Open Seats

TC Weber reports that there could soon be as many as four open seats on the MNPS School Board.

He notes:

Pierce’s decision (not to run), along with an earlier announcement by District 6 Representative Tyese Hunter, means that at least two seats will change hands next go round. Word on the street has long been that District 2 Representative JoAnn Brannon also will not be seeking re-election. District 4 Representative and current Board Chair Anna Shepherd announced late last year that she intends to seek re-election.

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For more on education politics and policy in Tennessee, follow @TNEdReport


 

Are TN Colleges Turning Out Bad Teachers?

You might think Tennessee’s public schools of education are doing a poor job of turning out effective educators if you read this story in yesterday’s Tennessean.

The article notes:

Many of Tennessee’s teacher preparation programs aren’t at the quality the state expects. A number of those underperforming are at state colleges — with none of those schools performing at the highest level.

It’s a “sobering” data point education officials are highlighting as they work toward addressing fixes in Tennessee’s teaching programs.

The article references the redesigned teacher preparation report card produced annually by the Tennessee State Board of Education.

I’ve written before about the problems with this approach.

The revamped report includes candidate profile (who is enrolling in teacher prep programs), retention (whether grads stay in teaching), and “teacher effectiveness” (which is measured primarily by the flawed TVAAS system).

TVAAS scores of graduates account for 25 of the 75 points available to rate teacher prep programs. That means the rating formula is heavily skewed toward an unreliable statistical estimate of performance.

At best, TVAAS is a rough estimate of teacher performance. A fairly solid indicator that a teacher earning a “5” is NOT a “1,” but relatively meaningless otherwise.

Now, of course, Tennessee has transitioned to new tests. TNReady has been fraught with problems, but even if it hadn’t been, the results would render TVAAS data highly suspect. So, 33% — the largest single portion — of the score attributed to teacher prep programs comes from a number that is essentially meaningless. Let me be clear: Schools receiving grades of 4 (the highest) or 1 (the lowest) on this metric are getting numbers that have no basis in statistical reality.

The next area of importance to a program’s score is the profile of the candidates enrolled in their program. Here, the state is looking for high academic achievers and overall diversity.

As noted in the article:

McQueen also has plans for a statewide tour to schools with the purpose of getting high-achieving, young students into the education profession, especially since preparation programs are having trouble getting qualified candidates in the doors.

This is predicated on the assumption that students with higher ACT scores will ultimately become better teachers. Whether or not that’s true, it ignores the underlying reality: Teaching just may not be a very attractive field. That’s not the fault of schools of education and it certainly isn’t their responsibility to fix it.

In fact, Tennessee has been looking at a coming teacher shortage for years now. Districts like MNPS are already seeing the impact.

Why might teaching be unattractive? Well, for one, the pay is not exactly great. In fact, Tennessee teachers earn about 30% less than their similarly prepared peers. Boosting pay may be one way to help make the field more attractive. Alternatively (and much cheaper), the state could send the outgoing Commissioner of Education on a tour of schools to attempt to persuade high achieving students to enter a profession where they can expect to earn significantly less than other professionals and be subjected to a testing and evaluation system that according to some is “driving teachers crazy.”

Another factor? Our state under-funds the BEP (the state’s funding formula for schools) by around $500 million. So, new teachers face low pay, a problematic evaluation system, and under-resourced schools. Is it any wonder teacher prep programs aren’t getting enough qualified applicants?

Nevertheless, teacher prep programs are being held “accountable” for fixing problems over which they have little control. Makes perfect sense.

*NOTE: An earlier version of this story indicated TVAAS accounted for 40 points on the scale. That has been corrected to accurately reflect the 25 points TVAAS scores comprise.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

Frogge Takes on Chamber Report Card

Yesterday, the Nashville Area Chamber of Commerce released its annual Report Card on Metro Nashville Public Schools (MNPS).

Here are the 5 recommendations the Report Card Committee made:

This year’s recommendations focus on the district’s use of data to improve student and school outcomes. They are:

  1. Metro Nashville Public Schools should expand the number of data coaches to provide more access in schools.

  2. The district should expand planning time for teachers in elementary and middle school grades to further collaboration around student data.

  3. Metro Schools should expand opt-in data-sharing agreements with the city’s nonprofit community to help inform decisions inside and outside of schools.

  4. Nashville public schools should create a program that highlights best practices across all school types in using student data.

