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PET Releases Testing Survey

Professional Educators of Tennessee (PET) released a survey this week on teacher attitudes toward standardized testing.

Here’s the release and a link to a detailed report:

In April of 2015, Professional Educators of Tennessee surveyed Tennessee educators regarding their opinion of standardized testing in the state of Tennessee. The survey was distributed via email to all members and on social media, as well as being made available to all educators on the Professional Educators of Tennessee website.

208 educators completed the survey, with 134 being classroom teachers. Eighty-five percent of educators stated that standardized testing takes up “too much” of classroom instructional time. And, as the state moves to online testing, there appear to be numerous glitches in the testing procedure.

Based on the survey results, PET recommends:

Based on these survey results, standardized testing in Tennessee proves to be a major driving force in classroom instruction. This survey indicates that virtually every school has broadband internet, yet 89% indicated there were issues with the online testing provided.   These issues can and will negatively impact tests results. Professional Educators of Tennessee proposes that all testing continue to be done on paper/pencil OR that testing sessions interrupted by technical difficulties be coded in a special way and either discarded or given again, with different test items, OR that schools endure the tests with possible difficulties with technology and be held harmless until the percentage of tests taken without technical interference or interruption reaches a threshold of 95% or higher.  Also, before a teacher’s TVAAS scores are linked to students’ testing performance, these online testing malfunctions (computers/websites freezing, connectivity issues) must be addressed.

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

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When 4=2

In preparation for next year’s TNReady exams, it seems the Department of Education is already using some new math. While the General Assembly appropriated a $100 million increase in teacher compensation, an amount equivalent to a 4% raise, the Department is recommending that the State Board of Education adjust the state’s minimum salary schedule by only 2%.

Commissioner of Education Candice McQueen revealed the proposed recommendation in an email to Directors of Schools:

Directors,

Tennessee law requires the commissioner of education to present annually to the State Board of Education a state minimum salary schedule for the upcoming school year. Historically, the board has adopted the schedule at its regular July meeting after the conclusion of the legislative session and the adoption of the state budget. This year, in response to district communication and feedback, the board will consider the issue at a specially called meeting set for June 9.

The FY 16 state budget includes more than $100 million in improvements for teacher salaries and represents a four percent improvement to the salary component of the Basic Education Program (BEP). Because the BEP is a funding plan and not a spending plan, the $100 million represents a pool of resources from which each district will utilize its portion to meet its unique needs. The structural change in the state salary schedule in July 2013 recognized this inherent flexibility in the BEP by lessening the rigid and strict emphasis on years of experience and degrees and providing more opportunity for districts to design compensation plans based on a number of factors. At the same time, while recognizing the value, appeal and need for maximum flexibility, the state board has stressed the desire to improve teacher compensation, particularly minimum salaries, and Gov. Haslam has outlined his goal for Tennessee to be the fastest improving state in teacher compensation.

Considering this background information as well as feedback from districts and in an effort to provide districts with as much information as possible as early as possible, we want to inform you today that the department will propose increasing the base salary identified in the state minimum salary schedule from $30,876 to $31,500. This represents a two percent adjustment and will impact the other six cells on the state schedule accordingly. For example, the current minimum for a Bachelor’s Degree and 6-10 years of experience is the BASE SALARY + $3,190 or $34,066 (BASE of $30,876 + $3,190). The proposed minimum for the 2014-15 school year for this same cell will be $34,690, which represents the new recommended BASE SALARY of $31,500 + $3,190.

We believe this proposal strikes the right balance between maximum flexibility for school districts and the recognized need to improve minimum salaries in the state. For the large majority of districts, the proposal does not result in any mandatory impact as most local salary schedules already exceed the proposed minimums. For these districts, the salary funds must still be used for compensation but no mandatory adjustments to local schedules exist.

The current state salary schedule can be viewed here for a determination as to how your particular district may be impacted.

Two years ago, the state adopted a new salary schedule at the recommendation of then-Commissioner Kevin Huffman. This schedule gutted the previous 20 step schedule that rewarded teachers for their years of experience and acknowledged the work of earning advanced degrees. Historically, when the General Assembly appropriated funds for a raise, the Commissioner of Education recommended the state minimum salary schedule be adjusted by the percentage represented by the appropriation. So, if the General Assembly increased BEP salary appropriations by 2%, the State Board would raise the state minimum salary schedule by 2%.

