piling on

Liu: City hasn't gotten sufficient bang from ARIS's $83m buck

Graph of principals' self-reported satisfaction with ARIS over time, from an audit of by Comptroller John Liu.

The Department of Education hasn’t gotten adequate bang for its buck from more than $80 million spent on ARIS, its data warehouse, concluded an audit released by Comptroller John Liu today.

Liu offered a solid clue to the audit’s conclusions last week, when he lambasted the city’s $10-million move to formally reassign its ARIS contract to Wireless Generation, which has managed the system for years.

The audit began in March 2011, shortly after Liu held a series of town hall meetings to solicit public input about what he should investigate. The data warehouse, launched in 2008 by IBM, has attracted no shortage of critics because of its steep price tag and early glitches.

Examining usage data, principals’ responses to a satisfaction survey the city administers, and the results of a survey that it distributed to educators in June, Liu’s office concluded principals’ satisfaction with ARIS has fallen, that many schools substitute other data programs in whole or in part, and that use among school staff has leveled off since the system’s first year, although use by department officials who work with schools has risen.

What’s more, the audit concludes, the city can’t show that ARIS is leading to higher student performance — something that former chancellor Joel Klein signaled would be a result when he rolled out the system in 2008.

“This costly tech program was much-touted by the DOE to help principals and teachers track progress and thereby improve student learning, even as long-time educators questioned its cost and effectiveness,” Liu said in a statement today. “$83 million later, there is little discernible improvement in learning and many principals and teachers have given up on the system.”

DOE officials disputed the audit’s methodology, conclusions, and very premise.

The audit assumes that the department believes ARIS alone can boost student achievement, writes Chief Academic Officer Shael Polakow-Suransky in the city’s formal response. In fact, he said, good teaching, not data, boosts achievement — and good teachers use data to help them.

Polakow-Suransky also took aim at the response rate of the survey Liu’s office administered. Of the 25,515 educators who received the survey, only 379 responded. That amounts to 1.5 percent of people surveyed and less than one half of one percent of the DOE employees who used it last year, Polakow-Suransky noted in his response.

“It is irresponsible of the Comptroller to use such a miniscule sample size to infer any significant conclusions; it is still more troubling that the Comptroller’s primary (only) basis for developing many of the Report’s conclusions is the results of such a survey,” he wrote.

Plus, Polakow-Suransky said, Liu’s office misrepresented survey results to present a skewed image of teachers’ satisfaction with ARIS. For example, he writes, only 14 percent of the people who responded to Liu’s survey said they found ARIS difficult to use. But the audit reports that 61 percent of respondents found ARIS “not very easy to use” — lumping in the 46.8 percent of respondents who picked the choice that said ARIS is “somewhat easy to use, but I would like to see changes made to it.”

The close of Liu’s 10-month audit does not signal the end of scrutiny on the ARIS system. Wireless Generation lost a $27 million contract to build a state system shortly after that company was acquired by Klein’s new outfit, the education unit of Rupert Murdoch’s News Corporation, then embroiled in a phone-hacking scandal. Now the state is on the hook to create that system or risk losing federal funding. Wireless Generation is also in the process of building a data system for several states, including New York, to share as part of the Gates Foundation’s Shared Learning Collaborative initiative.

The complete audit, which includes the city’s response, is below.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.