10 reasons why VAM is harmful to students

[...]No one is asking how value-added assessments may affect the very students that this evaluation system is intended to help. By my count, there are at least ten separate ways in which value-added assessment either does not accurately measure the needs of a student or is actually harmful to a child’s education. Until these flaws are addressed, value-added assessment will be nothing more than a toy for politicians and headline writers, not a serious tool for improving learning.

1. The premise of value-added assessment is that standardized tests are an accurate and decisive measure of student learning. In fact, standardized testing is neither definitive nor especially reliable. City and state exams are snapshots, not in-depth diagnostic tools.

2. Value-added assessments will ultimately require all students to take standardized exams, whether or not such examinations are developmentally appropriate. Kindergarteners and first graders will be subjected to the same pressures of high-stakes testing as older children.

3. Value-added assessments will dramatically increase the number of standardized tests for each student. Children will need to take exams in subjects such art, music and physical education in order to evaluate the teachers of these subjects.

4. The most successful students will get less enrichment work and more test prep. It is actually more difficult to improve the scores of gifted students since they have already done so well on standardized exams.

5. Teachers will need to avoid necessary remediation in order to attain short-term gains in test scores. Most standardized English tests require students to demonstrate high-order thinking skills, yet a growing body of academic research indicates that many children—especially those growing up in poverty—require huge boosts of vocabulary to function well in school. Teachers may be forced to forego a vocabulary-rich curriculum that would have the most long-term benefits for their children. Instead, they will have to focus on the skills that might help students gain an extra point or two on this year’s tests.

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Why are Ohio's charter schools so poor?

In a previous post we took a look at the difference in performance between Ohio's traditional public schools and their charter school counterparts, and discovered a wide and growing gap. Why does this gap exist?

One of the clear reasons is in the quality of the workforce. Ohio's traditional public schools have invested a lot of time and money developing an experienced, highly qualified teacher workforce, an investment that Ohio's charter schools have resisted or failed to developing.

Steve Dyer at Innovation Ohio took a look at the latest teacher data made available by ODE and discovered that the typical (i.e. the mode) charter school teacher has 0 years of experience, while their traditional school counterpart had 14 years of experience. We took a look at this too, and came to the same conclusion.

Our analysis also showed that the average level of experience of a charter school teacher is only 4.9 years, while in traditional schools that figure is over 14 years.

Dyer also discovered, what he called "two equally stunning statistics"

1) The average Traditional Public School building has about 2/3 of its teachers with a masters degree. The average Charter School building has about 1/3 of its teachers with a masters degree.
[...]
2) About 1 out of 3 Charter Schools in Ohio have at least some core courses taught by someone with a temporary teaching certificate. Of the more than 3,200 Traditional Public School buildings in the report card data, not a single one has core courses taught by teachers with temporary certificates.

Furthermore, over 10% of Ohio's charter schools have class sizes greater than 25 students per teacher, 20 of them more than 30 students per teacher!

The major innovation attempted by Ohio's charter school community has not been to find ways to deliver higher quality education, but instead to find ways to minimize teacher costs in order to maximize profits. This is made very clear when once looks at this experience and qualification differences, education outcome quality differences and the subsequent difference in average salaries where the charter school average is $33,993 and traditional schools $57,303.

Real consequences of ‘school choice’

For years, policy initiatives stemming from right-wing belief tanks have been wrapped in the rhetoric of positive outcomes that are, in fact, the complete opposite of what the measures are really intended to do.

A bill called Clear Skies that called for more pollution. Another called Healthy Forests offered incentives for cutting down valuable trees. No Child Left Behind, perhaps the crowning glory of duplicity, worsened the education of disadvantaged children it was purported to magically improve.

But without a doubt the most enduring of these wolf-wrapped-in-sheep’s-clothing ideas is the promise of “school choice” that’s been promoted to parents since the presidencies of Nixon and Reagan.

Sold as a way to “empower” parents to improve the education attainment of their children, school choice initiatives take on many forms, including vouchers, “scholarships,” and tax credits. But the most radical form of school choice is the so-called “parent trigger.”