This adjustment did not necessarily mean a 2% raise on teacher’s total compensation, because many local districts supplemented teacher salaries beyond the state required minimum. The 2% increase, then, was on the state portion of salaries. Some districts would add funds in some years to ensure their teachers got a full 2%, for example. And in other cases, they’d only get the increase on the state portion. Still, under the old pay scale, teacher salary increases roughly tracked the appropriation by the General Assembly.

Here’s a breakdown of average teacher salary increases compared with BEP increases in years prior to the new salary schedule:

FY                     BEP Salary Increase                     Actual Avg. Pay Increase

2011                  1.6%                                                 1.4%

2012                 2.0%                                                2.0%

2013                2.5%                                                 2.2%

These numbers indicate a trend of average teacher pay increases tracking the state’s BEP increase. In FY 2014, however, immediately after the state adopted a new pay scale designed to build in flexibility and promote merit pay, the General Assembly appropriated funds for a 1.5% salary increase and average teacher pay increased 0.5% — teachers saw 1/3 of the raise, on average, that was intended by the General Assembly.

Why did this happen?

First, nearly every district in the state hires more teachers than the BEP formula generates. This is because students don’t arrive in neatly packaged groups of 20 or 25, and because districts choose to enhance their curriculum with AP courses, foreign language, physical education, and other programs. These add-ons are not fully contemplated by the BEP. And, under the old pay scale, the local district was responsible for meeting the obligation of the pay raise for these teachers on their own. The BEP funds sent to the district only covered the BEP generated teachers. And then, only at 70% of the salary. Now, the district was free to use BEP salary funds to cover compensation expenses previously picked up by local funds.

Instead of addressing the underlying problem and either 1) increasing the base salary used to calculate BEP teacher salary funds or 2) increasing the state match from 70% to 75% or 3) doing both, the state decided to add local “flexibility.”

To be clear, increasing the base salary for BEP funds to the state average would cost $500 million and increasing the state BEP salary match would cost $150 million — neither is a cheap option.

But because every single system operates at a funding level beyond the BEP generated dollar amount, it seems clear that an improvement to the BEP is needed. Changing the BEP allocation to more accurately reflect the number of teachers systems need to operate would improve the financial position of districts, allowing them to direct salary increase monies to salaries.

An additional challenge can be found in Response to Intervention and Instruction — RTI2. While the state mandates that districts provide this enrichment service to students, the state provides no funds for RTI2’s implementation. Done well, RTI2 can have positive impacts on students and on the overall educational environment in a school. Because there is no state funding dedicated to RTI2, however, districts are using their new BEP funds for salary to hire specialists focused on this program.

Here’s the deal: 19 Tennessee school districts pay teachers at levels that mean they’ll have to raise teacher pay if the State Board makes the recommended 2% adjustment. To be clear, the minimum salary a first year teacher can make anywhere in Tennessee is currently $30,876. That will increase to $31,500 if the Board adopts McQueen’s recommendation. Because the 2% only applies to the base number and the other steps increase by a flat amount, a teacher with a bachelor’s degree and 11 or more years of experience will go from a mandated minimum of $37,461 to $38,085.  That’s only 1.67%.

And let’s look at that again: The minimum mandated salary for a teacher in Tennessee with a bachelor’s degree and 11 or more years experience will now be $38,085.

That’s unacceptable.

Instead, policymakers should:

  • Set the minimum salary for a first-year teacher at $40,000 and create a pay scale with significant raises at 5 years (first year a TN teacher is tenure eligible), 10 years, and 20 years along with reasonable step increases in between
  • Fund the BEP salary component at 75%
  • Adjust the BEP to more accurately account for the number of teachers a district needs
  • Fully fund RTI2 including adding a BEP component for Intervention Specialists
  • Adopt the BEP Review Committee’s recommendations on professional development and mentoring so teachers get the early support and ongoing growth they need

The policy reality is those districts at or near the state minimum are the poorest and least able to stretch beyond state funds. Following the proposed recommendation may well serve to exacerbate an already inequitable funding situation.

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

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Just South of Nashville

 

TC Weber offers his take on what’s happening in Williamson County.

Essentially, he’s concerned that parent groups are coming under political fire when they enter the education policy debate. Here are some highlights:

The fine:

The Registry of Election Finance voted to fine Williamson Strong a total of 5K for failure to register as a PAC and failure to file campaign expenditures. That’s right – an organization that doesn’t have a treasurer nor a fundraising mechanism was fined for not declaring themselves a PAC. Either they are the worst PAC ever or there is something a little skewered here.

