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



PET Agenda

Professional Educators of Tennessee (PET) recently released their 2014 legislative agenda.  They have three key areas of focus for the upcoming legislative session.

1) Teacher Licensure. PET is asking for a straightforward, common sense appeal process to address concerns regarding the proposed changes to teacher licensure. PET has also been asking for the suspension of the use of TVAAS data until Common Core is fully implemented. The group also mentions a need to focus on teacher remediation and targeted professional development.

2) Student/Teacher Data. PET is seeking legislation that will ensure the privacy of both student and teacher data.  Specifically, they want to ensure no personally identifiable data on students and their families religion, political affiliation, psychometric data, biometric information, or voting history is collected or otherwise tracked and that such data is not provided to either the federal government or private vendors.  They are also seeking limits on who may access teacher evaluation data.

3) Testing. PET notes the “overuse of testing in our schools” as a key area of concern.  While PET notes that testing comes with good intentions, the result of an increased focus on testing is now a “detriment to public education.” PET suggests policies that find a balance between the need to assess in order to gain knowledge about what’s working and what’s not working for kids and the over-reliance on tests for uses beyond their intended, useful purpose.

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