Are Children Learning

Could Indiana junk ISTEP for a national test?

PHOTO: Shannan Muskopf via Flickr

Indiana lawmakers and educators Wednesday praised the idea of replacing ISTEP with a national “off-the-shelf” test in the Senate Education Committee.

Senate Bill 566, authored by Sen. Luke Kenley, R-Noblesville, and Sen. Ryan Mishler, R-Bremen, would halt an effort to create a new ISTEP, instead directing the state to use a national test beginning in the 2016-17 school year. It also would eliminate high school end-of-course exams, starting in 2015-16, and the state’s third-grade reading test, IREAD. Under the bill, the state’s new testing program would be called BEST — benchmarking excellence student testing.

Kenley said the idea to scrap an effort underway at the Indiana Department of Education to forge a contract for a testing company to create a new generation of state tests raised cost concerns when state Superintendent Glenda Ritz presented her budget to the State Budget Committee in December. The proposal said writing new state tests could cost roughly $65 million — about $30 million more than it has in recent years.

“Do we have to give so many tests and does it have to cost this much?” Kenley said. “And instead of having one special test, the Indiana test, can’t we take some off-the-rack test and just give it to everybody, and wouldn’t it cost less money?”

The department is awaiting testing company proposals to make Indiana’s new 2015-16 tests. The rewrite of the tests is intended to more strongly connect the exams to the state’s new more rigorous academic standards. ISTEP is a currently created by California-based CTB/McGraw-Hill.

Indiana had been on a plan to adopt Common Core standards, which were shared by 45 other states, and use a exam created by some of those states designed to determine if students had learned the content covered by Common Core as Indiana’s state test.

But after a backlash against Common Core, viewed by some critics as giving too much control over the state’s education system to policymakers outside of Indiana, the state backed out of both the standards and the idea of sharing a test with other states.

Gov. Mike Pence ordered Indiana to withdraw from the Partnership for Assessment of Readiness for College and Careers, which was crafting the shared test. Then last year, a Republican-led effort, supported by Kenley, voided Indiana’s adopton of Common Core standards, leading to a fast-tracked creation and adoption of new academic standards that went into effect last summer.

But on Wednesday, Kenley said he favors using a national test now, perhaps even one originally designed for Common Core. Everyone needs to use some common sense in this situation, he said.

“We’re trying to streamline the testing systems, and we’re trying to reduce the time of testing,” Kenley said. “If you have the testing program that works the way you want it to, then you should be willing to go back and have your standards fit what you think is an appropriate test.”

Mishler said one option Indiana would have is a test by the Northwest Evaluation Association that many schools already use to gather information about student progress in preparation for ISTEP. It could be modified slightly and could replace ISTEP, end-of-course exams and IREAD all in one, depending on whether the test is given to grades 3-8 or 3-10, Kenley said.

John Barnes, a spokesman for Ritz and the education department, backed the bill.

“It could very well be that we could adapt already existing tests,” Barnes said. “The big issue has been that since the legislation that was passed here said we needed to come up with an Indiana-specific, Indiana-designed to test to meet our Indiana-specific standards, that became our challenge. The idea here might very well be to adopt something that is more off-the-shelf and come up with a way to make that work for us.”

The bill is scheduled to go before the committee for a vote next week.

measuring up

After criticism, Denver will change the way it rates elementary schools

PHOTO: Denver Post file
Eva Severance, a first-grader, concentrates on a reading lesson at Lincoln Elementary in Denver.

Facing criticism that its school ratings overstated young students’ reading abilities, the Denver school district announced it will change the way elementary schools are rated next year.

The district will increase the number of students in kindergarten, first, second, and third grade who must score at grade-level on early literacy tests for a school to earn points on the district’s rating scale, and decrease how many points those scores will be worth, officials said.

The changes will lessen the impact of early literacy scores on a school’s overall rating, while also raising the bar on how many students must ace the tests for a school to be considered good. Denver rates schools on a color-coded scale from blue (the highest) to red (the lowest).

“We want to see more students making more progress,” Superintendent Tom Boasberg said.

Local civil rights groups, elected officials, educators, and education advocates criticized Denver Public Schools this year for misleading students and families with what they characterized as inflated school ratings based partly on overstated early literacy gains.

“At a time when this country is at war on truth, we have an obligation to Denver families to give them a true picture of their schools’ performance,” state Sen. Angela Williams, a Denver Democrat, told Boasberg and the school board at a meeting in December.

The groups had asked the district to revise this year’s ratings, which were issued in October. Boasberg refused, saying, “If you’re going to change the rules of the game, it’s certainly advisable to change them before the game starts.” That’s what the district is doing for next year.

The state requires students in kindergarten through third grade to take the early literacy tests as a way to identify for extra help students who are struggling the most to learn to read. Research shows third graders who don’t read proficiently are four times as likely to fail out of high school. In Denver, most schools administer an early literacy test called iStation.

The state also requires students in third through ninth grade to take a literacy test called PARCC, which is more rigorous. Third-graders are the only students who take both tests.

The issue is that many third-graders who scored well on iStation did not score well on PARCC. At Castro Elementary in southwest Denver, for example, 73 percent of third-graders scored at grade-level or above on iStation, but just 17 percent did on PARCC.

Denver’s school ratings system, called the School Performance Framework, or SPF, has always relied heavily on state test scores. But this year, the weight given to the early literacy scores increased from 10 percent to 34 percent of the overall rating because the district added points for how well certain groups, such as students from low-income families, did on the tests.