The Bottom Line:

This past week, I’ve spent a fair amount of time talking to people in Williamson County about these events. What emerges is a convoluted picture that seems to have as much to do with past politics as it does with the current issues. Much of it also seems to be tied to personalities as much as policies. That should not be a surprise to anyone who has been involved with politics. It would take King Solomon to weed through all that has transpired and assign accountability. That’s a task well above my pay grade and not really the point I’m looking to make.

What is important here is to recognize and possibly prevent the use of personal issues to circumvent the democratic process. Parents should absolutely have the right to band together and champion issues they deem important. They should have the right to educate the public without fear of retribution. I obviously don’t endorse slander, but politicians should understand that reaping the benefits of certain entities also means suffering the disadvantages. To argue that there are not outside forces seeking to influence our democratic society through their financial injection, on both sides of the aisle, is either naïve or willfully ignorant.

Parents should not have to go through a cryptic bureaucracy to get involved in policy making that directly affects their children, unless they are actively raising money and financially supporting candidates at a reasonable threshold.

TC’s entire post offers lots of detail about what happened, when it happened, and what it could mean for other grassroots groups. It’s worth a read.

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

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Should Shelby County Schools Sue the State?

Jon Alfuth over at Bluff City Ed says YES!

Here’s the basic reason why:

Education funding has been creeping up slowly, but its not enough. We’re at a critical juncture in urban districts like Shelby County, and the only realistic way we are going to find the funds to adequately support our schools is from the state. Local taxes are tapped out and the district has cut to the bone. And at the same time, the state has indicated very little willingness to adequately fund BEP 2.0.

More on BEP Funding:

Why is He So Angry?

Money Talks

Hungry for BEP Reform

Of Poverty and Teacher Pay

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

 

 

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Candice Clarifies

Commissioner of Education Candice McQueen issued an email to teachers today clarifying an email she sent Monday regarding Tennessee standards and the upcoming TNReady tests.

It seems there was some confusion about what standards to teach in the 2015-16 academic year and what Tennessee standards may look like going forward.

Below is today’s email followed by the one sent Monday:

Teachers,

I’m writing to clarify information I shared on Monday about the standards review and development process. We have received several questions about which standards teachers should use during the 2015-16 school year. We want to make sure that your questions are answered quickly, so you can move into summer with clear expectations for the upcoming school year.

Tennessee teachers should continue to use the state’s current academic standards in English language arts and math, not the previous SPI’s. The current state standards are available on our website.

TNReady, the state’s new and improved TCAP test in English language arts and math, will assess the state’s current academic standards in English language arts and math, not SPI’s.

As we shared on Monday, the standards review and development process that Gov. Haslam and the State Board of Education established last fall will continue. Teams of educators will work to review public input and will then recommend new sets of math and English language arts standards to the State Board of Education to be fully implemented during the 2017-18 school year. TNReady will evolve as our math and English language arts standards do, ensuring that our state assessment will continue to match what is being taught in Tennessee classrooms.

Please feel free to reach out with additional questions or clarifications. We look forward to sharing more information about TNReady and the standards review and development process in the coming weeks.

Best,
Candice

_________________________________________________________________
From: Commissioner.McQueen@tn.gov
Date: Monday, May 11, 2015 3:20 PM
To: Tennessee teachers
Subject: Update on Standards Review Process

Teachers,

The Tennessee General Assembly recently voted to support our administration’s efforts to ensure that Tennessee students graduate from high school ready for post-secondary education or the workforce.

The vote complements the academic standards review and development process established by Gov. Haslam and the State Board of Education last October, and it will maintain the participation of Tennessee educators and parents in the process.

At the conclusion of the review process, Tennessee’s new academic standards, which will include public input and are established by Tennessee educators, will replace the existing set of standards in English language arts and math. These standards will be fully implemented during the 2017-18 school year.

In addition to the teams of educators established by the State Board of Education that will review the existing standards, the adopted legislation also provides for a 10-member standards recommendation committee appointed by the Governor, Lieutenant Governor, and Speaker of the House. This committee will review the recommendations of our educator groups and will then make a final recommendation to the State Board of Education for consideration and approval.

