TCAP

State officials apologize to educators, citing miscommunication about recent TCAP results

PHOTO: Creative Commons / timlewisnm

Even as the Tennessee Department of Education has pledged to increase trust over statewide assessments, some educators have alleged that recently released scores appear to be inflated, prompting state officials to blame a miscommunication and clarify what the new scores mean.

Last week, the state released “quick scores” from this year’s TCAPs so that teachers could incorporate those preliminary achievement test scores into final grades. Educators generally were surprised that the quick scores, which by law are released weeks after students take the assessments, generally are higher than expected.

But some educators questioned whether this year’s scores were inflated to justify and affirm statewide education reforms instituted during the last five years.

State officials have since issued a letter of apology clarifying that this year’s quick scores don’t mean what they have in previous years. Until this year, quick scores were tied to performance levels used for accountability: anything below 70 meant below basic, a 70-84 was basic, 85-92 meant proficient, and 93-100 meant advanced.

Last fall, however, state officials opted against releasing performance levels with quick scores, changing the relationship between the two metrics. Thus, an 85 might not equate to “proficient.”

In a May 22 letter sent to school directors statewide, state officials acknowledged that they never formally communicated the change to district officials, though they did inform testing coordinators.

The letter was sent by Nakia Towns, assistant commissioner for data and research, and said:

“Our goal is to communicate early and often regarding the calculation and release of student assessment data. Unfortunately, it appears the office of assessment logistics did not communicate decisions made in fall 2014 regarding the release and format of quick scores for the 2014-15 school year in a timely manner. . . . 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.”

Last year, TCAP scores caused similar confusion among local districts when the Department of Education announced that scores would be delayed, and then released them on time after all.

Here’s the clarification from the state in full:

Editor’s Note: This story has been updated to correct the 4th graf to include the correct grading scale.

Measure of Success

State ratings identify 163 Colorado schools in need of improvement

PHOTO: AAron Ontiveroz/The Denver Post
Students in kindergarten on the first day of school at McGlone Academy.

More than 160 Colorado schools received one of the state’s two lowest ratings, making them eligible for additional assistance but also vulnerable to intervention if they don’t improve student performance.

The watch list comprises 9 percent of Colorado’s 1,800 schools and educate roughly 74,000 students, or 8.5 percent or the state’s almost 900,000 students. That means the vast majority of students in the state attend a school with one of the two higher rankings on the four-point scale.

The State Board of Education finalized the ratings Wednesday. The state gives separate district-wide ratings, which were finalized last month.

“The state’s accountability system is built on the premise that all students should receive a high quality education and graduate ready for college or careers,” Katy Anthes, Colorado’s education commissioner, said in a statement. “Our goal is to give all students a chance to excel. These designations allow us to identify struggling schools that may need more support to help students achieve their highest aspirations. And they also highlight successful schools so that other schools can learn from them.”

All public schools receive a state rating, known as the School Performance Framework report, each year. It’s based largely on student scores on the state’s English and math tests. Student growth, or how much students learn year-to-year compared to peers with similar results on state tests, carries most weight. High school graduation and dropout rates are also factored in.

Colorado Department of Education

There are four ratings: performance (the highest), improvement, priority improvement and turnaround (the lowest).

Schools and districts that have one of the lower two ratings are placed on a watch list and have five years to improve before facing state intervention. Schools on the list are eligible for grants for leadership training and help from outside consultants, but if change doesn’t come fast enough, the state could hand over control to an external manager, require conversion to a charter, or close schools.

Earlier this fall, the State Board of Education ordered the Adams 14 school district, based in Commerce City, and two schools in Pueblo in southern Colorado to turn over control to external managers after earlier intervention efforts did not produce enough improvement.

Colorado is still figuring out what effective intervention looks like and if outsiders can make a difference for students that existing leadership has not been able to achieve.

Most Colorado schools maintained the same rating they had in 2017, with 15 percent moving down at least one level and 14 percent moving up at least one level. Eighteen schools improved enough to get off the state watch list, which is often known as the “accountability clock,” some after initial state intervention last year.

Six schools are entering their eighth year on the watch list: Aurora Central High School, Adams City High School, Aguilar Junior-Senior High School in the tiny Aguilar district in southern Colorado, Hope Online Learning Academy Elementary School in Douglas County, Heroes Middle School, and Risley International Academy of Innovation, the last two both in Pueblo.

Two are entering year six: Central Elementary School in the Adams 14 district and Minnequa Elementary School in Pueblo.

Another four are entering year five, now the last year to improve before state intervention: Manual High School and Montbello Career and Technical High School in Denver, Mesa Elementary in the Montezuma-Cortez district in southwest Colorado, and EDCSD: Colorado Cyber School in Douglas County.

In the past, some schools received more time to improve because the “clock” was paused for several years as the state changed assessments. But now there are no more extensions beyond year five.

Of the state’s 42 online schools, a little more than half received one of the top two ratings, and 31 percent did not report enough data for the state to grant a rating. Colorado has more stringent regulations of online schools than many states, but there is an ongoing debate about how well these schools serve students.

About 84 percent of the state’s 247 charter schools received one of the top two ratings, compared to 89 percent of all Colorado schools. Twenty-six charter schools, or 10.5 percent, received one of the lowest two ratings.

Look up your school here:

Literacy tutors needed

Detroit enlists volunteer tutors before third-grade reading law takes effect

PHOTO: Anthony Lanzilote

Detroit’s school district is asking the community for help getting students reading at grade level. The superintendent is hoping volunteer literacy tutors will prevent a critical mass of third-graders from being held back under the state’s tough new reading law.

“We need your help,” Superintendent Nikolai Vitti said, making an appeal for volunteers during a school board meeting Tuesday night. “Our teachers and our principals and our schools alone will not be able to ensure that every student is at third-grade level without your help.”

Which is why the district is working with two community advocacy groups, Keep the Vote/No Takeover and the National Action Network, to launch the Let’s Read program, geared to K-3 students. The program is slated to begin in February — less than a year before the reading law takes effect. Once it does, during the 2019-2020 school year, Michigan third-graders who aren’t reading at grade level will be held back.

In the Detroit district, where proficiency levels on state exams are extremely low, the consequences could be dire. During a community forum last week, Vitti said that the law could hold back as many as 90% of Detroit third-graders, though Michigan’s education department has yet to define what it means for a student to be reading at grade level. At the forum, though, he noted exemptions from the law for such as students with special education needs and those who speak little to no English.

The Let’s Read volunteers will be assigned to individual students based on need. They will read with the children and help them with book selections.

Helen Moore, a longtime community activist who represents the two community organizations behind the volunteer effort, urged people to sign up during the public comment period of the meeting.

“I know our students will succeed, because they’re brilliant,” Moore said. But they and their parents need help, she said.

Vitti said the volunteer cohort is one of many literacy-building efforts underway. In addition, he said that every district school will hold family literacy nights and that its Parent Academy will expand its classes that teach parents how to help their children with reading. A community-wide event to teach Detroiters about the reading law — and what they can do to help — will also be held.

Moore said the word is starting to get out about the Let’s Read program, noting: “The telephone has been ringing like crazy. And now the suburban districts want to be part of it.”

The focus, though, is on Detroit, she said.

Want to volunteer: You can fill out a form here, or call 313-873-7884.