  5. Nashville schools should create a plan to help families access and understand their student’s data, as well as set goals for its student data portal.

And here’s Frogge’s response:

If you walk into one of Nashville’s public schools and think, “Hey, what this school really needs is more data coaches!”- you have hit your head. This article illustrates PRECISELY why we don’t need business execs (with kids in private schools) to provide education policy advice to school systems. It’s also why the majority of our elected school board no longer attends the Chamber’s annual Report Card event. The business community has given us school privatization (which strips public schools of desperately needed funding and increases systemwide inequity) and ridiculous amounts of high-stakes standardized testing “accountability” (up to eight weeks of testing per school each year!). As one school operator recently said to me, “In many ways, MNPS is a victim of the Nashville Chamber.”

In a rather tone-deaf comment, the Chamber also throws in an insult to teachers: “Teachers have plenty of data. But they don’t always have the expertise to determine how best to use it, said Meg Harris, chamber report card co-chair and the human resources business partner for Nashville Business Solutions Center, UBS.”

If just ONE employee of the Nashville Chamber, CEO Ralph Schulz, were to cut is his personal yearly salary of $442,127, the Chamber would no longer need to request an annual subsidy from taxpayers of $375,000. That money could be used to implement the Chamber’s recommendations in this year’s “Report Card.” Or better yet, we could use this money to pay for more school nurses.

 

For more on education politics and policy in Tennessee, follow @TNEdReport


 

Virtual Equality?

As the school year began, I wrote about how students at some MNPS high schools were forced into online classes due to a teacher shortage. This impacted students primarily at Antioch, Whites Creek, and Cane Ridge High Schools. According to my sources, it’s still going on to some degree. That is, actual teachers haven’t been found to fill many of the positions that were empty at the beginning of the year. So, the students are taking courses from Edgenuity.

Here’s what I noted about Edgenuity at the time:

Here’s a review of materials developed by Edgenuity for grades 9-12 ELA done by the Louisiana Department of Education. Here’s the short version: Edgenuity received a Tier III (the lowest) rating for the quality of the materials it provided to students for grades 9-12 ELA.

Here’s what Louisiana had to say about Edgenuity’s 6-8 math materials. Also an overall Tier III rating, but mixed reviews depending on grade level and specific learning objective.

Now, there’s a court case about whether virtual classes provide a “substantially equal” educational opportunity for students.

Education law professor Derek Black notes:

The Tennessee Court of Appeals has taken up a fascinating issue regarding students’ access to teachers.  The problem could only arise in the brave new world of computers.  In short,  a student at a Tennessee high school had fallen behind in algebra and end-of-grade assessments were looming.  The school pulled the student  out of the class and placed the student in a computer based credit recovery program.  Apparently, this occurred with several other students.  The student claims that the school did this to help increase its standardized test scores.

The disputed issue in the case seems to be a narrower one: do students have the right to access a teacher?  The plaintiff says yes.  The school’s attorney says no.

And here’s Black’s analysis of the legal issue at hand:

The Supreme Court in  Tennessee Small School Systems v. McWherter, 851 SW2d 139 (1993), held that students have a constitutional right to “substantially equal educational opportunities.”  The underlying facts in the case involved disparities in teacher salaries across the state.  Consistent with the overwhelming social science consensus, the court indicated that “teachers, obviously, are the most important component of any education plan or system.”  Because salary disparities resulted in students having unequal access to teachers, the Court ordered the state on more than one occasion to remedy is system of funding teacher salaries across the state.

So while state statutes may not create any specific property interest in access to a teacher, the state constitution creates a right to equal educational opportunities, which teachers are the most important part of.

And that’s why the situation at these schools is so interesting. The students at Antioch, Cane Ridge, and Whites Creek didn’t sign up for or choose virtual education. They were not offered the same or similar educational opportunity as students at other MNPS high schools — that is, students at most MNPS schools were assigned to an actual teacher who appeared in-person every day to provide instruction. These students were denied that opportunity and assigned to a program of questionable quality.

Why did this happen? One factor (though certainly not the only one) is teacher salaries. Teacher pay in MNPS is simply not competitive relative to the cost of living. It’s definitely not competitive relative to similar districts around the country.

The teacher salary issue is an important one, because it is the issue that drove the Small Schools court decision. In fairness, teachers at Antioch, Cane Ridge, and Whites Creek earn the same salaries as any other Nashville teachers. However, Nashville’s inability to adequately staff schools creates substantially unequal educational opportunity across the district. In fact, the district cited lack of adequate state resources as one reason it joined Shelby County in suing over BEP (Basic Education Program) funds.

