It Wasn’t Me

TNReady results may or may not be included in your student’s report card, though we do know that more than 75% of districts won’t get scores back before the end of May. Don’t worry, though, it’s nobody’s fault.

Certainly, it’s not the responsibility of the Department of Education or Commissioner Candice McQueen to ensure that results are back in a timely fashion.

Today, Commissioner McQueen sent out an update to educators about assessments. There was some interesting information about TNReady going forward and about the timeline for scores for this year’s tests.

Not included? Any sort of apology about the TNReady quick score issue.

Instead, here’s what McQueen had to say:

Finally, I want to share an update on the delivery of raw scores for the 2016-17 assessment. We have received raw score data for nearly all EOC subjects, and grades 3–8 data continues to come in daily. We are in communication with your district leaders regarding the delivery of raw score data. State law and state board rule provides district choice on whether to include TNReady in grades if scores are not received within five days of the end of the school year. If you have questions about your particular district’s timeline or any decisions about including TNReady data in grades, I encourage you to reach out to your local leaders.

Got a problem or question about TNReady data and your student’s scores? Don’t ask Candice McQueen or the Department of Education. Ask your local leaders. Because, after all, we’ve been giving them all the relevant information in the most timely fashion.

I would suggest that leaders at TDOE just apologize and say it won’t happen again. But, as I mentioned, we’ve had testing challenges for four consecutive years now.

Here’s one word of advice to district leaders and teachers: Next year, when the Department of Education says everything is fine, it just might not be. Here’s something you can count on, though: It won’t be the responsibility of anyone at TDOE.

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


 

Tight Deadline

Trouble with the timeline for returning TNReady quick scores to school districts has lead to some unpleasant exchanges between districts and the Tennessee Department of Education. The latest reporting indicates that more than 75% of districts won’t have scores back in a fashion that allows them to be factored into report cards before the school year ends (which for most districts, is this week).

One question that has been asked is when did districts know there might be a problem?

A pair of emails from Commissioner Candice McQueen to directors of schools indicates it was pretty late in the game.

Here’s one sent on the evening of May 3rd. Here’s the portion of that email dedicated to TNReady and the timeline to return tests so they can be scored and returned to districts:

In order to receive TNReady raw score data back by late May, we need your support in shipping completed testing materials to our vendor in a timely fashion. We know that 75 percent of districts have shipped back some materials, and we need your help in ensuring all completed materials—particularly ELA subpart 1, which will be hand-scored—are returned quickly.

Testing coordinators should send completed subparts to Questar as soon as possible. System and building testing coordinators should follow the guidance they have received from our team as well as Questar. Our goal is to share your raw scores the week of May 22, which would be in time for TNReady results to be included in students’ grades at the 10 percent weighting for this year.

So, it’s May 3rd in the evening. You get this email that night or read it in the office the next day. The testing window ends May 5th. It looks like most districts have returned some materials and that raw scores will be back for most districts the week of May 22nd, plenty of time to use the data for student report cards.

Then, tucked inside the May 10th update (not even the top item) is this important information about deadlines for receipt of TNReady materials:

In order to receive TNReady raw score data back by late May, we need your support in shipping all completed testing materials to our vendor in a timely fashion. Testing coordinators should send completed subparts to Questar as soon as possible. System and building testing coordinators should follow the guidance they have received from our team as well as Questar. We have been working with our vendor to provide raw scores as early as the week of May 22, which would be in time for TNReady results to be included in students’ grades at the reduced 10 percent weighting for this year.

We have worked with Questar to determine the following timeline for when you can expect to have raw scores based on when they receive materials:

Subpart 1 (ELA 3–8, ENG I-III and USH) received by Questar All other test materials received by Questar Anticipated raw score file delivery date
On or before April 28 Wednesday, May 10 Monday, May 22*
April 29–May 5 Friday, May 12 Tuesday, May 30*
May 6–May 19 Friday, May 19 Monday, June 5*

*The raw score file dates are projected based on Questar’s anticipated timeline for scoring and processing.

That’s a pretty tight turnaround. The email I have on this has a time stamp of 8:45 PM — so, most people got this pretty late in the evening or read it on the 11th at the office.

