A few thoughts from SBE

State Board calls for testing cutbacks

After chewing on the issue for much of the summer and fall, the State Board of Education Thursday issued a letter calling for cutting state standardized testing to federal minimum requirements and for other changes in the assessment system.

The letter was sent to the Standards and Assessments Task Force, a 15-member appointed group that is developing recommendations on testing for the 2015 legislative session.

During meetings stretching back to August, when 2014 TCAP results were released, board members have clearly indicated that they wanted to add their collective voice to the flow of comment being considered by the task force.

The board’s letter adds to the rising drumbeat of discontent about state testing, which has steadily expanded in recent years with the addition of school readiness and early literacy evaluations, new online science and social studies tests and additional high school tests, including the first assessments for seniors.

Things will change even more dramatically next spring when the first online PARCC tests in language arts and math will be given statewide.

The letter, signed by all seven board members, said, “We ask that the task force give consideration to a system of assessments which is reduced to the federal minimums, with the addition of social studies.” It also suggested a testing system that has limited impact on instructional time, considers sampling systems instead of testing every student every years, allows local district choice of tests and exempts students from further testing if they’ve demonstrated mastery of academic content.

“The board is keenly aware of the public’s concerns around the burdens imposed on educators, students, and districts – the impacts on instructional time, questions around transparency, unintended consequences related to course sequencing, and interruption of concurrent enrollment programs. By providing our observations to the 1202 Task Force, we continue that dialogue,” the letter said.

Board chair Paul Lundeen told Chalkbeat Colorado that the letter represents “a gathering of thoughts and ideas that have been talked about for months.” He said the board discussed the letter during its meeting last week and considered talking about it further in December but decided “we needed to get it out immediately so that the task force would have it.”

The task force has only two more scheduled meetings, on Dec. 16 and Jan. 12, before it has to make its report to lawmakers. (The 2014 law that established the group allows the task force to prepare majority and minority reports if it chooses.)

Several task force members are believed to favor cutting the testing system back to federal minimums, although the group hasn’t yet developed detailed drafts of proposals.

Colorado requires more testing, both of additional subjects and in additional grades, than is mandated by the federal NCLB law. Some of those additional tests have been required by the wave of education bills passed by the legislature since 2008.

The issue of federal minimums was discussed at length during the board’s September meeting, when members received an extensive briefing by Department of Education staff. That report indicated cutting back could have unintended consequences, particularly on the operation of the state’s model for tracking student academic growth over time. (See this story for details.)

Testing, including test results and growth data, are key to the state’s systems for rating schools and districts and for the education evaluation system, which is yet to be rolled out fully.

Class of 2018

Some Colorado schools see big gains in grad rates. Find yours in our searchable database.

PHOTO: Courtesy of Aurora Public Schools
Aurora West College Preparatory Academy graduates of 2018. The school had a 100 percent graduation rate.

Two metro-area school districts, Westminster and Aurora, recently in the state’s crosshairs for their low-performance, posted significant increases in their graduation rates, according to 2018 numbers released Wednesday.

Westminster, a district that got off the state’s watchlist just last year, had 67.9 percent of its students graduate on time, within four years of starting high school. That was a jump of 10 percentage points from its 57.8 percent graduation rate in 2017.

District officials credit their unique model of competency-based education, which does away with grade levels and requires students prove they mastered content before moving up a level. In previous years, district officials pointed to rising graduation rates that Colorado also tracks for students who take five, six or seven years, but officials say it was bound to impact their 4-year rates as well.

“We saw an upward tick across the board this past year,” said Westminster Superintendent Pam Swanson, referring to state test results and other data also showing achievement increasing. “I think this is one more indicator.”

Swanson said the high school has also focused recently on increasing attendance, now at almost 90 percent, and increasing students’ responsibility for their own learning.

(Sam Park | Chalkbeat)

In Aurora schools, 76.5 percent of students graduated on time in 2018 — a jump of almost 9 percentage points from the 67.6 percent rate of the class of 2017.

“We’re excited these rates demonstrate momentum in our work,” Aurora Superintendent Rico Munn said.

He attributed the increased graduation rates to “better practice, better pedagogy, and better policy.”

One policy that made a difference for the district is a change in law that now allows districts to count students as graduates the year they complete their high school requirements, even if they are enrolled in one of Colorado’s programs to take college courses while doing a fifth year of high school.

