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Questar wins contract to develop Tennessee test to replace failed TNReady

After a rocky year of standardized testing, Tennessee is starting fresh with Questar, a large-scale test maker that will begin administering the state’s assessments for grades 3-11 in the upcoming school year.

Education Commissioner Candice McQueen announced Wednesday that the state plans to award a two-year contract to the Minneapolis-based company, with an option to extend the contract for up to five years, at a cost of about $30 million annually.

The state also is not racing back into online testing. Having seen its testing program grind to a halt this year due to a sweeping failed rollout of its TNReady assessment, Tennessee will phase in online testing over a three-year period, McQueen said.

For the upcoming school year, the state will administer paper-and-pencil tests for grades 3-8. For high school end-of-course exams, the department will work with Questar to provide an online option “if both schools and testing platform demonstrate early proof of successful online administration,” according to a news release. Districts also will have the option to choose paper-based assessments for high school students.

“Students, teachers and parents deserve a better testing experience in Tennessee, and we believe today’s announcement is another step in the right direction,” McQueen said in the release.

The choice of Questar gives the Minneapolis company only months to work with before the first testing happens in Tennessee. No time can be wasted: some high school students will need an assessment by as soon as November, and the federal government requires annual testing.

McQueen said Questar has a track record for working on a short timeline. With only a few snafus, the company successfully administered New York’s assessments for grades 3-8 to about 1.3 million students after winning the contract last summer. It also developed the Mississippi annual assessment on a timeline similar to Tennessee’s in 2015.

“Questar has recent experience developing a large-scale test thoughtfully and urgently,” McQueen said. “We believe it is the right partner to collaborate with … to develop assessments that are meaningful and measure what our students truly know and understand.”

In addition, Questar will have a foundation on which to work. A State Department of Education team began crafting next year’s assessment earlier this spring after McQueen fired Measurement Inc., a small North Carolina-based company that state officials blamed for the botched rollout of its TNReady assessment for math and English, as well as its science and social studies TCAPs.


For a clearer picture of what went wrong with TNReady, check out a Chalkbeat analysis of emails that reveal months of missteps leading up to the failed online testing debut.


The choice of Questar was not surprising. The department wanted a vendor who has had success developing statewide online assessments. Few vendors have done that; even fewer have done so successfully. Measurement Inc. had more than 40 years of experience but had never rolled out a statewide assessment program on the scale requested by Tennessee.

Questar will be charged with developing assessments for grades 3-8 in math, English, science and social studies, with an eye on transitioning the state assessments online.

Candice McQueen
PHOTO: TN.gov
Candice McQueen

During an afternoon conference call with reporters, McQueen said the decision to walk back into online testing instead of running has nothing to do with Questar but more to do with Tennesseans’ comfort level with computerized testing in the wake of TNReady’s online failure. The state will begin the shift with its older students, who have more digital experience.

Initial reaction to this week’s announcement focused on the state’s new timeline for online testing.

“It is encouraging to learn that the department has listened to feedback from educators and district leaders and will be phasing in the transition to online testing more slowly and deliberately,” said a statement from the Professional Educators of Tennessee.

State officials said they expect to finalize its contract with Questar next week. Earlier this spring, the department hired Questar as the state’s vendor for an optional second-grade assessment.

The State Department of Education used an emergency procurement process to select Questar for its biggest contract, working on an expedited timeline to find a qualified company in time to develop next year’s test. Before deciding, state education officials had conversations with multiple vendors, including Educational Testing Services, Data Recognition Corp., Measured Progress, Pearson, ACT and Houghton Mifflin.

State officials emphasized that they did their homework, having “engaged with the vendor’s references as well as independently reaching out to the other states that have contracted with Questar,” according to the release. “Independently verifying the vendor’s work was a priority throughout the vetting process.”

The relationship with Measurement Inc., which was selected before McQueen came on board, was mostly troubled. McQueen waited to pull the plug on the contract, though, in deference to students and teachers, she told Chalkbeat last week.