But, reading it on the 11th was pretty useless since the deadline was the 10th. Oh, and getting the email on May 10th in the evening (or even during the day) was also pretty worthless.

Of course, if you acted quickly, you could get everything to Questar by May 12th and get scores back the week of May 30th. Sure, that’s after school’s out, but it would likely only mean a brief delay in report cards. But that would also mean you spent all of May 11th coordinating the logistics of getting scores to Questar the NEXT DAY.

Telling someone about a deadline that has already passed is not helpful.

Also odd is this wording about the three timelines released in response to Clarksville-Montgomery County’s results:

“We provide three different timelines for a reason, and all are equally fine and acceptable for districts to be on. We are neutral on which deadlines districts meet, and it is reasonable that larger districts would need additional time to ship materials back and may use the entire window to do so. We have always fully expected that we will have districts on all three tracks based on their local decisions.” Assistant Education Commissioner Nakia Towns confirmed that with this comment: “We emphasized that there was no “miss” of deadlines. We just provided three timelines.”

On May 3rd, the word from the Department of Education was that most districts were on track and that most districts would have scores back by the week of May 22nd. Then, on May 10th, it turns out May 10th is the deadline for getting scores back the week of May 22nd. Want scores the week of May 30th? Better get them together by May 12th — essentially a one day notice.

So, now we end up with more than 75% of districts NOT getting raw scores back by the end of May.

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


 

 

 

 

Not Exactly Helpful

In a story yesterday about TNReady scores not being ready in time to be counted in student final grades, I noted a statement published in the Clarksville Leaf-Chronicle and attributed to Tennessee Department of Education spokesperson Sara Gast. Here’s that statement again:

But Sara Gast, spokeswoman for the state Department of Education, said school districts would receive their scores based on how quickly they returned their materials.

This was the first week school districts could receive data back, and districts across the state will get their scores on a rolling basis over the next couple of week through the week of June 5, she said.

She said some districts will not get their scores in time to be counted in final grades “because they did not meet the deadlines.”

Since then, Clarksville-Montgomery County Schools has posted an update on their Facebook page:

The state department of Education has clarified that CMCSS did NOT miss any deadlines. According to Sara Gast from the Tennessee Department of Education, “We provide three different timelines for a reason, and all are equally fine and acceptable for districts to be on. We are neutral on which deadlines districts meet, and it is reasonable that larger districts would need additional time to ship materials back and may use the entire window to do so. We have always fully expected that we will have districts on all three tracks based on their local decisions.” Assistant Education Commissioner Nakia Towns confirmed that with this comment: “We emphasized that there was no “miss” of deadlines. We just provided three timelines.”

What’s not clear from this statement is whether it was anticipated that scores would not be ready by the end of school depending on the track chosen by districts.

It’s also interesting how the DOE’s explanation has shifted from blaming districts for missing deadlines to now saying that having more than 75% of districts not getting scores back before the end of the year was the plan all along.

I offered a solution yesterday. It’s simple, really.

Stop using this single test as the primary indicator of student performance, teacher effectiveness, and school accountability.

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


 

 

The Buck Stops Nowhere

By now it is clear that TNReady simply didn’t go as planned this year. Sure, the tests were administered and students completed them — largely on pencil and paper. But, the raw data from the tests used to generate the “quick scores” for student grades isn’t getting back to districts on time. At least not in time to include it in report cards.

The Department of Education says that’s the fault of districts. Here’s how a TN DOE spokesperson explained it to the Clarksville Leaf-Chronicle:

But Sara Gast, spokeswoman for the state Department of Education, said school districts would receive their scores based on how quickly they returned their materials.

This was the first week school districts could receive data back, and districts across the state will get their scores on a rolling basis over the next couple of week through the week of June 5, she said.

She said some districts will not get their scores in time to be counted in final grades “because they did not meet the deadlines.”

The district says that’s simply not the case and that they met the established timeline:

Shelton said tests from all Clarksville-Montgomery County schools were definitely turned in according to the state’s timeline to have them back before schools let out Wednesday, and the school district was not at fault.

All of this may sound a bit familiar to those who watched the blame game play out last year during the total meltdown of TNReady.

Then, neither testing vendor Measurement, Inc. nor the Department of Education took responsibility for a test that clearly failed.

