Where Do Testing and Accountability Go From Here?

My Bellwether colleagues Alex Spurrier, Jenn Schiess, Andy Rotherham, and I released a set of briefs today looking at the past, present, and future of standards-based reform. Those include:

  1. In The Historical Roots and Theory of Change of Modern School Accountability, we review the history and logic behind standards-based reform to recall the foundational goals and rationale for the main strategic levers reformers were trying to pull.
  2. In The Impact of Standards-Based Accountability, we assess the strengths and weaknesses of the ways in which standards-based reform has been operationalized in policy and practice and begin to identify what should be retained and what should evolve.
  3. In Assessment and Accountability in the Wake of COVID-19, we explore what accountability may mean in a global pandemic, as challenges of equity in our education systems are exacerbated and the need to rapidly assess and address those challenges is urgent.

A forthcoming webinar will further explore these topics.

Join us on Monday July 20th for a conversation with Jeb Bush, John B. King, Jr., and Carissa Moffat Miller about how we should measure the impact of education systems on students, particular students of color and low-income students, even as COVID-19 changes schooling dramatically. Register and learn more here.

–Guest post by Chad Aldeman 

High School Rankings Are Incomplete

The Urban Institute has a new paper seeking better ways to identify high schools that are producing positive outcomes for historically underserved students. Using data from Kentucky, Massachusetts, and Virginia, they find that, “…school quality is not a monolith. Schools that see gains on one metric do not necessarily see gains across other metrics.”

They find that test score gains and college enrollment rates have a correlation of just 0.13. They conclude, “schools that are good at raising test scores are not necessarily the same schools that are good at preparing students to enroll in college.”

This is a topic near and dear to my heart. Back in 2015, I published a similar paper looking at the overlap of high school metrics in Tennessee. The traditional metrics that states use to assess high school quality–test scores and graduation rates–are insufficient to answer the harder questions of whether high schools are preparing students to be successful in college or careers.

–Guest post by Chad Aldeman

Latest Edu-Reads

Robin V. Harris has a great story about Polly Williams, considered the “mother of school choice,” a Milwaukee-area Democrat, black activist and community organizer, and the longest-serving woman in the Wisconsin state legislature.

Last year Galileo Learning reached a record-breaking goal, offering scholarships to upwards of 15 percent of their campers. Here’s how the Bellwether team helped.

Here’s a cool data visualization tool from the Urban Institute that lets you look up individual schools to see how student demographics have changed over time.

Speaking of diversity, a new study finds that voters in local school board elections often look very different than the student body in their school district. As Matt Barnum notes in his Chalkbeat write-up, part of the problem is due to school board elections being off-cycle from national presidential elections. The smaller, less-diverse turnout in school board elections tends to elect less-diverse school board members who, in turn, support policies that are less likely to benefit black and Hispanic students.

Timothy Shanahan on the “last mile problem” in reading instruction.

Brandon Lewis on how districts can differentiate their own local school rating systems from the ratings put out by their state.

Checker Finn compares the quality checks on test-based accountability systems versus subjective evaluations of student work:

When we seek alternatives to the proctored and monitored exam form of high-stakes accountability, however, the challenges multiply. Nearly always, those alternatives—whether classroom work, teacher-administered exams, student projects, performances, portfolios, you name it—are judged subjectively, almost always by adults who know the kids’ identities and academic track records, and most of the time by adults who also have reasons to seek student success, whether it’s because they care about a kid passing and graduating or they’re being hassled by parents or principal or they know that the school’s passing or graduation rate is on the line.

–Guest post by Chad Aldeman 

Latest Edu-Reads

“the decline [in unionization] remains virtually unchanged through Republican and Democratic presidential administrations, dramatic alterations in the composition of Congress and statehouses, and amid the working lives of an entire generation of Americans.” That’s Mike Antonucci on the long-term decline of unionism.

A new research paper from Dongwoo Kim, Cory Koedel, and P. Brett Xiang finds that, “a 1% (of salaries) increase in the annual required pension contribution corresponds to a decrease in total teacher salary expenditures of 0.24%.”

A new Rand study finds that NYC’s Community Schools program boosted student attendance, credit accumulation, graduation rates, and math achievement. However, the program costs roughly $200 million a year, prompting Jennifer Jennings, a professor of sociology at Princeton University, to ask, “The question is really: Did it work better than other things that cost similar amounts of money or with fewer public dollars?”

Are district accountability systems duplicative of state efforts, or are they providing a unique contribution? Denver is about to find out.

LaVonia Abavana, a Camden parent, talks about navigating her school choice options with a special-needs child.

A study by Elaine M. Allensworth and Kallie Clark on graduates of Chicago public high schools found that high school GPAs were much more predictive than ACT scores of the students’ probability of graduating from college.

Three community colleges in Ohio were able to double their three-year graduation rates and increase their transfers to four-year colleges by 50 percent, thanks to an effort to replicate the successful CUNY ASAP program.

How can the NFL diversify its head coaching ranks?

–Guest post by Chad Aldeman 

Latest Edu-Reads

Howard Blume and Sonali Kohli look back on what’s happened in the wake of last year’s teacher strike in Los Angeles.

Educators for Excellence surveyed teachers on their opinions on pay, the profession, and performance.

Phyllis W. Jordan on the risks of including surveys in formal accountability systems.

Alex Spurrier on Blaine Amendments and why the Supreme Court may rule against them.

EdBuild identifies the 50 most segregating school district boundaries.

Nick Allen on helping low-income students succeed in postsecondary education by focusing on “match” and “fit.”

“Most predictions on the future of work suggest sustaining employment will depend on workers’ abilities to master new skills on the job. Short-term training programs tend to develop specialized skills, which may get an individual a job in the near term, but not necessarily include the foundational competencies that can affect income mobility — where it counts — on the job.” That’s Jim Jacobs on the pitfalls of short-term training programs.

Andy Rotherham on whether we’re asking textbooks to do too much on their own.

Buried in this Chicago Sun-Times dive into the Chicago Teachers Union finances is this sentence:

Asked about the union’s political activities, Jennifer Johnson, the CTU’s chief of staff, says the CTU’s work is “inherently political.” But she notes that members can decide whether their dues go to the union’s PACs.

Um, isn’t Johnson totally giving up on the unions’ argument in the 2018 Janus case? If all teachers union work is inherently political, as Johnson seems to admit here, then the court made the correct decision in Janus.

The California Legislative Analyst’s Office has an update on school district budgets, student enrollment, and staffing:

Overall Teacher Workforce Has Been Increasing. School districts had about 295,000 full‑time equivalent (FTE) teachers in 2018‑19, an increase of about 18,000 (6.4 percent) over the 2013‑14 level. Coupled with the effects of declining student attendance, the statewide student‑to‑teacher ratio, in turn, has been dropping over the past several years. In 2018‑19, it stood at about 21:1—comparable to the level prior to the Great Recession. Similarly, by 2018‑19, the statewide student‑to‑administrator ratio (237:1) had dropped below pre‑recession levels. Given the return of staffing levels to pre‑recession levels, coupled with declining student attendance, the pressure to hire additional teachers and reduce class sizes is likely to subside over the coming years. 

The LAO recommends that California use one-time budget surplus money to pay down pension and healthcare obligations, while the Governor’s office has other ideas. John Fensterwald digs into that dynamic.

–Guest post by Chad Aldeman