It’s difficult to argue that students who signed up for and planned to attend traditional classes and then were forced into online learning were provided educational opportunities that are “substantially equal” to their peers at schools where this did not happen.

How this will be addressed remains to be seen.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

What’s in the Water?

At some schools in Nashville, the answer is unacceptable amounts of lead.

Phil Williams reports:

A NewsChannel 5 investigation discovers information potentially affecting the health of school children across Nashville — information that has not been shared with parents.

It reveals children are still drinking lead-contaminated water when they go to school — despite the district’s assurances that there’s nothing to worry about.

This past summer, Metro Schools tested every water fountain in the district after questions raised by NewsChannel 5 Investigates.

As the school year started, officials only shared the worst results with the public.

But we obtained the raw data, which shows there’s a lot more to the story.

Doctors and health officials suggest MNPS needs to do more — which may involve replacing contaminated pipes and finding alternative water sources in the meantime.

Read more about the risks posed and the challenge of addressing this problem.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

Metro Council Members Back MNPS in Data Wars

I’ve written before about the escalating Data Wars between the state’s Achievement School District (ASD) and the two largest school districts – Shelby County and MNPS.

Now, Nashville’s Metro Council is weighing-in, at least in the form of a letter signed by 33 Council Members to MNPS Board Chair Anna Shepard.

The Tennessean notes:

The 33 Nashville Metro Council members signed a letter, dated Tuesday, that commends the district for “taking steps to protect the personal information of students and families.”

“We understand the state has taken a confrontational position on this issue, seeking to compel Nashville and Memphis schools to continue sharing personal information in opposition to federal and without state statute supporting their position,” the letter reads. “However, as elected representatives of the same constituents whose privacy rights are being violated, we encourage you to continue to advocate for our families by the just and proper means that are available to you.”

As I’ve noted before, Commissioner McQueen has asked for an Attorney General’s opinion on the various interpretations of a new state law that some suggest mandates the data-sharing the ASD seeks.

What happens if MNPS doesn’t share the data? There’s always the possibility the state will punish them by withholding some BEP funds.

That happened back in 2012 over the Great Hearts controversy. Those who follow MNPS closely will recall that then-Mayor Karl Dean was a prime backer of Great Hearts, which put him at odds with the elected School Board at that time.

As Joey Garrison, writing for the City Paper at the time, reported:

Emails show DeLoache, long known as an unofficial education adviser to Dean, served as a resource for Huffman, as well. After the Metro board denied Great Hearts in May, DeLoache told Huffman he hoped its rejection might “provide an opportunity to highlight to the Governor” the need to push for a statewide charter school authorizer during the 2013 legislative session. (A statewide charter authorizer would effectively supersede and therefore negate authority of local charter authorizers such as Metro.)

That’s Bill DeLoache, the wealthy Nashville investor and charter proponent who has spent heavily in the past to help elect pro-charter candidates to the MNPS School Board.

Will MNPS and Shelby County Schools face fines if they continue on their current path of protecting student data from the ASD? Will more Metro leaders stand up and support the School Board?

The Data Wars continue.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

MNPS Statement on Trump’s DACA Action

As U.S. Attorney General Jeff Sessions rolled out the Trump Administration’s plan to rescind DACA (Deferred Action for Childhood Arrivals), MNPS issued a statement calling the President’s decision “unacceptable.”

Here’s the full statement:

Former President Lyndon B. Johnson once shared, “If we succeed, it will not be because of what we have, but it will be because of what we are; not because of what we own, but, rather because of what we believe.”  In light of President Trump’s announced intention to end Deferred Action of Childhood Arrivals (DACA), Metro Nashville Public Schools wants to reassert our belief that all school-aged students should have access to an excellent education, and thus access to enhanced opportunities, without regard to their immigration status or the immigration status of their parents.

Students affected by ending DACA include high school students who are presently participating in the program and younger students (age 10-14) who will be eligible upon turning 15. Moreover, and perhaps more tragic, it exposes parents of United States citizens to deportation even though the parent arrived in this country as a child and the United States may be the only home he/she has known.  In effect, their children are second generation Americans and the living embodiment of the American dream. Nevertheless, the rescission of DACA will either require these young U.S. citizens to leave the country or be separated from their parents despite their parents’ longstanding residency and contribution to our community.