Here’s what’s interesting this year. The state admits that more than 75% of districts will not get scores back on time. This, they claim, is because of missed deadlines. Districts dispute that claim.

Educators will tell you that if more than 75% of students miss a test question or fail a test, there’s a problem – and the problem is with the question or the test, not the students. More than 75% of districts supposedly missed established deadlines. It seems clear the Department of Education has a problem. It’s also clear that adults are failing kids.

Students are told the tests matter. They are told the tests factor into grades. Schools are held accountable based on results. Despite statistical validity issues, the test is used to evaluate teachers — so, those teachers reinforce the importance of the test to their students.

Then, after the answer sheets have been bubbled in and the test booklets sent to the vendor for grading, students are told the tests won’t count. Or, they may count, but report cards will be late. But it’s okay. The adults got it wrong. Just keep showing up and taking the test seriously. No big deal.

If you want the students to take testing seriously, you should take your job seriously. This is the fourth year in a row that there have been challenges with testing and/or returning results. When district leaders have stood up and spoken out, Commissioner McQueen has threatened to withhold funding.

Here’s a crazy idea: Stop using this single test as the primary indicator of student performance, teacher effectiveness, and school accountability.

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


 

 

Rhetoric vs. Reality: TNReady 2017 Edition

Here’s what Commissioner of Education Candice McQueen had to say about this year’s TNReady tests in an email sent to educators on May 16th:

This year’s administration of TNReady was a success, both online and on paper, in schools across Tennessee. Thank you for you partnership and for preparing students with strong instruction every day. Stay tuned as we continue to share updates and resources.

Since then, it’s become clear that TNReady results won’t actually be ready for most districts in a timely fashion — meaning they’ll either be excluded from student grades or report cards will be held until results are available.

WPLN’s Blake Farmer reports on the scope of the problem:

The state department of education says less than a quarter of districts finished testing in time to get the results by the end of May. For those that did wrap up early, they started getting results back this week.

Yes, that’s right. More than 75% of districts won’t have results back before the end of May.

That’s an odd definition of success.

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


 

McQueen Joins Chiefs for Change

Education Week reports that Tennessee’s Education Commissioner, Candice McQueen, has joined education reform group Chiefs for Change. Her predecessor, Kevin Huffman, was also a member of the group that has advocated for expanding charter schools and using value-added data in teacher evaluations.

Here’s more:

Chiefs for Change, once part of the former Florida Gov. Jeb Bush’s Foundation for Excellence in Education and comprised solely of state education chiefs, has spun off as an independent organization.

And on the addition of McQueen among the group’s four new members:

The lone state chief in the group is Candice McQueen, Tennessee’s commissioner of education.

While McQueen has been Tennessee’s Education Commissioner for three years now, she is new to Chiefs for Change.

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


 

Definitely Not Ready

Last year, I wrote about how Tennessee students, teachers, and parents have come to expect that there will be issues with state tests and timely distribution of results. Last year was the biggest testing disaster in recent memory, but it seems there are problems popping up again this year.

Williamson County Schools recently posted this message about TNReady results and report cards:

The State Department of Education has notified the district that results from this spring’s TNReady testing will be delayed so grades cannot be calculated by the timeline established. The district is in the planning stages of determining how to proceed.

“We are disappointed in this delay,” said Superintendent Dr. Mike Looney. “The school district is preparing an action plan so we can accurately communicate to parents how their student performed during the 2016-17 school year.”

This marks the fourth consecutive year the state has not been able to produce testing results as promised.

Interestingly, earlier this week, Commissioner of Education Candice McQueen declared TNReady a “success.”

Here’s what Chalkbeat reported:

Testing results won’t be in for months, but Education Commissioner Candice McQueen is giving this year’s TNReady run an A-plus.

TNReady’s second year — and first full year for grades 3-8 — was a success on both paper and online, McQueen told education stakeholders in an email on Monday.

While the administration of the test may have been uneventful, the release of scores is proving problematic. I wrote in December about the State Board of Education getting involved late in the game on whether and how much TNReady scores should count in student grades.

Now, with a delay in scores being released, local school boards will have to decide what to do with the results. Will they hold report cards until quick scores can be reported OR will they release report cards with grades that don’t include TNReady scores?

In either case, we’re now on year four of testing trouble in Tennessee. Will next year continue the cycle?

