lawmakers are seeking explanations for a second straight year of testing problems.

McQueen and her staff offered new details about the latest breakdown on Tuesday in their first appearance before legislators since reporting that the state’s testing company incorrectly scored paper tests for some high school students this year. She called scanning mistakes the culprit and said the state is working closely with Questar to prevent such problems in the future.

A year earlier, the botched rollout of online testing led to the test’s cancellation for grade-schoolers, the firing of Tennessee’s previous test maker, and the decision to phase in online testing over three years.

PHOTO: Marta W. Aldrich
McQueen (far left) pauses with her team, including Questar CEO Stephen Lazer (far right), to hear a few final comments from lawmakers.

The state is ultimately responsible for this year’s “failure,” McQueen said, but she let Questar CEO Stephen Lazer take some heat too.

“We at Questar own that it happened,” said Lazer, who sat beside McQueen during the hearing. “It should have been caught (earlier), and it won’t happen again.”

Earlier in the day, Gov. Bill Haslam called the controversy overblown because this year’s errors were discovered as part of the state’s process for vetting scores.

“I think the one thing that’s gotten lost in all this discussion is the process worked,” Haslam told reporters. “It was during the embargo period before any of the results were sent out to students and their families that this was caught.”

The three-hour hearing at the State Capitol was dotted with occasional testy exchanges as lawmakers bemoaned the challenge of rebuilding trust in Tennessee’s problem-plagued assessment. They questioned why teachers, as part of their evaluations, appear to be the only ones being held accountable for this year’s results.

“Are we terminating this contract (with Questar)?” asked Rep. Craig Fitzhugh, a Democrat from Ripley who is running for governor. “… Have there been any modifications (to the contract) as a result of this error?”

McQueen responded that the contract hasn’t changed, but that the state’s work plan with Questar has.

“We have had intense conversations between the department and the vendor on quality improvements and expectations,” she said, “and we are moving forward with very specific deadlines.”

The hearing also featured testimony from teachers, several teachers unions, a superintendent, a school board member, and a researcher. Some called for a three-year moratorium on using TNReady scores for accountability purposes; others urged the state to “stay the course.”

Here are five things we learned:

1. The scoring problem came to light because of discrepancies flagged at one school.

As they looked at the data, educators at Blackman High School in Rutherford County noticed that some of their highest-performing students scored low on one standard in English language arts. That raised a red flag since those same students had demonstrated proficiency on that standard in other assessments. The district contacted the state, which requested an investigation from Questar, which traced the discrepancies to a scoring error when scanning paper tests. “The scanning program was incorrect,” Lazer said. “The scanners read the documents right, but the data was in the wrong columns.”

2. Tennessee plans to release scores next year before the new school year begins.

The state has gotten pushback for this year’s protracted scoring schedule that ended this month, more than two months after the school year began. While the scoring process takes longer with a new test, McQueen said the state is committed to getting all scores out by mid-August next year. She said districts will receive their preliminary high school scores by the end of May for inclusion in students’ final grades. Final high school scores will go out in July. For grades 3-8, scores should be delivered by mid-August at the latest, she said.

3. The state is banking on its transition to online testing to expedite high school results.

After the online fiasco that soured TNReady’s first year, McQueen’s decision to slow-walk the state back into online testing also slowed the subsequent scoring and delivery process. But 2018 marks the first school year that all high schoolers will take the test online again — a change that state officials feel confident about after 25 districts successfully made the leap this year. (Middle and elementary schools will make the switch in 2019, though districts will have the option of administering the test on paper to its youngest students in grades 3-4.)

4. There is talk of an outside investigation into Tennessee’s testing failures.

Rep. Mike Stewart of Nashville asked McQueen if she would object to a top-to-bottom review of Tennessee’s testing challenges from an independent third party such as the state comptroller’s office. “Not at all,” McQueen responded, adding that her department has sought proactively to improve the process.

5. McQueen plans to reconvene her testing task force — again.

One of her first acts as commissioner in 2015 was to form a task force to study concerns about over-testing and recommend improvements. So grave were testing-related issues that McQueen followed up with a second study panel in 2016, even as the state has remained committed to TNReady as the lynchpin of its system of accountability. Now the commissioner wants to reconvene that task force this year to begin looking specifically at 11th-grade testing and diagnostic assessments used by districts, among other things. McQueen told lawmakers that she hopes to have the first meeting by December.

Editor’s note: This story has been updated to identify the Rutherford County school where scoring concerns were flagged.

Class of 2018

Some Colorado schools see big gains in grad rates. Find yours in our searchable database.

PHOTO: Courtesy of Aurora Public Schools
Aurora West College Preparatory Academy graduates of 2018. The school had a 100 percent graduation rate.

Two metro-area school districts, Westminster and Aurora, recently in the state’s crosshairs for their low-performance, posted significant increases in their graduation rates, according to 2018 numbers released Wednesday.

Westminster, a district that got off the state’s watchlist just last year, had 67.9 percent of its students graduate on time, within four years of starting high school. That was a jump of 10 percentage points from its 57.8 percent graduation rate in 2017.

District officials credit their unique model of competency-based education, which does away with grade levels and requires students prove they mastered content before moving up a level. In previous years, district officials pointed to rising graduation rates that Colorado also tracks for students who take five, six or seven years, but officials say it was bound to impact their 4-year rates as well.

