Leadership audits save principals in Jefferson County?

Maybe not

The Louisville Courier-Journal reported today, “Audits: 7 JCPS low-performing schools making improvements, can keep principals.”

Well, maybe not.

I have not had time to evaluate the audits, but I know there is no requirement for the commissioner of education to follow the auditors’ recommendations. In fact, I seem to recall precedents of the commissioner not always following audit recommendations for Persistently Low-Achieving Schools (PLAs).

More importantly, the commissioner and I now know something additional that I don’t think the auditors could have known: newly released math and reading results for the latest PLAN and EXPLORE testing for these seven schools overall don’t look so hot.

Unlike most other state testing in Kentucky, EXPLORE and PLAN are administered in the fall of the eighth and 10th grade years, respectively. Because the principals took over these seven schools in the 2011-12 school year, we now have not one, but two sets of testing data for their time at the helm. Of course, the testing done in early 2011 is more like a reflection of what the previous principal in each school produced, but the 2011-12 scores provide good baseline data for the new principals, as well.

So, how do the numbers actually look? This table shows the percentages of students who scored at or above the EXPLORE or PLAN Benchmark Scores that show students are on track for college and careers.

Where the Benchmark performance declined, I show the 2012-13 scores in red.

If a school showed declines between 2011-12 and 2012-13 in both reading and mathematics, I show the school’s name in red on the 2012-13 line.

Bluntly put, when it comes to math and reading, there’s an awful lot of red in this table.

While only allowing a principal one year at the helm before pronouncing judgment might not be wise, or fair, it would be equally unfair to our kids to say these school leaders are off the hook when their first to second year test data is trending in the wrong direction.

I will try to dig into one or two of the audits over the weekend to see how well they hold together (an initial scan indicates the auditors didn’t even consider test scores).

By the way, these new audits were not conducted or reported in the same way as earlier PLAs audits, and they appear to have been completed by different group of evaluators.

Meanwhile, I wouldn’t place any bets on whether or not those principals are home free. Education Commissioner Terry Holliday has been making comments like things couldn’t get any worse and that some of the PLAs are tantamount to educational genocide. I guarantee you Holliday pays attention to test scores even if the auditors did not.

Kentucky School Districts of Distinction Honored

The Kentucky Board of Education took a break from its governance duties today to honor eight Kentucky school districts that posted top performance in the 2011-12 school year on the new Unbridled Learning accountability system.

KY Board of Education Chair David Karem holds banner awarded to the Districts of Distinction

The eight districts are listed here along with their eligibility rates for the federal free and reduced cost lunch program, often used as a measure of student poverty.

Note that most of the districts had considerably lower than state average student poverty rates, but the Corbin Independent system actually had a rather high poverty rate that equals the statewide average. That’s really notable for a district that placed among the very top performers in Kentucky and shows there is hope that other districts with notable student challenges can still perform for their students.

Congratulations to all these districts and a special hat-tip to Corbin Independent.

Are the Common Core State Standards good enough?


Is Common Core good enough?

This is a very important question for Kentucky, because we were the first to jump on the Common Core State Standards (CCSS) bandwagon for math and English language arts.

Will our kids learn enough math and language skills to compete with the emerging fierce competition from overseas?

One commentator who clearly has doubts is Michelle Malkin. Read her latest concerns here.

As a note, Malkin references a number of sources whom I have corresponded with for many years. Comments from people like Stanford University professor James Milgram and long-time engineer and math instruction researcher Ze’ev Wurman cannot be casually dismissed.

Dick Innes with Mandy Connell now on those new education reports

Dick Innes will be talking with host Mandy Connell on Louisville’s 84WHAS this morning about the new reports that show Kentucky ranks 10th, 35th or whatever for education. Tune in to find out how education reporting gets so confusing.

Today from 10 a.m. to 11 a.m. (eastern). Listen live here.

 

EdWeek rankings become ludicrous

The new Quality Counts report from Education Week gave Kentucky an overall ranking of #10 for its public education program. That is pretty hard to accept.

But, check this out – ranking even higher than Kentucky in the new Quality Counts report is West Virginia, coming in at 9th place!!!

Please!

That is just ludicrous.

By the way, this EdWeek nonsense didn’t fool folks in Charleston, WV. Apparently, there might be a few better educated folks in West Virginia after all. At least they didn’t fall for the EdWeek nonsense the way our governor did.

I rest my case on the validity of this dubious ranking mess.

Now, let’s face some facts:

• Kentucky has a lot of new, untried standards and assessments on the books. I am hopeful they will pan out, but it is far too soon to declare victory, and it would be disrespectful of our students to try and do so at this time.

• At present, the most recent data available shows our white kids, who comprise about 84 percent of our public school population, seriously lag their counterparts in most other states around the country.

• The latest ACT data shows that among the states that now test all students with this college entrance test, Kentucky continues to perform poorly.

We have a lot of problems and a lot still to do. And, if this state really were in #10 position, it would only mean the rest of the country was in really dire trouble.

And, if anyone thinks education in West Virginia’s education system ranks in the top 9 in the country, they really are delusional.