The Tennessee Office of General Services selected Measurement Inc. out of five interested vendors in 2014, awarding the company a $108 million contract. Prior to 2014, Tennessee contracted with Pearson for most of its end-of-year tests. The state created an emergency contract with Pearson, worth about $18.5 million, a month after firing Measurement Inc.

Editor’s note: This story has been updated with new information.

The timeline below tracks the twists and turns of Tennessee’s testing journey.

*Chalkbeat reporters Grace Tatter and Laura Faith Kebede contributed to this report.

Testing reboot

ACT do-overs pay off for 40 percent of Tennessee high school seniors who tried

PHOTO: Alan Petersime

Tennessee’s $2 million investment in helping high school seniors retake the ACT test appears to be paying off for a second year in a row.

Almost three-fourths of the class of 2018 took the national college entrance test last fall for a second time, doubling the participation rate in Tennessee’s ACT Senior Retake Day for public schools. State officials announced Wednesday that 40 percent of the do-overs resulted in a higher overall score.

Of the 52,000 students who participated in the initiative’s second year, 2,333 raised their average composite to a 21 or higher, making them eligible for HOPE Scholarship funds of up to $16,000 for tuition. That’s potentially $37 million in state-funded scholarships.

In addition, Tennessee students are expected to save almost $8 million in remedial course costs — and a lot of time — since more of them hit college-readiness benchmarks that allow direct enrollment into credit-bearing coursework.

But besides the benefits to students, the early results suggest that Tennessee is inching closer to raising its ACT average to the national average of 21 by 2020, one of four goals in Tennessee’s five-year strategic plan.

After years of mostly stagnant scores, the state finally cracked 20 last year when the class of 2017 scored an average of 20.1, buoyed in part by the senior retake strategy.

(The ACT testing organization will release its annual report of state-by-state scores in August, based on the most recent test taken. Tennessee will release its own report based on the highest score, which is what colleges use.)

Tennessee is one of 13 states that require its juniors to take the ACT or SAT and, in an effort to boost scores, became the first to pay for public school seniors to retake their ACTs in 2016. Only a third of that class took advantage of the opportunity, but enough students scored higher to make it worth expanding the voluntary program in its second year.

Last fall, the state worked with local districts to make it easier for seniors to participate. The retake happened during the school day in students’ own schools, instead of on a Saturday morning at an ACT testing site.

Education Commissioner Candice McQueen said the expanded access has paid off tenfold. “Now, more Tennessee students are able to access scholarship funding, gain admission to colleges and universities, and earn credit for their work from day one,” she said.

Of the state’s four urban districts, Metropolitan Nashville Public Schools, which serves Davidson County, increased its average composite score the most (up .5 to 18.4), followed by Hamilton County (up .3 to 19.4), and Shelby County Schools, (up .2 to 17.1). Knox County Schools and the state-run Achievement School District, which operates high schools in Memphis, saw slight drops from their retakes and will retain their higher average scores taken earlier.

Statewide, 10 school systems logged a half point or more of growth from their junior test day to the senior retake:

  • Anderson County, up .6 to 19.3
  • Arlington City, up .6 to 22.5
  • Collierville City, up .6 to 24.3
  • Davidson County, up .5 to 18.4
  • Franklin County, up .6 to 20.1
  • Haywood County, up .5 to 17.5
  • Henderson County, up .5 to 21.2
  • Humboldt City, up .8 to 17.4
  • Maryville City, up .5 to 22.1
  • Williamson County, up .6 to 24.1

Tennessee set aside up to $2.5 million to pay for its 2017 Retake Day, and Gov. Bill Haslam is expected to fund the initiative in the upcoming year as well. The state already pays for the first ACT testing day statewide, which it’s done since 2009.

Correction: January 17, 2018: This story has been corrected to show that, while the state set aside $2.5 million for its ACT retake initiative, it spent only $2 million on the program this fiscal year.

double take

Will Indiana go through with a ‘confusing’ plan that could mean every school winds up with two A-F grades?

Students work on assignments at Indianapolis Public Schools Center For Inquiry at School 27.

