Haslam to Kids: Be Ready, Even Though TN Hasn’t Been

In a letter sent home to students ahead of TNReady testing season, Governor Bill Haslam encourages them to do well and tells them, “Tennessee is behind you.”

Here’s the full text of the letter:

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These words of encouragement as well as a handy number 2 pencil were paid for by SCORE.

Here’s the thing: For the past few years, Tennessee hasn’t exactly been “behind” kids. Not in terms of delivering an annual test in an effective manner.

I wrote last year about the new “Rite of Spring.” Here’s what I said then:

Lately, this season has brought another ritual: The Tennessee Department of Education’s failure to deliver student test scores. Each of the last three years has seen TNDOE demonstrate it’s inability to get state testing right (nevermind the over-emphasis on testing to begin with).

Back in 2014, there was a delay in the release of the all-powerful “quick scores” used to help determine student grades. Ultimately, this failure led to an Assistant Commissioner losing her job.

Then, in 2015, the way “quick scores” were computed was changed, creating lots of confusion. The Department was quick to apologize, noting:

We regret this oversight, and we will continue to improve our processes such that we uphold our commitment to transparency, accuracy, and timeliness with regard to data returns, even as we experience changes in personnel.

The processes did not appear to be much improved at all as the 2016 testing cycle got into full swing, with a significant technical failure on Day One.

When it comes to actually getting test administration and subsequent details right, Tennessee hasn’t exactly been “behind” the kids taking the tests.

But this year, armed with a letter from the Governor and a new pencil, the kids are ready. Haslam wants them to do their best, even though the state has been letting them down.

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


 

Shelby County Passes TNReady Resolution

The Shelby County Commission last night unanimously passed a resolution calling on state lawmakers to suspend use of TNReady data for student grades and teacher evaluations this year.

Here’s what they had to say:

RESOLUTION URGING THE TENNESSEE COMMISSIONER OF EDUCATION, GOVERNOR BILL  HASLAM, AND THE GENERAL ASSEMBLY TO ELIMINATE THE TENNESSEE READY SCORES AS A COMPONENT OF TEACHER EVALUATIONS AND STUDENT SCORES.  SPONSORED BY COMMISIONER DAVID REAVES

 

WHEREAS, the State of Tennessee has invested heavily in the development of educational standards known as Tennessee (TN) Ready, and

WHEREAS, standardized testing has become the cornerstone of measuring mastery of the TN educational standards, and

WHEREAS, TN Ready should be meant to be diagnostic in nature and help teachers and administrators understand and develop an educational plan to help students close the achievement gap in proficiency; and

WHEREAS, the TN Ready test has become a final exam for children instead of a continual diagnostic view; and

WHEREAS, the TN General Assembly has chosen to hold teachers accountable by linking student performance on the TN Ready exam to a teacher’s evaluation; and

WHEREAS the unintended consequence of such action has led to teachers teaching children to score high on a test versus teaching real mastery of subject matter; and

WHEREAS, while giving off the appearance of a better education, this type of teaching to the test behavior actually limits the amount of quality content in deference to test taking strategies; and

WHEREAS, the TN General Assembly has now also tied student scores to the results of standardized testing creating an unfair playing field for students and their college scholarship prospects with private school students who do not count standardized tests as part of their grade point average (GPA); and

WHEREAS, parents, students, and teachers are all impacted by the State of TN placing so much emphasis on testing instead of instruction; and

WHEREAS, record numbers of quality teachers are leaving the teaching profession and school districts are struggling to recruit and retain quality teachers due to the TN standards imposed in regards to standardized testing.

NOW, THEREFORE, BE IT RESOLVED BY THE SHELBY COUNTY BOARD OF COMMISSIONERS, that we urge the TN General Assembly to suspend the use of TN Ready Results as part of the teacher evaluations and as part of the students’ GPAs.

MORE on TNReady:

Will TNReady Yield Valid Data for Teacher Evaluations?

Washington County Joins Waiver Wave

State Board Makes Late Call on TNReady Data

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


 

 

4 Bills Teachers Need To Know About

While the debate around vouchers is loud and needed, we must not forget about the other bills that are making their way through the legislative process. Here are four bills that teachers need to know that will change how teacher effectiveness and preparation are measured.

The proposed bills all look like they will pass and become law. Spread the word about these bills so teachers will have the most updated information.

SB114/HB695 By Senator Bo Watson & Rep. Ryan Williams

There is a consensus that we need to improve the preparation of future teachers. Teachers need the most updated information from faculty that still have connections to the classroom.

The amended version of the bill requires education preparation faculty, including education deans, to have direct personal involvement in a school annually. The state summarizes that bill as follows:

Requires full-time educator preparation program faculty members, including academic deans, to have direct personal involvement in public schools or local education agencies (LEAs) annually. Requires faculty involvement to include professional learning targeted to pre-K through grade 12 teachers; learning focused on LEA specific initiatives; direct instruction to pre- K through grade 12 students; district-level partnership; or observation of pre-K through grade 12 teachers.