In fact, blindly accepting a ranking scheme that says West Virginia is better than Kentucky is disrespectful to the citizens and educators in the Bluegrass State, as well!

How’s that again? Kentucky’s new education ranking looks funny

I wrote yesterday about the ironic situation of Kentucky getting rated at #10 among the states for its education program by Education Week while in the very same week Kentucky got rated #35 by Michelle Rhee’s Students First group.

I’ve now had time to look a little deeper into the EdWeek rankings. Something doesn’t work there for me.

For one thing, according to a summary released by Governor Steve Beshear’s office, Kentucky made absolutely astronomical improvement in EdWeek’s rankings in just two years. Back in 2011 the state supposedly ranked 34th. Now, miracle of miracles, we are suddenly at number 10.

No way! Real education PERFORMANCE simply doesn’t move that fast.

So, how did Kentucky get credit in EdWeek for such dramatic progress?

When you look at the six areas EdWeek examines –
• Chance for Success,
• K-12 Achievement,
• Standards, Assessments & Accountability,
• Teaching Profession,
• School Finance, and
• Transitions and Alignment
it turns out that all the big change from Quality Counts 2012 to 2013 for Kentucky came in just one area, “Transitions and Alignment.” The score in this area jumped up sharply by more than 10 points in just one year on EdWeek’s 100 point scale.

There was no change in scores for:
• “K-12 Achievement,”
• “Standards, Assessments & Accountability,” or
• “Teaching Profession,”
because EdWeek only computes data for these items every other year.

Kentucky’s score for “Chance for Success” actually went down slightly between 2012 and 2013.

So, what does EdWeek look at for “Transitions and Alignment?” The answer is that this element deals with whether or not the state has a standards and assessments for things like “School Readiness,” “College Readiness,” and “Workforce Readiness.”

It’s all really nice stuff. In fact, IF it works, its mostly really good stuff.

But, therein lies the rub: there isn’t any measure in Quality Counts of whether those standards Kentucky and other states say they have are adequate and actually produce better results for students.

If the state simply has a standard, any standard, that is enough to pass EdWeek’s muster.

If a state simply has an assessment, Quality Counts just assumes it is good enough.

Well, let’s get this straight. Just saying you have education standards or assessments isn’t good enough. Kentuckians learned that through the failures of both the KIRIS and CATS assessments and their underlying standards that didn’t produce badly needed improvements in education such as adequate preparation for college and careers.

In fact, when you look at results, the dubious nature of EdWeek’s rankings becomes very evident.

Consider Kentucky’s latest proficiency rates from the National Assessment of Educational Progress (NAEP). Those NAEP proficiency rates are grim. In general, only around one in three students in Kentucky is proficient in fourth and eighth grade subjects. If that performance is good enough to make Kentucky #10 in the country, then this country is in really big trouble!

And, if Quality Counts doesn’t start to dig deeper in its annual rankings, it will just be adding to the problem.

Kentucky education ranks how???

It’s ironic. Two rankings of state education systems have been released within a few days of each other. And, Kentucky gets DRAMATICALLY different rankings in them.

First out of the barrel were rankings from Students First, Michelle Rhee’s education group. Rhee’s State Policy Report Card for Kentucky gives the Bluegrass State a rather dismal “D Minus” overall. Kentucky’s best score, if you can call it that, for the three main areas graded was a “D Plus” for the way we evaluate and elevate teachers and principals. That’s pretty grim, but the scores got worse in the areas of “Spend Wisely and Govern Well” where we got a “D” and in the “Empower Parents” area where Rhee awarded Kentucky an “F.” You can click on the link above to see more details about each grade in each area.

Overall, in its “Results by List” Students First ranked Kentucky’s educational laws and policies at #35 in the country.

That’s pretty unimpressive.

But wait! Literally within days of the Students First rankings, Education Week came out with its annual report, “Quality Counts.” According to EdWeek, as gleefully reported by Kentucky’s governor Kentucky has moved up in its ranking scheme and now comes in at #10 among all the states!

Wow!

Talk about confusing!

Does Kentucky’s education system really rank at #10, #35, or maybe something else altogether different?

Well, I’m really not impressed with any of this “stuff.” The sorts of analyses both of these groups engage in are simplistic and can be very non-revealing.

That’s right, BIPPS isn’t really impressed with the rather liberal EdWeek rankings (based in large measure on “stuff” that ed school profs think should work, but which are mostly still unproved fad ideas).

I’m also not impressed with at least a part of the Rhee analysis. Her group simplistically ranked Kentucky’s overall average scores on the National Assessment of Educational Progress (NAEP) without paying any attention to grossly different racial demographics from state to state or Kentucky’s leading exclusion rate of students with learning disabilities on the NAEP reading assessment.

EdWeek engages in exactly the same sort of overly simplistic NAEP analysis, as well.

Read any NAEP report card from 2005 on and you will see that the people who actually run this federal testing program say you need to look at the data disaggregated by race and you also need to consider high exclusion rates.

