After languishing for decades, Tennessee is now considered a pioneer in education improvement circles, while its standing on national tests has risen from the bottom to the middle of the pack over the last decade.
Quick to embrace higher academic standards, the state also explored new strategies to transform struggling schools and adopted a controversial teacher evaluation system grounded in student performance. With its 2010 federal Race to the Top award, it poured millions of dollars into teacher training and coaching.
So it was dumbfounding this spring when a third straight year of problems emerged with TNReady, the standardized test that’s the centerpiece of Tennessee’s policy agenda aimed at becoming a national leader in student achievement.
After a failed rollout of computerized testing in 2016 and scoring issues in 2017, the stakes had never been higher to administer the test successfully.
But on the very first day, thousands of students struggled to advance past the login page — and things went downhill from there. Subsequent testing days were marred by a cyber attack, a fiber optic cable cut by a dump truck in rural Tennessee, and a systems design error that made 1,400 students take the wrong exam.
By the time the state limped across the finish line last week, technical glitches had interrupted more than half of the original testing days, and state lawmakers had passed emergency legislation weakening how the results can be used.
“We’ve failed significantly with TNReady — not once, not twice, but three times,” said Rep. Craig Fitzhugh, a Democratic candidate for governor and member of a House education committee. “It hurts systems that are already beset with credibility problems.”
Now, many stakeholders worry that public outcry over this year’s sloppy testing will unravel years of carefully crafted accountability work in public education.
An early sign came when lawmakers stepped in before testing was even finished to shield students, teachers, schools, and districts from the state’s score-driven accountability systems.
“It happened so quickly and passed with such a large majority that it was jarring to those of us who thought we had some serious momentum with the systems we’ve been working on for years,” said Gini Pupo-Walker, leader of the Tennessee Educational Equity Coalition and a member of the state’s testing task force.
“It’s created this environment of instability going into a gubernatorial election year, and you begin to wonder what else could be wiped away.”
Politics of education
Over the last 16 years, Tennessee has managed to follow the same general roadmap for improving its schools — first under the administration of Democrat Phil Bredesen and now under Republican Bill Haslam.
But this year’s near meltdown of testing has put Haslam’s administration on the defense in the governor’s final year in office.
Education Commissioner Candice McQueen and her team are trying to see if the test results are valid and how they can be used. They’re also in daily talks with the U.S. Department of Education over whether the state’s emergency TNReady laws conflict with a federal law that requires student achievement-based accountability.
Haslam will do damage control this week after returning from an overseas economic development trip. He’s expected to beat the drum about the role of a state test as a measuring stick to ensure that children are learning and taxpayers get their money’s worth for the billions spent on schools.
McQueen offered an early glimpse at the messaging late last week. She said this year’s poor delivery of a computerized exam under testing company Questar does not mean that the exam itself is bad.
“We need to continue on the path that we’re on because we are much closer to success than not.”
Candice McQueen, commissioner of education
“We have an exceptional test,” McQueen told Chalkbeat on Friday, adding that the fix needs to come with how testing is administered. She added that it would be a mistake to change course on the state’s education agenda.
“The three things that we have focused on — high standards, rigorous assessment, and greater accountability — have been the backbone of much of our success in Tennessee,” she said. “We need to continue on the path that we’re on because we are much closer to success than not.”
Tension with testing
Indeed, national test results have been encouraging. Tennessee’s ACT average finally hit a modest milestone last year, and scores on several national tests are up since 2011. Just months ago, the state was basking in the glow of a massive Stanford University analysis showing Tennessee’s academic gains have outpaced the rest of the South — and much of the nation.
But testing that exceeds federal requirements has taken its toll on school communities, partly because districts have introduced extra exams to make sure students and teachers are on target leading up to TNReady.
“I think we’ve gone dramatically overboard with testing,” said Dan Lawson, a superintendent in Tullahoma. “Everybody felt a very heavy hand on them when it came to this year’s assessment.”
That tension bubbled up last month during legislative hearings amid the online testing interruptions.
“What we have created, I’m afraid, is a culture of testing instead of a culture of teaching,” Rep. Sheila Butt told McQueen.
The Republican from Columbia went on to read a letter from one teacher: “I’m not sure this year if we’re actually wanting academic accountability,” the teacher wrote, “or if we’re merely testing our students’ resilience in the face of obstacles and our teachers’ patience with the new system.”
Sen. Dolores Gresham, who chairs her chamber’s education committee, offered another viewpoint.
“I remember a retired teacher telling me one time that she just wanted to be left alone, close the door, and she would go into her classroom and teach. And I wanted to tell her that that’s how we got to be 46th in overall student achievement,” said the Somerville Republican, “because we did not know what was going on in that classroom.”
“We have got to know,” Gresham concluded. “We have got to be able to evaluate and know what to do going forward.”
Joshua Glazer, a professor and researcher at George Washington University, said it’s understandable that frustrations with TNReady could amplify concerns about testing in general. But he cautioned against any knee-jerk reaction that minimizes assessments.
“We haven’t gotten the testing and accountability thing right yet, for sure,” said Glazer, who has followed Tennessee education policy. “But that doesn’t mean we want to go back to the 1980s when everybody could do whatever they wanted and we saw massive inequality in opportunity as a result.”