The bill has passed the Senate and is waiting to be taken up in the House Finance committee this week.

SB575/HB626 by Senator Dolores Gresham & Rep. Sabi Kumar:

Right now, you are able to log on the Teacher Prep Report Card to find out information about how teacher preparation programs are doing in preparing teachers for the classroom. This bill will add teacher observation data into this mix.

The bill requires the department of education to provide all state board of education approved teacher training programs access to annual evaluation data for teachers and principals graduating from the programs for a minimum of five years following the completion of the program.

It’s not clear if the public will be able to see the evaluation data from the different preparation programs. Either way, I hope the programs will use the data to improve.

The bill has passed the Senate and is waiting for the House to take it up this weeks.

SB1196/HB309 by Senator Mark Norris and Rep. David Hawk

This bill deals with assessment data that are used in overall teacher evaluations. The bill makes permanent the flexibility to use the most recent year of TVAAS student growth, if it leads to a higher evaluation score for the teacher. I’ve heard that some superintendents like this bill because it could be used to reward a teacher for a large one year growth. The three year growth option will allow teacher flexibility to change schools, grade level, or move to support a higher need population.

And here’s the state’s summary:

Requires the student growth portion of teacher evaluations to account for 10 percent of the overall evaluation criteria in FY16-17 and 20 percent in FY17-18 and each year thereafter. Requires that the most recent year’s student growth evaluation composite account for 35 percent of growth data in a teacher’s evaluation, if such use results in a higher evaluation score. Authorizes the use of educational progress and evaluation data for research purposes at postsecondary institutions. Requires Tennessee Comprehensive Assessment Program (TCAP) subject-area scores to make up the following percentages of elementary and middle school students’ final spring semester grades in grades 3-8: 10 percent in FY16-17; 15 percent in FY17-18; and 15 to 25 percent in FY18-19 and subsequent years.

This bill has passed the House and is waiting to be passed in the Senate.

SB250/HB67 by Senator Jim Tracy & Rep. Eddie Smith

This bill is trying to solve the problem that arises with teachers who teach in non-tested subjects. The state summary is pretty clear in this case:

Requires local education agencies (LEAs), by the 2018-2019 academic school year, to adopt at least one appropriate alternative growth model approved by the State Board of Education in order to provide individual growth scores to teachers in non- tested grades and subjects. Requires the Department of Education (DOE) to develop valid and reliable alternative student growth models for non-tested grades and subjects currently without such models.

What do you think?

Teachers, what are thoughts on these four bills? Let us know in the comments.

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


 

 

It May Be Ready, But is it Valid?

In today’s edition of Commissioner Candice McQueen’s Educator Update, she talks about pending legislation addressing teacher evaluation and TNReady.

Here’s what McQueen has to say about the issue:

As we continue to support students and educators in the transition to TNReady, the department has proposed legislation (HB 309) that lessens the impact of state test results on students’ grades and teachers’ evaluations this year.

In 2015, the Tennessee Teaching Evaluation Enhancement Act created a phase-in of TNReady in evaluation to acknowledge the state’s move to a new assessment that is fully aligned to Tennessee state standards with new types of test questions. Under the current law, TNReady data would be weighted at 20 percent for the 2016-17 year.

However, in the spirit of the original bill, the department’s new legislation resets the phase-in of growth scores from TNReady assessments as was originally proposed in the Tennessee Teaching Evaluation Enhancement Act. Additionally, moving forward, the most recent year’s growth score will be used for a teacher’s entire growth component if such use results in a higher evaluation score for the teacher.

We will update you as this bill moves through the legislative process, and if signed into law, we will share detailed guidance that includes the specific options available for educators this year. As we announced last year, if a teacher’s 2015-16 individual growth data ever negatively impacts his or her overall evaluation, it will be excluded. Additionally, as noted above, teachers will be able to use 2016-17 growth data as 35 percent of their evaluation if it results in a higher overall level of effectiveness.

And here’s a handy graphic that describes the change:

TNReady Graphic

 

 

Of course, there’s a problem with all of this: There’s not going to be valid data to use for TVAAS. Not this year. It’s bad enough that the state is transitioning from one type of test to another. That alone would call into question the validity of any comparison used to generate a value-added score. Now, there’s a gap in the data. As you might recall, there wasn’t a complete TNReady test last year. So, to generate a TVAAS score, the state will have to compare 2014-15 data from the old TCAP tests to 2016-17 data from what we hope is a sound administration of TNReady.

We really need at least three years of data from the new test to make anything approaching a valid comparison. Or, we should start over building a data-set with this year as the baseline. Better yet, we could go the way of Hawaii and Oklahoma and just scrap the use of value-added scores altogether.