In addition, the state’s academic standards in math and English language arts will also inform and help guide the state’s new assessment, TNReady. TNReady begins during the 2015-16 school year, and it will be aligned to the state’s existing academic standards in math and English language arts. TNReady will then evolve as the standards do, ensuring that our state assessment matches what is actually being taught in Tennessee classrooms.

As I travel around the state listening to teachers, I continue to hear teachers’ confidence in Tennessee’s higher standards and the positive impact they are having on students. I also continue to hear your desire for stability and alignment, so teachers and school leaders can make informed decisions about what works best for your students. We hope this process encourages you to continue on the path that you boldly started – great teaching to high expectations every day – as we all continue to work together to improve the standards during the review process.

We are proud that Tennessee is the fastest-improving state in the nation in student achievement, and your work this year to ensure that Tennessee stays on a path of high academic standards to help continue that success has been critical. Thank you to those that commented on the math and English language arts standards on the review website, www.tn.gov/standardsreview.

I am confident that the process that the General Assembly has now adopted will only enhance our efforts to improve outcomes for all of our students.

We look forward to sharing more updates with you as the standards review and development process continues this summer. Thank you again for all you do in support of Tennessee families and students.

Best,
Candice

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

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Does TN Need Annenberg?

Recently, the MNPS School Board adopted the Annenberg Institute’s standards for the operation and oversight of charter schools.

The measure passed by a 5-3 vote, with charter advocates suggesting the standards may not be necessary.

As Nashville’s education community prepares for a proposed RESET of its conversation, it’s important to understand why standards like those recommended by Annenberg could be helpful in Nashville and, in fact, in all of Tennessee.

First, charters are expensive. According to recent reports, they are becoming a key cost-driver in MNPS. That’s fine, if that’s what the community wants and what students need. But, the Annenberg Standards put into place a level of accountability and transparency designed to prevent fraud and abuse. That protects parents, kids, and taxpayers.

Next, without proper oversight, charters fraud can go unchecked. A recent report out of Louisiana suggests as much:

Louisiana understaffs its charter schools oversight offices and, instead of proactively investigating these schools, relies on charters’ own reports and whistleblowers to uncover problems, according to a report released Tuesday (May 12) by the Center for Popular Democracy and the Coalition for Community Schools. That allows theft, cheating and mismanagement to happen, such as the $26,000 stolen from Lake Area New Tech High and the years of special education violations alleged at Lagniappe Academies.

The challenges faced in Louisiana should be a cautionary tale for those who want to remake MNPS in the mold of New Orleans.

If we’re going to have a new conversation in Nashville about schools, it makes sense to do so under guidelines that foster transparency and accountability, such as the Annenberg Standards. In fact, as Leigh Dingerson from Annenberg suggests, all of Tennessee may well benefit from adopting these standards to govern the operation and oversight of charter schools.

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

 

 

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PET to Host LeaderU

Professional Educators of Tennessee will host a workshop and panel discussions with the theme of “The Future is Now.” The event will be held on June 20th, 2015.

Here are the details from a press release:

Hundreds of educators will gather at LeaderU on Saturday, June
20, 2015 at the Marriott Hotel in Franklin, Tennessee  to discuss the future
of education in Tennessee as well as best practices in teaching and
administration.  This is an event for all educators, public school parents,
business and community leaders, and media who desire a better understanding
of where the state is heading with education.   This year’s theme is “The
Future is NOW.”

Tennessee Commissioner of Education Dr. Candice McQueen will outline the
state’s vision for public education at the event.  Dr. McQueen, a
Clarksville native and former teacher, will share the state’s top education
initiatives and discuss the important role education plays across the state
as well as her story of how she rose through the ranks to become Tennessee’s
chief education official. In the months ahead, Dr. McQueen faces tough
challenges as she strives to earn the trust of educators, superintendents
and lawmakers, revamp more rigorous academic standards, and establish a new
state standardized test called “TNReady
< http://www.tennessee.gov/education/assessment/TNReady.shtml> .”

State Senator Dr. Mark Green will also address attendees, describing ways
educators can become more effective leaders across the state in the
conversation on education. Senator Green draws upon his years of leadership
experience in military service, medical practice, and policymaking to assist
educators in planning their leadership strategies.