These state rankings are just more of the same sort of misleading, shallow stuff we have been getting for years from local groups like the now defunct Kentucky Long Term Policy Research Center and more recently from UK’s Center for Business and Economic Research.

Well, here’s one reason I don’t care for all the fluffy rankings. When you do a proper job of looking at how our white kids did on the last National Assessment of Educational Progress eighth grade math test, our performance looks pretty bad. When you add the fact that 84 percent of our kids are white, that just makes this map’s message even grimmer.

No hooting and hollering about EdWeek saying nice things about our still-developing K-PREP assessment program, etcetera, is going to change the fact that Kentucky’s whites only outscored whites in just three states on the 2011 NAEP math assessment, either.

I hope our new programs pan out, but we are going to need several more years of data to know if that really will happen. Cheering about changes that have yet to prove themselves is not going to help.

Prichard pushes the numbers too far, again, Part 2

In any state-to-state education comparison, student demographics matter

In its zeal to portray Kentucky’s public education system in the best possible light, the Prichard Committee for Academic Excellence has issued a 2012 update to its on-going “Top 20 by 2020” reports.

But, Prichard still doesn’t get this right. Prichard simply ignores advice, readily available in all federal National Assessment of Educational Progress (NAEP) report cards since 2005, that comparison of NAEP scores from state to state should consider differing student demographics and exclusion rates.

It’s not hard to understand why Prichard ignores that advice.

Consider the case of Fourth Grade NAEP Math. If we look at the officially published NAEP Scale Scores for California and Kentucky for 2011, Kentucky beats California by a statistically significant seven points.

But, California’s public schools are only 25 percent white, while Kentucky’s remain very white at 84 percent. And, whites score much higher in both states than either blacks or Hispanics do.

So, what happens to California’s overall NAEP score if we simply level the playing field by weighting California’s NAEP scores for the different races’ using the demographic makeup of Kentucky’s schools?

The answer is astonishing.

Instead of scoring seven points behind Kentucky, California would outscore us by seven points if that state had the same student racial demographics.

California’s educators have no control over the current immigration situation, which has flooded their schools with lots of lower-scoring minority students. And, as you can see by clicking the “Read more” link below, California has actually made amazing progress with all its significant student racial groups despite the Tsunami of non-white students that have engulfed the schools there. But, you can’t see that if you only look at the overall student scores.

One more thing – the NAEP Data Explorer shows that the eligibility rate for the federal free and reduced cost lunch program in California’s public schools for the 2011 Grade 4 Math Assessment was 58 percent while Kentucky’s was 55 percent (a difference probably not statistically significant). When we break down the NAEP performance by race for those students who are lunch eligible, Kentucky and California tie for both whites and blacks.

Kentucky’s Hispanics do outscore Hispanics in California, but there may be an unsatisfactory reason for that. Table A-5 in the 2011 NAEP Math Report Card shows an astonishingly high 98 percent of all English language learners in California participated in the NAEP. In Kentucky, a much lower proportion, just 73 percent, were tested. That will certainly inflate Kentucky’s Hispanic scores.

So, let’s not dwell on that old poverty excuse!

And, let’s get this loud and clear! In comparing state-to-state performance with the NAEP – or with any other test like the new Stanford 10 now used in Kentucky as part of the K-PREP system – it is essential to consider the scores disaggregated by race. Otherwise, Kentuckians will get an inflated sense of accomplishment in their schools.

[Read more...]

News Release: Report: New K-PREP testing shows Louisville’s black students still falling through gaps

(LOUISVILLE, Ky.) – A new report by the Bluegrass Institute, Kentucky’s free market think tank, reveals that the commonwealth’s largest school district continues to fail its black students.

An update to the institute’s “Blacks Falling Through Gaps” report from the Summer of 2012 shows dramatic proficiency rate gaps between black and white students continue to exist in many Jefferson County Public Schools.

The updated report – based on results from the new Kentucky Performance Rating for Educational Progress (K-PREP) tests – also reveals that the highest gaps still tend to be found in schools east of Interstate 65.

Norton and Brandeis Elementary Schools both posted astonishingly large white-black math proficiency rate gaps of more than 51 percentage points. Kentucky’s new Unbridled Learning school accountability program rated both schools in the highest classification as “Schools of Distinction” while failing to identify their achievement-gap problems.

Large gaps also continue at Dunn Elementary School.

“Dunn has a very large K-PREP math achievement gap of nearly 49 percentage points, but Unbridled Learning provides no clue about the problem,” said Richard G. Innes, Bluegrass Institute staff education analyst and author of the new report. “Unbridled Learning tells Kentuckians that Dunn is a ‘Proficient’ school, which indicates this school performs better than at least 70 percent of all the schools in Kentucky.

“Dunn may perform for its whites, but blacks in this school didn’t even reach district wide black proficiency rate for Jefferson County schools and really got left behind.”

More details can be found in the report, which is available online at www.bipps.org.

K-PREP Data Sourcebook Update

Our K-PREP Data Sourcebook is now updated to include district level white minus black math proficiency rate gaps for all school levels, elementary, middle and high schools.