New York State education officials raised a ruckus two weeks ago when they announced that annual statewide reading and math tests, administered in grades 3–8, would no longer be timed. The New York Post quickly blasted the move as “lunacy” in an editorial. “Nowhere in the world do standardized exams come without time limits,” the paper thundered. “Without time limits, they’re a far less accurate measure.” Eva S. Moskowitz, founder of the Success Academy charter schools had a similar reaction. “I don’t even know how you administer a test like that,” she told the New York Times.
I’ll confess that my initial reaction was not very different. Intuitively, testing conditions would seem to have a direct impact on validity. If you test Usain Bolt and me on our ability to run one hundred meters, I might finish faster if I’m on flat ground and the world record holder is forced to run up a very steep incline. But that doesn’t make me Usain Bolt’s equal. By abolishing time limits, it seemed New York was seeking to game the results, giving every student a “special education accommodation” with extended time for testing.
But after reading the research and talking to leading psychometricians, I’ve concluded that both...
Detroit Public Schools recently made national headlines for the heartbreaking conditions of its school facilities and a widespread teacher “sick-out.” For Detroit, these are sadly just the latest hurdles to overcome: The public school system has been in dire financial straits for many years, while national testing data indicate that the district’s students are among the lowest-achieving in the nation.
A report from the Lincoln Institute, a nonprofit that focuses on land use and tax policy, provides a fascinating angle on the Detroit situation. It highlights the massive problems that the Motor City encounters when trying to finance public services, including education, through its local property tax system. Consider just a few bleak statistics reported in this paper: 1) The property tax delinquency rate was a staggering 54 percent in 2014; 2) roughly eighty thousand housing units are vacant—23 percent of Detroit’s housing stock; 3) and 36 percent and 22 percent of commercial and industrial property, respectively, sat vacant.
The report also highlights ways that property tax policies exacerbate the school system’s revenue woes. First, property tax abatements—tax breaks aimed at spurring re-investment—have reduced or exempted the tax liabilities of more than ten thousand properties. Whether the benefit of these reductions outweighs...
For the past few years, Russ Whitehurst of the Brookings Institution has ranked the nation’s hundred largest school districts based on the amount of school choice they give to families and the degree to which they promote competition between schools. In many ways, these rankings are similar to Fordham’s own choice-friendly cities list, though the unit of analysis and metric differ somewhat. As in prior years, five of Brookings’s thirteen indicators concern the availability, accessibility, comparability, clarity, and relevance of information about school performance—a far heavier emphasis than one finds in Fordham’s metric. The other eight indicators deal with topics such as school closure, transportation, and the existence of a common application for district schools, several of which are common to both reports.
Though not one of the nation’s largest districts, the Recovery School District in New Orleans is again included in the Brookings rankings because of its unique status within the school choice movement. Once again, it ranks first overall. Yet in the report accompanying this year’s rankings, Whitehurst argues that because of its unique circumstances, New Orleans isn’t a realistic model for other districts. He points instead to Denver, now listed second overall and first among large school...
A Design Proposal For Accountability Under ESSA By Teach Plus Teaching Policy Fellows
As a group of high-performing teachers who teach in high-poverty schools, we have learned from our experiences in classrooms across America that the learning gaps among subgroups of students are not the result of differences in the abilities or talents of students, but rather the result of a broken public education system—with differences in expectations, access to effective teachers, access to purposeful school cultures, and access to enriching learning opportunities.
ACCOUNTABILITY DESIGN PROPOSAL FOR ELEMENTARY SCHOOLS FOR THE THOMAS B. FORDHAM INSTITUTE ACCOUNTABILIY DESIGN COMPETITION
Ronald F. Ferguson, Ph.D. Harvard University and Tripod Education Partners, Inc. January 24, 2016
Schools prepare children for citizenship, economic productivity, parenthood, and self-realization. For each of these, foundations for success include basic academic skills in reading, math, and reasoning on the one hand, and factors associated with personal agency on the other hand (Figure 1). By personal agency, we mean the capacity and propensity to take purposeful initiative—the disposition to actually do the things that...
Despite English language learners being the fastest growing population of students in the United States, their representation in gifted and talented education continues to lag behind all other types of learners, including other underserved populations. This raises an important challenge for equity and merits attention.
In The Beginning
As a bit of context for this challenge, culturally and linguistically diverse populations have been underrepresented from the beginning of research in the field of gifted and talented (GT), emerging from Sir Francis Galton’s 1869 Heredity of Genius assertion that intellectual eminence was the domain of the white upper class. This myth persisted for decades, despite such efforts as Howard Knox’s work in 1912–1916 to overcome the limitations of intelligence testing at Ellis Island due to immigrants’ language barriers, potential trauma from the emigration process, and unfamiliarity with local social conventions. However, Louis Terman’s (1925) research in developing the Stanford-Binet Intelligence Scales continued to perpetuate the myth given his sample of primarily white, affluent males. In addressing the below-average IQ scores for the few Italian, Portuguese, and Mexican individuals in his sample, Terman concluded that he could not say how much of their below-average scores was due to what he categorized as...
Seizing a Rare Opportunity: Design Considerations for Accountability under ESSA Richard J. Wenning January 24, 2016
ESSA provides a vital and timely opportunity to recast educational accountability, repair and build trust, and generate the public will necessary to embrace a hopeful, modernized vision of public education and its purpose. This opportunity is particularly auspicious for school leaders, superintendents, and commissioners of education now beginning their tenure.
The overarching goal of the accountability system proposed in this paper is dramatic improvement in student outcomes and in closing performance and opportunity gaps....
Toward A Next-Generation School Accountability System
Next-generation accountability systems must inspire schools and their communities to lift the achievement of all graduates to college- and career-ready levels. School rating systems must pinpoint challenges, spur more innovation, and inspire much broader local support if these ratings are to provoke lasting change.
We’ve learned from the current accountability system that we’ve got a long way to go. Our system is designed to protect the state’s role in monitoring school quality, to foster more...
Morgan S. Polikoff, University of Southern California Matthew Duque, Baltimore County Public Schools Stephani Wrabel, University of Southern California
We are pleased to submit this proposal for redesigned school accountability under ESSA. In the past, when states have been given the opportunity to implement new and creative accountability systems better designed to target the schools most in need of intervention and improvement, they have largely failed to do so (Polikoff, McEeachin, Wrabel, and Duque, 2014). ESSA again offers states a great deal of flexibility in the design...
A Proposal by the Prichard Committee Student Voice Team
The objectives of our state accountability system are:
to create a holistic view of school quality through both academic and nonacademic indicators of success; and
to provide students, parents, teachers, administrators, and other stakeholders with the information they need to be effective advocates, understand potential problems within their schools, and strive for all students to receive a beneficial educational experience.
School accountability measures are most effective when they identify what a school is contributing to students, not what...