The intended rescission of DACA denies our schools and communities many ambitious, intelligent, and highly-motivated students, parents, teachers and staff and will result in fear and uncertainty for many of the families and students we serve. Plainly stated, the result of the President’s announced ending to DACA is unacceptable. We call on Congress to enact the Dream Act or otherwise codify DACA with legislation immediately.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

Trade Offer

I reported last week on the Data Wars brewing between the state’s two largest school districts and the Tennessee Department of Education.

Now, as both Nashville and Memphis dig in, MNPS is offering a trade of sorts.

Chalkbeat reports on a letter sent by MNPS Board Chair Anna Shepard to Education Commissioner Candice McQueen.

In her letter, Shepard proposes cooperation between the state’s Achievement School District (ASD) and MNPS based on several conditions.

Specifically:

I would personally be willing to consider a coordinated initiative under which MNPS, using its existing communications infrastructure, would inform families about ASD choice options — if they choose to “opt in” to such communications. I cannot speak for my board colleagues until such time as we have had the opportunity to deliberate on this concept.

Shepard’s conditions:

  1. A moratorium on ASD expansion
  2. State subsidies for schools that lose students to the ASD
  3. The State engage in discussions around a new “fiscal impact” component of the BEP to address the impact charter schools have on local school districts

Regarding that fiscal impact, an audit of MNPS published in 2015 noted this:

“The key question for determining fiscal impacts is whether enrollment reductions allow a district to achieve expenditure reductions commensurate with revenue reductions. Fixed costs are incurred regardless of whether students attend traditional or charter schools. The problem is that some fixed costs, such as building maintenance, computer network infrastructure, and health services do not vary based on enrollment. Therefore, teachers and their salaries are a key cost driver tied to student enrollment … However, it is not always possible to reduce teacher costs proportionate to losses in revenue. For these costs to be reduced significantly, the school would need to close altogether.”

As for the ASD moratorium, it seems that the turnaround district continues to produce underwhelming results. Combine this with a track record of poor communication and you begin to understand why districts aren’t eager for the ASD to open more schools in their backyards.

For her part, Commissioner McQueen is seeking an Attorney General’s opinion on the MNPS and Shelby County interpretation of the data-sharing law passed in the 2017 legislative session.

It seems unlikely that McQueen would agree to the conditions set forth by Shepard. It seems possible both MNPS and Shelby County will face the threat of fines should they continue resisting.

Stay tuned as the Data Wars heat up.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

(Virtual) Ravens and Cobras and Bears! Oh My!

Thanks to reading the work of TC Weber, I tuned-in to the scope of the teacher shortage facing MNPS. It’s a topic I’ve written about before, including earlier this summer as the issue appeared to be on track to create problems for the start of school.

TC points to a NewsChannel5 piece detailing the challenge. Specifically, hundreds of MNPS students, especially at Antioch (Bears), Cane Ridge (Ravens) and Whites Creek (Cobras) will now receive instruction via online education provider Edgenuity. Oh my!

Here’s a review of materials developed by Edgenuity for grades 9-12 ELA done by the Louisiana Department of Education. Here’s the short version: Edgenuity received a Tier III (the lowest) rating for the quality of the materials it provided to students for grades 9-12 ELA.

Here’s what Louisiana had to say about Edgenuity’s 6-8 math materials. Also an overall Tier III rating, but mixed reviews depending on grade level and specific learning objective.

Why is all of this necessary? NewsChannel5 reports:

Hundreds of parents with children in Metro Nashville Public Schools had letters sent home this week telling them that their kids were having to take online courses in the classroom due to a teacher shortage.

The district has had a tough time finding teachers for certain subjects, including math, sciences, exceptional education, English as a second language, and world languages.

Because of that, students at Antioch, Whites Creek, and Cane Ridge high schools were told they would be taking online courses through a website called “Edgenuity.”

What’s interesting about this is that it is a problem that has been brewing for a long time. While the problem is not entirely unique to MNPS as a spokesperson points out, it’s one MNPS has known was coming.

Just over two years ago, I wrote about the coming teacher shortage in Tennessee. Specifically, I noted a study by the Appalachian Regional Comprehensive Center that said:

Since 2009, Tennessee has identified shortages in the overall numbers of K-12 teachers needed for public schools as well as teachers for specific subjects. There is a critical need in the state for STEM teachers, as well as shortages in high school English, social studies, world languages, Pre-K through high school special education, and English as a second language.