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


 

Opportunity to Learn

Natalie Coleman, Sumner County Teacher and HSG Tennessee Teacher Fellow

originally posted on TNTeacherTalk

 

Any teacher can tell you that students who miss too much school are at a disadvantage compared to their peers. Regardless of whether absences are a result of illness, personal reasons, or suspensions, missed time in school is detrimental to the individual student’s learning. The Tennessee Department of Education hopes to improve students’ opportunity to learn by reducing absenteeism. In Tennessee’s Every Student Succeeds Act (ESSA) plan, one nonacademic indicator for school and district accountability is the “chronically out of school” metric, which will evaluate progress in reducing the number of students who miss ten percent or more of the school year.

Before finalizing the state’s ESSA plan, the TDOE tasked the Hope Street Group Tennessee Teacher Fellows with collecting feedback from teachers across the state of Tennessee about their experiences with chronic absenteeism and with student discipline. This spring, the Fellows released a report based on the valuable input of over 2,000 teachers who participated in an online survey and nearly 400 who provided their insights in focus groups. The report includes six recommendations that the Fellows presented to Commissioner McQueen and the TDOE and is now available for the benefit of all stakeholders in Tennessee education.

The report details the results of the survey and summarizes the trends of teachers’ comments in focus groups, and a look through the report shows many connections between teachers’ experiences and the recommendations made to the Department of Education.

Recommendation 1 focuses on helping schools and teachers address the problem of students chronically missing school. Based on the survey data, even though 95% of teachers affirmed that chronic absenteeism affects student achievement, many teachers also reported that they have received little or no training in how to reduce student absences. 90% of teachers reported that they had not received training on strategies for reducing chronic absenteeism, and 92% reported that they were unfamiliar or only somewhat familiar with the state’s initiatives in addressing this issue. In response to this feedback, the Fellows recommend, “To ensure that teachers are fully aware of TDOE efforts, CORE offices could build teacher awareness of the draft ESSA plan (2016) through trainings that highlight key plan features that are designed to reduce chronic absenteeism.”   

Recommendation 2 seeks to provide schools and teachers with more resources to address this issue. On the Fall 2016 survey, 69% of teachers reported that they believe problems at home are the most significant barrier to student attendance, but only 30% report that they are aware that Family Resource Centers are available to help families and students who struggle with absenteeism. In fact, teachers who chose to write in their own answers about the family support services offered by their schools overwhelmingly responded with none. As a result, the second recommendation says, “To alleviate teacher concerns about this issue, TDOE could build awareness of an increased TDOE focus in 2017 on reducing chronic absenteeism through Family Resource Centers. Additionally, TDOE could remind teachers of the 103 Family Resource Centers in 78 districts and highlight the various needs-based services and training provided to parents and families through these centers.”

Recommendations 3 and 4 focus on student behavior and discipline. In focus groups, teachers shared various obstacles they encounter in implementing effective discipline policies. The third recommendation connects these teacher concerns to resources the TDOE could provide in conjunction with Response to Instruction and Intervention for Behavior (RTI2-B): “Because TDOE focuses on RTI2-B in the draft ESSA plan (2016), TDOE could expand the RTI2-B framework to reach more districts and schools through CORE offices or Tennessee Behavior Supports Project (TBSP), thereby providing additional targeted support in areas highlighted as obstacles by teachers.” The fourth highlights strategies for improving student behavior that are both research-based and frequently cited by teachers themselves in their focus group responses: “Through CORE offices or Tennessee Behavior Supports Project (TBSP), TDOE could emphasize how the following teacher suggestions for improving student behavior are research-based and addressed in RTI2-B: promoting positive behavior and prevention efforts and encouraging restorative behavior practices; involving parents in student behavior efforts; nurturing positive student-teacher relationships; and providing appropriate consequences in response to student behavior issues.” This recommendation encourages the TDOE to promote these research-based practices which teachers also know to be effective.

Recommendation 5 addresses the all-too-familiar concern of bullying in school. 14% of teachers report they feel unprepared or very unprepared to handle incidents of bullying in their classrooms, and 20% rate the effectiveness of their schools’ response to bullying as ineffective or very ineffective. These numbers show that many schools and teachers need additional support in addressing the issue of bullying and validate the fifth recommendation: “Because 20 percent of teachers shared that their schools’ response to bullying is ineffective, TDOE could provide resources to CORE offices for dissemination to districts and schools.”