 

Other featured presenters:

Dr. Felicia Bates, Instructional Administrator, Lakewood Schools, Henry
County Schools; Adjunct Professor, Freed-Hardeman University; Samantha
Bates, Director of Member Services, Professional Educators of TN; former
middle school teacher; Timothy Carey, Media Arts Instructor, Maxwell
Elementary, Metro-Nashville Public Schools; Tim Childers, Asst. Principal at
the L&N STEM Academy, Knox County Schools; Dr. Timothy Drinkwine, Principal,
Eakin School, Metro-Nashville Public Schools; Dr. April Ebbinger, Director
of Clinical Studies, University of Tennessee – Chattanooga; Leigh Jones,
Director of Aesthetic Education Initiatives for TN Performing Arts Center
(TPAC); Karen Lawson, Social Studies instructor, West Middle School,
Tullahoma City Schools; David Lockett, Instructor, Homer Pittard Campus
School; Adjunct Professor, Middle TN State University; Susan Millican,
Adjunct professor/Professor in Residence, University of TN – Chattanooga;
Dr. Jill Pittman, Principal, Goodlettsville Middle Prep, Metro-Nashville
Public Schools; Tiffany Roan, College Savings Specialist, TN Dept. of
Treasury; Mike Sheppard, Esq., General Counsel for Professional Educators of
Tennessee; Susan Sudberry-, Instructional Technology Specialist, Tullahoma
City Schools

These education professionals will lead a total of 16 sessions such as “Why
Teach Coding?” “Take Charge of Your Professional Learning,” “Your School’s
Social Media Presence: Telling Your Own Story,” and the popular LawTalkC
series. These current issues are tailored to meet the needs of teachers and
administrators at all levels, and multiple classes are available for up to 6
TASL credits. College students and new teachers can also benefit from the
networking opportunity and classes on financial literacy, advice for new
teachers, technology, and project-based learning.

For more information or to register, visit www.leaderutn.com.

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

 

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Will It Ever Happen?

Just over two years ago, I proposed an education agenda that was an alternative to the education reform status quo. I lamented the focus on vouchers and teacher merit pay and called for an investment in and support for proven initiatives that would move Tennessee schools forward.

A lot has happened in Tennessee since then. The legislature even passed a very limited voucher scheme this year. The primary voucher vehicle, however, was defeated for the third consecutive legislative session.

But, what’s happening on issues like Pre-K and teacher mentoring? Well, not much. So, here’s a look at the agenda items I put forward two years ago and any action that’s happened on those items:

We should expand the Pre-K program to serve all at-risk four-year-olds by 2017. 

Despite Governor Haslam saying that Pre-K expansion might be a good thing, there’s been no legislative push to expand the state’s voluntary Pre-K program. The state did pursue (and win) federal funds to allow Memphis and Nashville to expand their Pre-K programs.  However, State Representative Glen Casada did sponsor legislation (HB159) that would have prevented the disbursement of those federal funds since the application did not include all counties in the state. That legislation is on hold in the House Local Government Subcommittee. Between Casada’s bill and efforts by Rep. Bill Dunn, there is serious concern that Pre-K funding could be in jeopardy in 2016. Certainly, that means Tennessee won’t be talking about expanding its Pre-K program to serve all at-risk four-year-olds by 2017.

Tennessee policy-makers should build and launch a new BEP formula in time for the 2015-16 academic year.

This has not been done. Governor Haslam has appointed a task force to study the BEP and that group has yet to issue a final recommendation. In the meantime, a lawsuit claiming the BEP is inadequate was filed this year. In terms of both equity and adequacy, it appears the BEP is broken.

There’s not a new BEP formula for 2015-16 and it remains to be seen if the Task Force appointed by Haslam will make proposals for meaningful improvements by the 2016 legislative session.

Tennessee policy-makers should build a new teacher mentoring program and ensure every new teacher has a trained mentor by the 2016-17 academic year.

Nothing has been done on this. At all.

Tennessee policy-makers should raise the starting pay for all teachers to $40,000 and adjust the pay scale to improve overall compensation by the 2015-16 academic year.

Governor Haslam did promise a teacher pay raise in 2014, only to back down when the revenue picture got a little less rosy. This year, the Governor’s budget includes $96 million in new money for teacher pay, but that doesn’t mean a 4% raise for all teachers. Tennessee’s starting teacher pay is nowhere near an average of $40,000, though State Rep. Jason Powell of Nashville offered a proposal to increase the BEP allocation for teacher pay by $10,000, at a cost of $500 million a year. Powell’s proposal would have brought Tennessee close to the goal of a significantly improved starting pay number for our state’s teachers. But, the price tag was deemed too high and the effort was delayed.