The parent trigger has been relentlessly marketed to parents and policy makers as an “empowerment” that enables parents to conduct a petition campaign in their community to fire their school’s staff and change its governance. This has all the rhetoric of democratic activism – a majority of the parents deciding “what’s best” for the education of their children. But what are the results?

So far, the trigger has only been carried out to its fullest extent in one school: Desert Trails Elementary School in Adelanto, California. A new video “Parent Triggers: Another Reform Misfires,” (see below) released by the Education Opportunity Network, recently looked at the results of the parent trigger in Adelanto and found that rather then uniting parents in doing what’s best for children, the parent trigger brought deception, division and disruption to the community.

Thus, parent trigger bills join the ranks of other school choice schemes that are proliferating across the country. And rather than giving parents more control of the trajectory of their children, these policies are leaving more parents overwhelmed and powerless.

So what should parents expect when the parent trigger or any other school choice scheme comes to town?

In New Orleans – perhaps America’s choiciest school district, where 70 percent of students attend charter schools – most of the schools remain the lowest performing in one of the lowest performing states, and parent activists have come to the conclusion that choice means “a choice to apply” while still remaining “trapped” in the same lousy schools.

A recent article in The Washington Post told the story of how the District of Columbia’s complex school choice landscape has led some parents to hire an educational consultant to navigate the public school system — and this is being seen by some as the wave of the future in districts around the country. More than 40 percent of the District’s 80,000 students attend charter schools. Even when parents do choose traditional public schools for their children, “more than half do not attend their assigned neighborhood school.”

“It’s just totally overwhelming,” one parent was quoted as saying in the Post story.

And the results? D.C. schools have among the lowest high school graduation rates in the country and the largest achievement gap of any urban school district.

According to this New York Times story, parents in New York City face a similar, if not more daunting, “school choice maze” that leaves thousands of children “shut out” of any real choice at all. Parents trying to navigate the complex system end up “feeling inadequate, frustrated and angry.”

Not to worry, school choice advocates reassure us. We’re told, as in this article at greatschools.org, to rejoice in the fact that while “it used to be that when it was time to find a school for the kids, most Americans looked no further than the neighborhood school.” Now we have a wonderful “open” system where our precious little darlings get to “compete” against the precious little darlings of our friends and neighbors.

Just make sure you’re one of the “smart parents” who knows how to “work the system.”

How could choice possibly lead to fewer options for parents?

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Charter school performance crisis

The Ohio Department of education finally released their complete set of school ratings data, so we can once again take a look at the performance of traditional public schools and Ohio's charter schools. Keep in mind as you look at these results that charter schools in Ohio cost $54 more per pupil than traditional public schools, and that 90% of the money going to charter schools that are rated in Ohio go from better performing school districts to poorer performing charter schools on the Performance Index.

So, with that in mind, how do these schools stack up against each other?

The answer is, that charters do not stack up well against traditional public schools at all. Less than 10% of Ohio's charter schools rate excellent or better, compared to 54% of Ohio's traditional public schools. Worse still, at the bottom end, almost 40% of Ohio's charter schools are in academic emergency or academic watch, compared with just over 11% of Ohio's traditional public schools.

These results make it very difficult to justify diverting over $820 million from traditional schools delivering a quality education to charter schools delivering failure.

Standards are now so low in some Ohio charter schools that an investigative report by State Impact has found

Can’t pass the Ohio Graduation Tests? No problem, some charter schools say. You can still graduate.

At some Ohio charter schools, if a student can’t pass Ohio’s five graduation exams — in reading, writing, math, science and social studies — the schools enroll them in a series of correspondence courses through an Illinois-based school. The student then earns a high school diploma from the state of Illinois. Illinois does not require students to pass a state test to graduate.

If there's an education crisis in Ohio, it's with Ohio's charter schools first, and most.

Stongsville Strike Primer

What's going on in Strongsville? Here's a good primer, via Diane Ravitch's blog.

My name is Christina Potter and I have taught in the Strongsville City Schools in Strongsville, Ohio for the last eight years.

When I was hired in Strongsville, a great community with excellent schools, many other teachers said I was lucky, and they were jealous of my new job, and during the first two years, they were right; things were great with all sides working together,and we earned Ohio’s highest ranking, Excellent with Distinction.

As time went on a division started to occur between the administration and the teachers. During our 2010 contract negotiations the school stated that times were difficult and they needed the teachers to make concessions. In good faith, and promise of a levy, we agreed to an additional two year pay freeze on top of the three years we had already taken. We also increased our medical expenses, took on an additional duty period, and agreed to work two days unpaid. Times were tough, but everyone was striving to make Strongsville great.

Then, everything went haywire. With the ink still drying on our contract, the Board tried to take the levy off the ballot but failed, so instead, they informed the community to vote the levy down. Then we learned that while the district cried broke in 2010, it spent $500,000 to hire an attorney who publicizes himself as a union breaker. Every school district in this area that has hired him has either gone on strike or threatened to. Needless to say, the teachers, who negotiated in good faith, were outraged.

When our contract ended in June 2012, the district asked for extra time before negotiating to get its finances in order, so on July 19th, the first negotiation session took place. Upon walking in, their attorney put a contract down on the table and told us it was a take it or leave it offer and refused to negotiate one item at a time. After months of failing to negotiate a contract, our Education Association declared an impasse, and a Federal Mediator came in to oversee negotiations. Here is the timeline of recent events:

1. On February 15th, 2013 the teachers of the Strongsville Education Association (SEA) overwhelmingly passed a strike authorization.

2. On February 22nd, SEA submitted a 10-day notice of our intent to strike.

3. On March 1st, I had to hand in my I.D. badge and keys and have all of my personal belongings out of the building by 3:15 p.m. After 3:15, the doors would be locked, and anyone still on school property would be arrested even though we had not taken a final strike vote; we also had another negotiation session scheduled for Saturday morning. For all intense purposes we were not on strike yet but we were being locked out of the buildings, our email accounts and our grade books.

4. On March 2nd, both negotiating teams and the School Board members met with the federal negotiator. At that time the school gave its final offer which was only slightly different than their original.

And that takes us to where we are today, on strike. Many of my fellow teachers are also Strongsville residents, who have children in the system. They fear we are destroying our great public schools by trashing the teaching profession within them, instead of working toward a settlement. They feel the Board has chosen to waste tax payer money and painted teachers as greedy; meanwhile, it has forked over another $500,000, for a total of $1 million, to an attorney instead of using the money for books and technology.

Why are we striking in the cold, wind, and snow from 5:30 a.m. to 4 p.m. We, the Strongsville teachers, feel we are not just standing for the SEA, but for all of our fellow public school teachers in the Ohio and across the nation during this statewide/national epidemic of privatizing our public schools. If this contract goes through other school districts may soon go after their teachers, and we cannot in good conscience allow that to happen. As a teacher and a parent of two, I believe in public education and its hard working teachers, who too often are the brunt of undeserved bashing.

The teachers of Strongsville will hold a rally this afternoon at 4 pm in the center of Strongsville, at the gazebo, at the corners of Pearl Rd. and Rt 82.

Surprise! Charters want even more money.

In testimony before the House Finance committee, Charter school operators and their boosters expressed sadness at the Governor's education budget. Despite school districts having to deduct $824 billion this school year to fund charter schools (most of which are failing), they want more. They argued they should receive

• $5,704 per pupil, not $5,000, as the base amount (but would not answer the question of whether or not traditional public schools should receive a base amount higher than $5,000).
• Up to $1,000 per pupil (instead of he proposed $100) for buildings and that online charter schools should also receive building funds

Only 5% of Ohio's students go to a charter school, and much less than 1% go to a quality one, yet charter operators and their boosters want more than 10% of the funding. These aren't fair or tennable requests being made, it is greed at the expense of the majority of students who choose to go to a traditional public school.