Recommendation 6 highlights previous Hope Street Group findings about RTI2 and urges using prior teacher feedback to inform implementation of RTI2-B, Response to Instruction and Intervention for Behavior, which features in the state’s draft ESSA plan. This recommendation reads: “TDOE could revisit the recommendations provided in the Spring 2016 Hope Street Group Report on RTI2, including those related to scheduling and structuring RTI2; promoting whole school support and reducing negative perceptions of RTI2 effectiveness; and providing funding for additional RTI2 resources (e.g., professional development) and staffing.” This previous report, detailing teacher feedback regarding RTI2, is also available on the Hope Street Group website.

To learn more, visit the Hope Street Group Tennessee Teacher Fellows website and download the full 2016-17 report. You can also stay connected by liking and following the Tennessee Teacher Fellows’ Facebook page, Tennessee Teacher Voice.

 

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


 

Vouchers: The Ultimate Non-Solution

Education Commissioner Candice McQueen expressed frustration recently at years of ineffective education reform efforts. Specifically, she said:

“We can’t keep throwing $10 million, $11 million, $12 million, $15 million at solutions that are not solutions,” she told legislators on House education committees.

McQueen was lamenting the lack of progress made in school turnaround efforts and pointing lawmakers toward proven solutions. In fact, she noted the state’s ESSA plan focuses on strategies that have gotten results:

While McQueen didn’t single out specific turnaround initiatives, she stressed that Tennessee needs to focus on what has worked — specifically, at 10 schools that have been moved off the state’s priority list so far and have undergone case studies. McQueen named common themes: strong school leaders, quality instruction, and community and wraparound supports, such as mental health care services.

Candice McQueen is frustrated, and rightly so. As a result, her Department of Education is using ESSA to focus Tennessee’s school improvement efforts and even rein-in the Achievement School District (ASD).

What’s interesting in all of this, then, is that some state lawmakers seem intent on pushing through a voucher program for Shelby County.

McQueen told lawmakers they can’t keep throwing millions of dollars at solutions that are not solutions. But, according to the Fiscal Note on SB 161/HB 126, the bill will result in spending nearly $9 million on the voucher “solution” next year and more than $18 million per year once fully implemented. Of course, those estimates assume the program doesn’t expand beyond Shelby County.

A voucher program that started small in Indiana just five years ago now costs that state $131 million per year.

Talk about an expensive non-solution. In fact, the most recent research indicates that vouchers actually can have a negative impact on student academic achievement.

Kevin Carey summarizes:

The first results came in late 2015. Researchers examined an Indiana voucher program that had quickly grown to serve tens of thousands of students under Mike Pence, then the state’s governor. “In mathematics,” they found, “voucher students who transfer to private schools experienced significant losses in achievement.” They also saw no improvement in reading.

The next results came a few months later, in February, when researchers published a major study of Louisiana’s voucher program. Students in the program were predominantly black and from low-income families, and they came from public schools that had received poor ratings from the state department of education, based on test scores. For private schools receiving more applicants than they could enroll, the law required that they admit students via lottery, which allowed the researchers to compare lottery winners with those who stayed in public school.

They found large negative results in both reading and math. Public elementary school students who started at the 50th percentile in math and then used a voucher to transfer to a private school dropped to the 26th percentile in a single year. Results were somewhat better in the second year, but were still well below the starting point.

In June, a third voucher study was released by the Thomas B. Fordham Institute, a conservative think tank and proponent of school choice. The study, which was financed by the pro-voucher Walton Family Foundation, focused on a large voucher program in Ohio. “Students who use vouchers to attend private schools have fared worse academically compared to their closely matched peers attending public schools,” the researchers found. Once again, results were worse in math.

So, we have an Education Commissioner pleading with the General Assembly to focus on what works AND we have evidence from other states telling us vouchers don’t get the job done. At the same time, we have evidence from schools right here in Tennessee that tells us what IS working.

It’s time for the Tennessee General Assembly to heed the advice of Candice McQueen and stop attempting to throw millions of dollars at “solutions that are not solutions.”

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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