There is much to do for Tennessee schools — efforts that would improve the classroom environment, provide support for teachers, add resources to students, and relieve the tax burden on local governments. So far, these initiatives have either not been discussed or have been put off in favor of education reform fads. There is another legislative session in 2016, of course. And there’s always hope that either a lawsuit or elections or both will cause the General Assembly to re-focus its attention on the investments our state needs to move forward.

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

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MNPS and Annenberg

Last week, the Metro Nashville School Board passed a resolution supporting adoption of recommendations by the Annenberg Institute on School Reform for the operation of charter schools.

The standards include:

  • Traditional school districts and charter schools should collaborate to ensure a coordinated approach that serves all children
  • School governance should be representative and transparent
  • Charter schools should ensure equal access to interested students and prohibit practices that discourage enrollment or disproportionately push-out enrolled students
  • Charter school discipline policy should be fair and transparent
  • All students deserve equitable and adequate school facilities.  Districts and charter schools should collaborate to ensure facility arrangements do not disadvantage students in either sector
  • Online charter schools should be better regulated for quality, transparency and the protection of student data
  • Monitoring and oversight of charter schools are critical to protect the public interest; they should be strong and fully state funded

The adoption of the standards comes after MNEA and TREE advocated for them at a recent meeting, and the move was driven by Board member Amy Frogge.

Two recent reports indicate charter growth carries a significant cost to MNPS.

First, a report by MGT of America noted:

“… it is clear that charter schools impose a cost on MNPS – both directly and indirectly.  It is also clear … that the loss of operating funds caused by the transfer of revenue cannot likely be made up through a reduction in capital or facility costs.  Therefore, approving future charter schools does potentially meet the “bar” described in  Tennessee Code Annotated 49-13-108(b) which encourages local boards of education to consider fiscal impact in determining whether new charter schools may be “contrary to the best interest of the pupils, school district or community.”

More recently, the Operational and Performance Audit of MNPS found:

“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.”

Because of these costs, it seems sensible for MNPS to put into place provisions designed to prevent fraud and promote transparency.

Leigh Dingerson of the Annenberg Institute, spoke at the Board meeting and noted in separate comments that a statewide adoption of the standards could protect taxpayers going forward. She said that while most charters operate with integrity, the standards can provide a means of catching bad actors before serious problems arise.

Here’s Dingerson in her remarks before the MNPS Board:

 

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

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Is John Oliver Reading TN Ed Report?

John Oliver recently took on the issue of standardized testing and it sounds like he’s been reading Tennessee Education Report. In 18 brilliant minutes, he hits on a number of topics covered here time and again.

Oliver discussed teacher merit pay, the recruiting tactics of testing companies, value-added assessment, and testing transparency.

Back in 2013, Tennessee’s State Board of Education moved toward merit pay based on value-added data.

This year, while adding nearly $100 million to the pot for teacher compensation, Governor Haslam continued a push for merit pay.

While Oliver noted that Pearson recruits test scorers on Craigslist, Tennessee’s new testing vendor, Measurement, Inc. uses the same practice.

And of course, there’s the issue of value-added assessment — in Tennessee, called TVAAS. While it yields some interesting information, it’s not a reliable predictor of teacher performance and it’s going to be even more unreliable going forward, due to the shift from TCAP to TNReady. Here’s what we’ve learned from TVAAS in Tennessee:

In fact, this analysis demonstrates that the difference between a value-added identified “great” teacher and a value-added identified “average” teacher is about $300 in earnings per year per student.  So, not that much at all.  Statistically speaking, we’d call that insignificant.  That’s not to say that teachers don’t impact students.  It IS to say that TVAAS data tells us very little about HOW teachers impact students.

Surprisingly, Tennessee has spent roughly $326 million on TVAAS and attendant assessment over the past 20 years. That’s $16 million a year on a system that is not yielding much useful information.

And then there’s testing transparency. Oliver points out that it’s difficult if not impossible to get access to the actual test questions. In fact, Tennessee’s testing vendor, Measurement, Inc., has a contract with Utah’s testing vendor that involves a fine if test questions are revealed — $5000 per question:

The contract further notes that any release of the questions either by accident or as required by law, will result in a fee of $5000 per test item released. That means if Tennessee wants to release a bank of questions generated from the Utah test and used for Tennessee’s assessment, the state would pay $5000 per question.

Here’s the clip from John Oliver:

 

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