According to a state report two years ago, Aurora had 65 students enrolled in this specific concurrent enrollment program who previously wouldn’t have been counted in four-year graduation rates. Only the Denver district has a larger number of such students. Aurora officials said 147 students are enrolled this year in the program.

Those students are successful, Munn said, and shouldn’t be counted against the district’s on-time graduation rates.

Aurora’s previously rising graduation rates helped it dodge corrective state action. But its improvement this year included a first: One high school, Aurora West College Preparatory Academy, had 100 percent of its seniors graduate in 2018.

The school enrolls students in grades six through 12 in northwest Aurora, the most diverse part of the district. Of the more than 1,000 students, 89 percent qualify for subsidized lunch, a measure of poverty.

“This incredible accomplishment demonstrates the strong student-focused culture we have created at Aurora West,” said Principal Taya Tselolikhina in a written statement. “When you establish high expectations and follow up with high levels of support, every student is able to shape a successful future.”

Statewide, the four-year graduation rate once again inched higher, and gaps between the graduation rate of white students and students of color again decreased. But this time, the gaps narrowed even as all student groups increased their graduation rates.

(Sam Park | Chalkbeat)

The rising trend wasn’t universal. In some metro area school districts, graduation rates fell in 2018. That includes Adams 14, the district that is now facing outside management after years of low performance.

The tiny school district of Sheridan, just southwest of Denver, saw a significant drop in graduation rates. In 2018, 64.7 percent of students graduated within four years, down from 72.7 percent of the class of 2017.

Look up four-year graduation rates for your individual school or district in our databases below.

Districts here:

 

School accountability

Concerned with state A-F grading system, Vitti says he’ll lobby for Detroit to keep its own plan

Detroit school district leaders will lobby state leaders to allow for a Detroit-only letter grading system to hold district and charter schools in the city accountable. But if that isn’t successful, the district plans to create its own system.

This plan, announced Tuesday night by Superintendent Nikolai Vitti, comes almost a month after lame-duck lawmakers in the Michigan Legislature passed a controversial A-F letter grading system for the whole state. A Detroit-only system would gives schools far more credit for improvement in test scores than the statewide system does, and it would account for an issue — poverty — that disproportionately affects city schools. 

That state system, which former Gov. Rick Snyder signed into law in late December, halted efforts that had already been underway by district and charter leaders to create an A-F system that takes the specific issues facing Detroit schools into account. That local system had been mandated by a 2016 law and only applied to the city.

Vitti’s announcement comes as state education officials from the Michigan Department of Education have raised concerns that the A-F system OK’d by lawmakers violates federal education law and could potentially cost the state federal money.

Vitti laid out a plan to first lobby new state leaders, including Gov. Gretchen Whitmer and the Republican leaders of the House and Senate, to allow for local grade systems.

If successful, Vitti said, that system that had been in the works would be adopted for district and charter schools.

If unsuccessful, Vitti said, the district would go it alone, without charter schools.

“We need to start thinking about our own approach to school accountability,” Vitti said.

The Community Education Commission created the letter grading system and worked for months with district and charter leaders to design a plan that would be specific to Detroit schools. The topic didn’t come up at a commission meeting Monday night until a member of the public urged the commission to move ahead with the local system and one member of the commission agreed. A commission official earlier in the day said they were still exploring how to move forward in light of the statewide system.

The city’s plan was for schools to be rewarded heavily for the amount of improvement seen in test scores. That’s important in a high-poverty community like Detroit, where most of the schools are struggling. City schools also struggle with enrollment instability.

Vitti said the statewide system “doesn’t provide much clarity on individual school performance,” because it will issue a handful of letter grades. Those letter grades will be based on the number of students proficient in reading and math on state exams, the number of students who show an adequate amount of improvement in reading and math on state exams, the number of students still learning English who show improvement in learning the language, graduation rates for high schools, and the overall academic performance of a school and how it compares to other schools in the state with similar demographics.

The Detroit system would issue a single letter grade. Vitti said a system that issues as many grades as the state system would make it “hard to distinguish one school from another.”

Board President Iris Taylor said she would support such a plan by the district, saying “it’s critical if we’re going to achieve the objectives we have laid out in the strategic plan.”

Board member Sonya Mays said one of the advantages of a statewide system is that it allows “parents to better evaluate from school to school, across districts.”

She said it’s important not to lose sight of the fact that the future of the district is to draw back 32,000 students who live in Detroit but opt to go to schools outside the city.