“We saw an upward tick across the board this past year,” said Westminster Superintendent Pam Swanson, referring to state test results and other data also showing achievement increasing. “I think this is one more indicator.”

Swanson said the high school has also focused recently on increasing attendance, now at almost 90 percent, and increasing students’ responsibility for their own learning.

(Sam Park | Chalkbeat)

In Aurora schools, 76.5 percent of students graduated on time in 2018 — a jump of almost 9 percentage points from the 67.6 percent rate of the class of 2017.

“We’re excited these rates demonstrate momentum in our work,” Aurora Superintendent Rico Munn said.

He attributed the increased graduation rates to “better practice, better pedagogy, and better policy.”

One policy that made a difference for the district is a change in law that now allows districts to count students as graduates the year they complete their high school requirements, even if they are enrolled in one of Colorado’s programs to take college courses while doing a fifth year of high school.

According to a state report two years ago, Aurora had 65 students enrolled in this specific concurrent enrollment program who previously wouldn’t have been counted in four-year graduation rates. Only the Denver district has a larger number of such students. Aurora officials said 147 students are enrolled this year in the program.

Those students are successful, Munn said, and shouldn’t be counted against the district’s on-time graduation rates.

Aurora’s previously rising graduation rates helped it dodge corrective state action. But its improvement this year included a first: One high school, Aurora West College Preparatory Academy, had 100 percent of its seniors graduate in 2018.

The school enrolls students in grades six through 12 in northwest Aurora, the most diverse part of the district. Of the more than 1,000 students, 89 percent qualify for subsidized lunch, a measure of poverty.

“This incredible accomplishment demonstrates the strong student-focused culture we have created at Aurora West,” said Principal Taya Tselolikhina in a written statement. “When you establish high expectations and follow up with high levels of support, every student is able to shape a successful future.”

Statewide, the four-year graduation rate once again inched higher, and gaps between the graduation rate of white students and students of color again decreased. But this time, the gaps narrowed even as all student groups increased their graduation rates.

(Sam Park | Chalkbeat)

The rising trend wasn’t universal. In some metro area school districts, graduation rates fell in 2018. That includes Adams 14, the district that is now facing outside management after years of low performance.

The tiny school district of Sheridan, just southwest of Denver, saw a significant drop in graduation rates. In 2018, 64.7 percent of students graduated within four years, down from 72.7 percent of the class of 2017.

Look up four-year graduation rates for your individual school or district in our databases below.

Districts here:

 

School accountability

Concerned with state A-F grading system, Vitti says he’ll lobby for Detroit to keep its own plan

Detroit school district leaders will lobby state leaders to allow for a Detroit-only letter grading system to hold district and charter schools in the city accountable. But if that isn’t successful, the district plans to create its own system.

This plan, announced Tuesday night by Superintendent Nikolai Vitti, comes almost a month after lame-duck lawmakers in the Michigan Legislature passed a controversial A-F letter grading system for the whole state. A Detroit-only system would gives schools far more credit for improvement in test scores than the statewide system does, and it would account for an issue — poverty — that disproportionately affects city schools. 

That state system, which former Gov. Rick Snyder signed into law in late December, halted efforts that had already been underway by district and charter leaders to create an A-F system that takes the specific issues facing Detroit schools into account. That local system had been mandated by a 2016 law and only applied to the city.

Vitti’s announcement comes as state education officials from the Michigan Department of Education have raised concerns that the A-F system OK’d by lawmakers violates federal education law and could potentially cost the state federal money.

Vitti laid out a plan to first lobby new state leaders, including Gov. Gretchen Whitmer and the Republican leaders of the House and Senate, to allow for local grade systems.

If successful, Vitti said, that system that had been in the works would be adopted for district and charter schools.

If unsuccessful, Vitti said, the district would go it alone, without charter schools.

“We need to start thinking about our own approach to school accountability,” Vitti said.

The Community Education Commission created the letter grading system and worked for months with district and charter leaders to design a plan that would be specific to Detroit schools. The topic didn’t come up at a commission meeting Monday night until a member of the public urged the commission to move ahead with the local system and one member of the commission agreed. A commission official earlier in the day said they were still exploring how to move forward in light of the statewide system.

The city’s plan was for schools to be rewarded heavily for the amount of improvement seen in test scores. That’s important in a high-poverty community like Detroit, where most of the schools are struggling. City schools also struggle with enrollment instability.

Vitti said the statewide system “doesn’t provide much clarity on individual school performance,” because it will issue a handful of letter grades. Those letter grades will be based on the number of students proficient in reading and math on state exams, the number of students who show an adequate amount of improvement in reading and math on state exams, the number of students still learning English who show improvement in learning the language, graduation rates for high schools, and the overall academic performance of a school and how it compares to other schools in the state with similar demographics.

The Detroit system would issue a single letter grade. Vitti said a system that issues as many grades as the state system would make it “hard to distinguish one school from another.”

Board President Iris Taylor said she would support such a plan by the district, saying “it’s critical if we’re going to achieve the objectives we have laid out in the strategic plan.”

Board member Sonya Mays said one of the advantages of a statewide system is that it allows “parents to better evaluate from school to school, across districts.”

She said it’s important not to lose sight of the fact that the future of the district is to draw back 32,000 students who live in Detroit but opt to go to schools outside the city.