That added weight, plus the discrepancy between how third-graders scored on PARCC and how they scored on iStation, raised concerns about the validity of the ratings.

At a school board work session earlier this week, Boasberg called those concerns “understandable.” He laid out the district’s two-pronged approach to addressing them, noting that the changes planned for next year are a stop-gap measure until the district can make a more significant change in 2019 that will hopefully minimize the discrepancy between the tests.

Next year, the district will increase the percentage of students who must score at grade-level on the early literacy tests. Currently, fewer than half of an elementary school’s students must score that way for a school to earn points, said Deputy Superintendent Susana Cordova. The district hasn’t yet settled on what the number will be for next year, but it will likely be more than 70 percent, she said. The more points a school earns, the higher its color rating.

The district will also reduce the impact the early literacy test scores have on the ratings by cutting in half the number of points schools can earn related to the tests, Cordova said. This makes the stakes a little lower, even as the district sets a higher bar.

The number of points will go back up in 2019 when the district makes a more significant change, officials said. The change has to do with how the tests are scored.

For the past several years, the district has used the “cut points” set by the test vendors to determine which students are reading at grade-level and which are not. But the discrepancy between the third-grade iStation and PARCC reading scores – and the public outcry it sparked – has caused officials to conclude the vendor cut points are too low.

District officials said they have asked the vendors and the state education department to raise the cut points. But even if they agree, that isn’t a simple or quick fix. In the meantime, the district has developed a set of targets it calls “aimlines” that show how high a student must score on the early literacy tests to be on track to score at grade-level on PARCC, which district officials consider the gold standard measure of what students should know.

The aimlines are essentially higher expectations. A student could be judged to be reading at grade-level according to iStation but considered off-track according to the aimlines.

In 2019, the district will use those aimlines instead of the vendor cut points for the purpose of rating schools. Part of the reason the district is waiting until 2019 is to gather another year of test score data to make sure the aimlines are truly predictive, officials said.

However, the district is encouraging schools to start looking at the aimlines this year. It is also telling families how their students are doing when measured against them. Schools sent letters home to families this past week, a step district critics previously said was a good start.

Van Schoales, CEO of the advocacy group A Plus Colorado, has been among the most persistent critics of this year’s elementary school ratings. He said he’s thrilled the district listened to community concerns and is making changes for next year, though he said it still has work to do to make the ratings easier to understand and more helpful to families.

“We know it’s complicated,” he said. “There is no perfect SPF. We just think we can get to a more perfect SPF with conversations between the district and community folks.”

The district announced other changes to the School Performance Framework next year that will affect all schools, not just elementary schools. They include:

  • Not rating schools on measures for which there is only one year of data available.

Denver’s ratings have always been based on two years of data: for instance, how many students of color met expectations on state math tests in 2016 and how many met expectations in 2017.

But if a school doesn’t have data for the most current year, it will no longer be rated on that measure. One way that could happen is if a school has 20 students of color one year but only 12 the next. Schools must have at least 16 students in a category for their scores to count.

The goal, officials said, is to be more fair and accurate. Some schools complained that judging them based on just one year of data wasn’t fully capturing their performance or progress.

  • Applying the “academic gaps indicator” to all schools without exception.

This year, the district applied a new rule that schools with big gaps between less privileged and more privileged students couldn’t earn its two highest color ratings, blue and green. Schools had to be blue or green on a new “academic gaps indicator” to be blue or green overall.

But district officials made an exception for three schools where nearly all students were from low-income families, reasoning it was difficult to measure gaps when there were so few wealthier students. However, Boasberg said that after soliciting feedback from educators, parents, and advocates, “the overwhelming sentiment was that it should apply to all schools,” in part because it was difficult to find a “natural demographic break point” for exceptions.

Correction: Feb. 20, 2018: This story has been updated to more accurately describe how the district will rate schools on measures for which there is only one year of data available.

Contract review

Here’s what a deeper probe of grade changing at Memphis schools will cost

PHOTO: Marta W. Aldrich
The board of education for Shelby County Schools is reviewing another contract with a Memphis firm hired last year to look into allegations of grade tampering at Trezevant High School. Board members will discuss the new contract Feb. 20 and vote on it Feb. 27.

A proposed contract with the accounting firm hired to examine Memphis schools with high instances of grade changes contains new details on the scope of the investigation already underway in Shelby County Schools.

The school board is reviewing a $145,000 contract with Dixon Hughes Goodman, the Memphis firm that last year identified nine high schools as having 199 or more grade changes between July 2012 and October 2016. Seven of those are part of the deeper probe, since two others are now outside of the Memphis district’s control.

The investigation includes:

  • Interviewing teachers and administrators;
  • Comparing paper grade books to electronic ones and accompanying grade change forms;
  • Inspecting policies and procedures for how school employees track and submit grades

In December, the firm recommended “further investigation” into schools with high instances of grade changes. At that time, Superintendent Dorsey Hopson emphasized that not all changes of grades from failing to passing are malicious, but said the district needs to ensure that any changes are proper.

Based on the firm’s hourly rate, a deeper probe could take from 300 to 900 hours. The initial review lasted four months before the firm submitted its report to Shelby County Schools.

The school board is scheduled to vote on the contract Feb. 27.

You can read the full agreement below: