aka common core

To reduce Common Core acrimony, NY’s top education official floats renaming the standards

The rancor around the Common Core learning standards in New York might be diminished by renaming them, Regents Chancellor Merryl Tisch said Tuesday.

“There is so much politicization about those words ‘Common Core,’” Tisch said on the Capitol Pressroom, an Albany-based public policy radio program. “We can call them the ‘Empire State’ standards’ or ‘New York’s higher standards.’”

“If you call them something different and you make appropriate adjustments, addressing some developmental questions,” she said later, “I think those are all appropriate things to do.”

Her remarks reflect just how unpopular the standards — and the state tests associated with them — have become in New York state, where one in five eligible students boycotted the exams this spring. The State Education Department and Gov. Andrew Cuomo have each announced plans to review the standards, a process that 18 other states have also undertaken.

Tisch, a strong proponent of the standards who oversaw their adoption in 2011 and related changes to state tests in 2013, said New York’s review should consider adjustments to certain standards after listening to teachers’ and experts’ concerns. Only one similar state review, in Oklahoma, has resulted in a full rewriting of the standards, according to the Council of Chief State School Officers.

“They have tweaked in a couple of areas, but they haven’t changed it,” Tisch said of the standards, which spell out skills that students should master at each grade level. “What they did do, however, was they changed the name.”

New York state officials have said little so far about how they will conduct those reviews. It’s also unclear whether the reviewers will seek to include suggestions about the content of state tests or the way test scores are used to judge school quality and factor into teacher evaluations, all concerns that have powered the growing opt-out movement.

But a few critics were quick to say that their concerns would not be assuaged with a name change.

“If it walks like a duck & quacks like a duck,” Mike Reilly, president of Staten Island’s Community Education Council, wrote on Twitter.

As Chalkbeat reported last month, even supporters of the Common Core have said that some portions of the standards should be adjusted to better account for the needs of the youngest learners. Susan Neuman, an education professor at New York University and a specialist in early literacy development, said that standards don’t appear to account for the order in which young children build language skills, for example.

Tisch said she was open to looking more closely at the standards in elementary grades.

“People keep talking about the developmental appropriateness in the kindergarten through sixth-grade range,” Tisch said. “All over the country, people have been talking about that. That’s something we should look at.”

more digging

Kingsbury High added to list of Memphis schools under investigation for grade changing

PHOTO: Shelby County Schools
Kingsbury High School was added to a list of schools being investigated by an outside firm for improper grade changes. Here, Principal Terry Ross was featured in a Shelby County Schools video about a new school budget tool.

Another Memphis high school has been added to the list of schools being investigated to determine if they made improper changes to student grades.

Adding Kingsbury High School to seven others in Shelby County Schools will further delay the report initially expected to be released in mid-June.

But from what school board Chairwoman Shante Avant has heard so far, “there haven’t been any huge irregularities.”

“Nothing has surfaced that gives me pause at this point,” Avant told Chalkbeat on Thursday.

The accounting firm Dixon Hughes Goodman is conducting the investigation.

This comes about three weeks after a former Kingsbury teacher, Alesia Harris, told school board members that Principal Terry Ross instructed someone to change 17 student exam grades to 100 percent — against her wishes.

Shelby County Schools said the allegations were “inaccurate” and that the grade changes were a mistake that was self-reported by an employee.

“The school administration immediately reported, and the central office team took the necessary actions and promptly corrected the errors,” the district said in a statement.

Chalkbeat requested a copy of the district’s own initial investigation the day after Harris spoke at the board’s June meeting, but district officials said they likely would not have a response for Chalkbeat until July 27.

Harris said that no one from Dixon Hughes Goodman has contacted her regarding the investigation as of Thursday.

The firm’s investigation initially included seven schools. Kingsbury was not among them. Those seven schools are:

  • Kirby High
  • Raleigh-Egypt High
  • Bolton High
  • Westwood High
  • White Station High
  • Trezevant High
  • Memphis Virtual School

The firm’s first report found as many as 2,900 failing grades changed during four years at nine Memphis-area schools. At the request of the board, two schools were eliminated: one a charter managed by a nonprofit, and a school outside the district. The firm said at the time that further investigation was warranted to determine if the grade changes were legitimate.

The $145,000 investigation includes interviews with teachers and administrators, comparing teachers’ paper grade books to electronic versions, accompanying grade change forms, and inspecting policies and procedures for how school employees track and submit grades.

Since the controversy started last year, the district has restricted the number of employees authorized to make changes to a student’s report card or transcript, and also requires a monthly report from principals detailing any grade changes.

Silver Lining Playbook

Memphis’ youngest students show reading gains on 2018 state tests — and that’s a big deal

PHOTO: Caroline Bauman
A student works on reading comprehension skills at Lucie E Campbell Elementary School in Memphis and Shelby County Schools.

Those working to improve early literacy rates in Shelby County Schools got a small morale boost Thursday as newly released scores show the district’s elementary school students improved their reading on 2018 state tests.

The percentage of Memphis elementary-age students considered proficient in reading rose by 3 points to almost one-fourth of the district’s children in grades 3 through 5. That’s still well below the state average, and Superintendent Dorsey Hopson said “we obviously have a long way to go.”

PHOTO: Caroline Bauman
Superintendent Dorsey Hopson has overseen Tennessee’s largest public school district since 2013.

Strengthening early literacy has been a priority for the Memphis district, which views better reading skills as crucial to predicting high school graduation and career success. To that end, Shelby County Schools has expanded access to pre-K programs, adjusted reading curriculum, and made investments in literacy training for teachers.

Hopson said the payoff on this year’s TNReady scores was a jump of almost 5 percentage points in third-grade reading proficiency.

“It was about five years ago when we really, really, really started pushing pre-K, and those pre-K kids are now in the third grade. I think that’s something that’s really positive,” Hopson said of the gains, adding that third-grade reading levels are an important indicator of future school performance.

TNReady scores for Shelby County Schools, which has a high concentration of low-performing schools and students living in poverty, were a mixed bag, as they were statewide.

Math scores went up in elementary, middle, and high schools in Tennessee’s largest district. But science scores went down across the board, and the percentage of high school students who scored proficient in reading dropped by 4 percentage points.

The three charts below illustrate, by subject, the percentages of students who performed on track or better in elementary, middle, and high schools within Shelby County Schools. The blue bars reflect the district’s most recent scores, the black bars show last year’s scores, and the yellow bars depict this year’s statewide averages.

Hopson said he was unsure how much the scores of older students — all of whom tested online — were affected by technical problems that hampered Tennessee’s return this year to computerized testing.

“From what people tell me, kids either didn’t try as hard in some instances or didn’t take it seriously,” Hopson told reporters. “We’ll never know what the real impact is, but we have to accept the data that came from these tests.”

But students in two of the district’s school improvement initiatives — the Innovation Zone and the Empowerment Zone — showed progress. “We’re going to double down on these strategies,” Hopson said of the extra investments and classroom supports.

In the state-run Achievement School District, or ASD, which oversees 30 low-performing schools in Memphis, grades 3 through 8 saw an uptick in scores in both reading and math. But high schoolers scored more than 3 percentage points lower in reading and also took a step back in science.

The ASD takes over schools in the state’s bottom 5 percent and assigns them to charter operators to improve. But in the five years that the ASD has been in Memphis, its scores have been mostly stagnant.

Tennessee Education Commissioner Candice McQueen said she and new ASD Superintendent Sharon Griffin are reviewing the new data to determine next steps.

“We are seeing some encouraging momentum shifts,” McQueen said.

Chalkbeat illustrator Sam Park contributed to this story.