Even in the best of scenarios — a smooth transition from TCAP to TNReady — data validity was going to be challenge.

As I noted when the issue of testing transition first came up:

Here’s what Lockwood and McCaffrey (2007) had to say in the Journal of Educational Measurement:

We find that the variation in estimated effects resulting from the different mathematics achievement measures is large relative to variation resulting from choices about model specification, and that the variation within teachers across achievement measures is larger than the variation across teachers. These results suggest that conclusions about individual teachers’ performance based on value-added models can be sensitive to the ways in which student achievement is measured.
These findings align with similar findings by Martineau (2006) and Schmidt et al (2005)
You get different results depending on the type of question you’re measuring.

The researchers tested various VAM models (including the type used in TVAAS) and found that teacher effect estimates changed significantly based on both what was being measured AND how it was measured.

And they concluded:

Our results provide a clear example that caution is needed when interpreting estimated teacher effects because there is the potential for teacher performance to depend on the skills that are measured by the achievement tests.

If you measure different skills, you get different results. That decreases (or eliminates) the reliability of those results. TNReady is measuring different skills in a different format than TCAP. It’s BOTH a different type of test AND a test on different standards. Any value-added comparison between the two tests is statistically suspect, at best. In the first year, such a comparison is invalid and unreliable.

So, we’re transitioning from TCAP to TNReady AND we have a gap in years of data. That’s especially problematic — but, not problematic enough to keep the Department of Education from plowing ahead (and patting themselves on the back) with a scheme that validates a result sure to be invalid.

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


 

TNReady Again

TNReady is back again with online testing being phased-in this time.

Grace Tatter at Chalkbeat reports:

The Department of Education is staggering its transition to online testing — a lesson learned last year when most of the state tried to do it all at once and the online platform buckled on the first day. As a result, the department fired its testing company, derailing the state’s assessment program, and later hired  Questar as its new test maker.

Here are the districts opting to test high school students online this year:

  • Alvin C. York Institute
  • Bedford County
  • Bledsoe County
  • Blount County
  • Bristol City
  • Campbell County
  • Cannon County
  • Cheatham County
  • Clay County
  • Cocke County
  • Coffee County
  • Cumberland County
  • Grundy County
  • Hamilton County
  • Hancock County
  • Knox County
  • Jackson-Madison County
  • Moore County
  • Morgan County
  • Putnam County
  • Scott County
  • Sullivan County
  • Trousdale County
  • Washington County
  • Williamson County

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


 

 

Russo on Tennessee’s Alternative Graduation Facts

Much has been made about a state report seeming to indicate that one third of Tennessee’s high school graduates finished school without meeting state minimum requirements.

The initial release of the report caused alarm, of course. Then, the state walked back the numbers after admitting a data error.

Alexander Russo takes a look at the report and the surrounding news coverage and comes to this conclusion:

The state issued  a bad number without carefully considering its flaws or making them clear to reporters and board members, then belatedly realized its mistake and walked the initial figure back. But news outlets contributed to the problem by rushing to report the initial figure without questioning just how iffy it might be, unintentionally delivering inaccurate information to the public. The end result has been widespread confusion that will take a long time to clear up – if it ever is.

While Russo suggests media outlets should have done a better job of both raising questions and seeking clarifying information, he notes the state bears the brunt of the responsibility:

To be clear, the state department should have checked with the districts before presenting this information to the board and to the public. The state should also have anticipated that the graduation rate number would attract enormous amounts of attention and include additional warnings and caveats about the preliminary nature of the number. The primary responsibility was theirs.

The Tennessee Education Association pointed to the state’s responsibility to release accurate data and noted that the initial claims may have helped advance the arguments of school privatization advocates.

From a TEA press release:

Organizations backing privatization schemes like private school vouchers, rapid charter expansion and high-stakes testing, need people to believe that public schools are failing. Undermining confidence in public schools is an important step to build support for radical and dangerous proposals to destroy public education.

“As a state that consistently ranks at the bottom in student investment, we are consistently in the top 10 for graduation rate because of the commitment of Tennessee educators. Our students and teachers already often have the odds stacked against them, they don’t need damaging misinformation piling anything else on,” [TEA Executive Director] Crowder said.

To be sure, both the initial data release and the subsequent reporting created a sense of alarm in the state’s education policy community. Taking just a few extra steps could have prevented what turned into a rather messy scene.

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


 

 

Joey Hassell’s Tweetstorm of Truth

Ripley High School Principal Joey Hassell has been tweeting this weekend about the state’s move to an A-F grading system for schools. The new system came about because of a legislative mandate. Hassell’s not happy about it. Interestingly, Hassell was formerly an Assistant Commissioner at the Tennessee Department of Education.