No, the problem is not entirely Nashville specific. But, it’s one the state has been warning about since 2009.

At the time of that 2015 piece, I was writing in response to a query raised by MNPS Board Member Will Pinkston about the competitiveness of teacher pay in Nashville. Sure, teacher pay isn’t the only factor causing the shortage. But it’s certainly a factor.

Here’s what I wrote then:

1) Starting pay in MNPS is on par with the cities Pinkston identifies as similar to/competitive with Nashville.

2) Long-term pay increases in MNPS don’t keep pace with those in other, similar districts. Taking Denver as an example, a teacher who received NO ProComp incentives and maintained only a bachelor’s degree would make at Step 13 very close to what an MNPS teacher with similar education makes at Step 20. In all other cities examined, the top step is higher (from $3000 to $15,000) than it is in MNPS.

That was just two years ago, mind you. This summer, as MNPS was looking at high turnover and an inability to recruit teachers, I noted:

Imagine working for 25 years in the same profession, earning an advanced degree in your field, and making $7000 less than the “comfortable living” salary for your city? That’s what’s happening in MNPS.

I compared Nashville to a demographically similar city just three hours north (Louisville) and found:

Teachers in Nashville start at $42,100 with a bachelor’s degree. In Louisville, they start at $42,700. So, starting pay in Nashville is competitive. But, let’s look longer term. That same teacher after 10 years in Nashville will earn $47,000. In Louisville, it’s $54,974.

Oh, and let me note this: The salary to live comfortably in Louisville is $49,000. Teachers in Louisville hit that pay rate by year 5. A teacher in Nashville isn’t making $49,000 even after 10 years of experience. The pay scale in Nashville simply isn’t moving up quickly enough.

So, what about after 20 years? A Nashville teacher with a bachelor’s degree and 20 years experience makes $56,000. In Louisville, that teacher makes $71,000. A teacher working in Louisville with 20 years experience earns $22,000 more a year than that city’s “comfortable living” salary. In fact, they earn more than Nashville’s “comfortable” salary.

No, better pay alone won’t solve the teacher shortage being experienced in MNPS. But, failure to address the issue of teacher compensation will mean more virtual Ravens, Cobras, and Bears in the future.

This is a problem that could be clearly seen years ago and which still hasn’t been adequately addressed.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

Data Wars

Candice McQueen has set up a showdown with the state’s two largest school districts over student data sharing and charter schools.

McQueen sent a letter to Shelby County Schools and shared the same letter with MNPS. In the letter, she notes a new state law requiring school districts to share student data with charter schools upon request. The data is used so that charter schools can market to potential students.

Here’s how Chalkbeat reports on the Shelby County issue:

Commissioner Candice McQueen directed Superintendent Dorsey Hopson on Monday to immediately share the information requested by Green Dot Public Schools. She said the district’s refusal violates a new state law by withholding information that charter operators need to recruit students and market their programs.

Shelby County Schools has not yet said they will comply with McQueen’s request.

The primary sticking point seems to be with the charter schools that are now part of the Achievement School District (ASD). The ASD’s experience in Shelby County has been troubled, at best. From communication challenges to struggling performance, the ASD has not lived up to expectations.

For its part, MNPS is beginning to take steps to restrict the data available to the ASD.

Jason Gonzalez reports in the Tennessean:

The practice of providing charter schools with student contact information has been common in Nashville, but board members bristled on Tuesday over the sharing of information with the Achievement School District.

While not a final vote, the board took a crucial step forward with a new policy that will not release contact information to the Achievement School District.

The policy moved out of committee with 7 board members in favor, Jo Ann Brannon abstaining and Mary Pierce voting against the proposal.

The key question now is: What happens if Shelby County and MNPS refuse to share this data? What penalty might they face?

Gonzalez notes:

In 2012, Metro Schools decided to reject the Great Hearts Academies charter schools application — after the state directed it not to do so — and then-Tennessee Education Commissioner Kevin Huffman docked Nashville $3.4 million in education funds.

Similarly, during the TNReady testing fiasco, McQueen threatened districts with a funding penalty.

It’s not yet clear what will happen this time, but it seems like a financial penalty will ultimately be on the table if the two districts fail to comply.

Stay tuned, the data wars are beginning.

For more on education politics and policy in Tennessee, follow @TNEdReport