Imagine a scenario where Indiana schools get not just one A-F grade each year, but two.

One grade would determine whether a school can be taken over by the state. The other would comply with federal law asking states to track student test progress and how federal aid is spent. Both would count, but each would reflect different measures of achievement and bring different consequences.

This could be Indiana’s future if a state board-approved plan moves ahead at the same time the state is working on a conflicting plan to comply with a new federal law.

If it sounds complicated, that’s because it probably would be, said state Superintendent Jennifer McCormick. Originally, A-F grades were intended to be an easy way for parents and community members to understand how their school is doing.

“It’s extremely confusing to have multiple accountability systems with multiple consequences,” McCormick told board members last week. “All along our message has been to get as much alignment as we can.”

Indiana would not be the first state to consider dual accountability systems — Colorado operated separate systems for years under No Child Left Behind and is now doing so again. Virginia, New Hampshire, and South Carolina have also had two models in years past. But this move would be a big departure from Indiana’s efforts over the past several years to simplify accountability, and education officials warn it could create more problems than it would solve.

Dale Chu, an education consultant who previously worked in Indiana under state Superintendent Tony Bennett, said it’s actually not common for states to have multiple systems, and doing so for political reasons, rather than what helps students and families, is concerning.

“We all know how confusing accountability systems can be when you just have one,” Chu said. “To create a bifurcated system, I don’t see how you gain additional clarity … I would certainly hope that if that’s the direction the state is going to move in, they are very thoughtful and intentional about it.”

The changes come as Indiana works to create a plan to comply with a new federal education law, known as the Every Student Succeeds Act. McCormick’s education department has been working to align the federal system with Indiana’s grading system, and is struggling to bring some state measures in line with federal laws, most notably in the area of graduation requirements and diplomas.

At the same time the Indiana State Board of Education is negotiating this alignment, it is also revamping the A-F grade system.

A new grading proposal approved by the state board last week would put more emphasis on student test scores than the A-F system that now unifies state and federal requirements. Those new rules would include extra categories for grading schools, such as a “well-rounded” measure for elementary schools that is calculated based on science and social studies tests and an “on-track” measure for high schools that is calculated based on credits and freshman-year grades. Neither component is part of  the state’s federal plan.

While that proposal is preliminary, if approved it would go into effect for schools in 2018-19.

Officials were already expecting to issue two sets of A-F grades to schools in 2018 — one state grade, and one federal — as the state continued to work all of Indiana’s unresolved education issues into the new federal plan. Figuring out how to ensure state graduation rates don’t plummet because of other federal rule changes dictating  which diplomas count and incorporating the new high school graduation requirements, for example, will take time — and legislation — to fix.

Read: Indiana has a curious plan to sidestep federal rules — give schools two A-F grades next year.

But ultimately, officials said, if some of the state board-approved changes make it into final policy, and Indiana’s federal plan doesn’t change to accommodate it, the state and federal accountability systems could remain at odds with each other — meaning schools would continue to get two grades after 2018.

The original intent was to have all Indiana’s state grading system line up with federal requirements before the plan was sent to federal officials in September. Then, once the federal government gave feedback, the state A-F revamp could continue.

But just this past fall, after the federal plan had been submitted, some members of the state board began adding in additional measures, some of which reflect their personal interests in how schools should be rated.

Those measures were added after board members had multiple chances to discuss the federal plan with the education department, conversations that were held in an attempt to ward off such changes this late in the game. Yet even last week at the state board’s monthly meeting, where the new grading changes were approved, some board members didn’t seem to realize until after the vote that the A-F systems would not match up.

David Freitas, a state board member, said he didn’t see the conflicting A-F grade rules as a problem. The board can make Indiana’s state A-F system whatever it wants, he said, and there will be plenty of time to iron out specifics as the rulemaking process unfolds over the next several months.

“We’re not banned from having two different systems,” Freitas said. “But we need to consider the implications and consequences of that.”

Read more of our coverage of the Every Student Succeeds Act here.