Here are a few of his tweets about the A-F grading system for schools:

 

As you can see, Hassell is quite unhappy with the move to the new grading system. His opinion seems to be supported by at least some district-level leaders based on likes and retweets he’s received.

The A-F system is set to start next school year, based on results from this year’s battery of tests and other data.

The legislature could make changes to the proposal in the upcoming legislative session, which starts on Tuesday, January 10th.

 

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


 

Washington Co. Joins Waiver Wave

Last night, the Washington County School Board voted 6-3 in favor of a resolution asking the State of Tennessee to grant a 1-year waiver from the use of TNReady scores in teacher evaluations and student grades. The resolution is similar to those passed in Nashville and Knox County and comes after the State Board of Education voted to change the way End of Course tests are counted in student grades.

The Washington County resolution comes just days before the Tennessee General Assembly returns to action (January 10th). Barring action by the State Board to grant a waiver, the only way it will happen is if lawmakers force the issue.

Similar resolutions were passed last year ahead of TNReady testing that ultimately failed. That makes this year the first year of new tests, now administered by Questar.

Tune in next week and beyond to see if more school boards pass resolutions asking for a waiver or if the State Board or legislature take action.

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


 

A Late Call

Yesterday, the State Board of Education met and amended the state’s high school policy, including how End of Course exams factor into a student’s final grades.

As I reported earlier, this meeting happened just days before the semester ended for many students.

Here’s a note from Commissioner McQueen’s latest message to educators on the topic:

Yesterday, the State Board of Education voted on final reading to approve the department’s proposal to phase in EOC scores into high school students’ grades beginning this school year and continuing during the next few years. Also in the proposal, the department recommended to provide districts with students’ raw score points earned out of the total available instead of the conversion score that the department provided previously, commonly called quick scores. Please reference this memo (here) and FAQ document (here) for additional context. This policy becomes effective immediately for all 2016 fall block courses taking EOCs. The exams will account for 10 percent of students’ course grades this year.

Remarkably, the memo McQueen cites notes that the first reading of this policy change was in October. However, the special called meeting on adopting the change and making it official didn’t happen until yesterday. While the October meeting may have signaled the Board’s intent, there was no official policy change until just days before the semester ended.

Between October and now, of course, two large school districts have seen their boards pass resolutions asking the State Board and General Assembly to not count these tests in either student grades or teacher evaluations as we transition to a new test with a new vendor. Those concerns were apparently ignored at yesterday’s meeting.

The legislature could take action on the issue in 2017, but doing so may create confusion since students on block scheduling will have completed courses and received grades.

One provision of the change that is worth noting is that if EOC scores are not available to districts at least five instructional days before a course ends, the district may elect NOT to use those scores in a student’s final grade. For many districts, that day was yesterday.

If districts do decide to use the scores for this semester and next, they may only count for 10% of a student’s final grade.

I’d suggest that the more prudent course is for districts to not count the scores at all this year as we are in a transition year.

The late call (why not a special meeting a few weeks after the first meeting?) raises questions about the State Board’s responsiveness to the concerns of those officials doing the day-t0-day work of running a school district.

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


 

 

Conflict Call

The Tennessee State Board of Education meets on Thursday, December 15th via conference call to discuss the A-F school grading system and to take action on high school policy, specifically as it relates to grading.

The high school policy includes a proposed change to the way End of Course tests are factored in to student grades — which is pretty important, since the semester is ending very soon and high school students on block schedules will be finishing courses in the next few days.

The EOC grade policy is noteworthy as two of the largest school districts in the state (Nashville and Knox County) have passed resolutions asking the state NOT to count any TNReady test in student grades or teacher evaluations for the 2016-17 academic year.

Here’s the language of the proposed policy change as it relates to EOC tests:

Results of individual student performance from all administered End of Course examinations will be provided in a timely fashion to facilitate the inclusion of these results as part of the student’s grade. Each LEA must establish a local board policy that details the methodology used and the required weighting for incorporating student scores on EOC examinations into final course grades. If an LEA does not receive its students’ End of Course examination scores at least five (5) instructional days before the scheduled end of the course, then the LEA may choose not to include its students’ End of Course examination scores in the students’ final course grade. The weight of the EOC examination on the student’s final average shall be ten percent (10%) in the 2016-2017 school year, fifteen percent (15%) in the 2017-2018 school year; and shall be determined by the local board from a range of no less than fifteen (15%) and no more than twenty-five (25%) in the 2018-2019 school year and thereafter.

 

Note, the 2016-17 academic year is happening right now. Students have already taken these EOC exams and their semesters will be ending soon. But, the policy change won’t happen until Thursday, assuming it passes. Alternatively, the State Board of Education could be responsive to the concerns expressed by the school boards in Nashville and Knoxville and prevent this year’s EOC exams from impacting student grades.

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