The New Teacher Project (TNTP) has released a new report on teacher retention in D.C. Public Schools (DCPS). It is a spinoff of their “The Irreplaceables” report, which was released a few months ago, and which is discussed in this post. The four (unnamed) districts from that report are also used in this one, and their results are compared with those from DCPS.
I want to look quickly at this new supplemental analysis, not to rehash the issues I raised about“The Irreplaceables,” but rather because of DCPS’s potential importance as a field test site for a host of policy reform ideas – indeed, the majority of core market-based reform policies have been in place in D.C. for several years, including teacher evaluations in which test-based measures are the dominant component, automatic dismissals based on those ratings, large performance bonuses, mutual consent for excessed teachers and a huge charter sector. There are many people itching to render a sweeping verdict, positive or negative, on these reforms, most often based on pre-existing beliefs, rather than solid evidence.
Although I will take issue with a couple of the conclusions offered in this report, I’m not going to review it systematically. I think research on retention is important, and it’s difficult to produce reports with original analysis, while very easy to pick them apart. Instead, I’m going to list a couple of findings in the report that I think are worth examining, mostly because they speak to larger issues. Read More »
One of the most important things in education policy to keep an eye on is the first round of changes to new teacher evaluation systems. Given all the moving parts and the lack of evidence on how these systems should be designed and their impact, course adjustments along the way are not just inevitable, but absolutely essential.
Changes might be guided by different types of evidence, such as feedback from teachers and administrators or analysis of ratings data. And, of course, human judgment will play a big role. One thing that states and districts should not be doing, however, is assessing their new systems – or making changes to them – based whether or not raw overall test scores go up or down within the first few years.
Here’s a little reality check: Even the best-designed, best-implemented new evaluations are unlikely to have an immediate measurable impact on aggregate student performance. Evaluations are an investment, not a quick fix. And they are not risk-free. Their effects will depend on the quality of systems, how current teachers and administrators react to them and how all of this shapes and plays out in the teacher labor market. As I’ve said before, the realistic expectation for overall performance – and this is no guarantee – is that there will be some very small, gradual improvements, unfolding over a period of years and decades.
States and districts that expect anything more risk making poor decisions during these crucial, early phases. Read More »
D.C. Public Schools (DCPS) recently announced a few significant changes to its teacher evaluation system (called IMPACT), including the alteration of its test-based components, the creation of a new performance category (“developing”), and a few tweaks to the observational component (discussed below). These changes will be effective starting this year.
As with any new evaluation system, a period of adjustment and revision should be expected and encouraged (though it might be preferable if the first round of changes occurs during a phase-in period, prior to stakes becoming attached). Yet, despite all the attention given to the IMPACT system over the past few years, these new changes have not been discussed much beyond a few quick news articles.
I think that’s unfortunate: DCPS is an early adopter of the “new breed” of teacher evaluation policies being rolled out across the nation, and any adjustments to IMPACT’s design – presumably based on results and feedback – could provide valuable lessons for states and districts in earlier phases of the process.
Accordingly, I thought I would take a quick look at three of these changes. Read More »
One of the more telling episodes in education I’ve seen over the past couple of years was a little dispute over Michelle Rhee’s testing record that flared up last year. Alan Ginsburg, a retired U.S. Department of Education official, released an informal report in which he presented the NAEP cohort changes that occurred during the first two years of Michelle Rhee’s tenure (2007-2009), and compared them with those during the superintendencies of her two predecessors.
Ginsburg concluded that the increases under Chancellor Rhee, though positive, were less rapid than in previous years (2000 to 2007 in math, 2003 to 2007 in reading). Soon thereafter, Paul Peterson, director of Harvard’s Program on Educational Leadership and Governance, published an article in Education Next that disputed Ginsburg’s findings. Peterson found that increases under Rhee amounted to roughly three scale score points per year, compared with around 1-1.5 points annually between 2000 and 2007 (the actual amounts varied by subject and grade).
Both articles were generally cautious in tone and in their conclusions about the actual causes of the testing trends. The technical details of the two reports – who’s “wrong” or “right” – are not important for this post (especially since more recent NAEP results have since been released). More interesting was how people reacted – and didn’t react – to the dueling analyses. Read More »
A new report, commissioned by the District of Columbia Mayor Vincent Gray and conducted by the Chicago-based consulting organization IFF, was supposed to provide guidance on how the District might act and invest strategically in school improvement, including optimizing the distribution of students across schools, many of which are either over- or under-enrolled.
Needless to say, this is a monumental task. Not only does it entail the identification of high- and low-performing schools, but plans for improving them as well. Even the most rigorous efforts to achieve these goals, especially in a large city like D.C., would be to some degree speculative and error-prone.
This is not a rigorous effort. IFF’s final report is polished and attractive, with lovely maps and color-coded tables presenting a lot of summary statistics. But there’s no emperor underneath those clothes. The report’s data and analysis are so deeply flawed that its (rather non-specific) recommendations should not be taken seriously. Read More »
** Also posted here on “Valerie Strauss’ Answer Sheet” in the Washington Post
Michelle Rhee, the controversial former chancellor of D.C. public schools, is a lightning rod. Her confrontational style has made her many friends as well as enemies. As is usually the case, people’s reaction to her approach in no small part depends on whether or not they support her policy positions.
I try to be open-minded toward people with whom I don’t often agree, and I can certainly accept that people operate in different ways. Honestly, I have no doubt as to Ms. Rhee’s sincere belief in what she’s doing; and, even if I think she could go about it differently, I respect her willingness to absorb so much negative reaction in order to try to get it done.
What I find disturbing is how she continues to try to build her reputation and advance her goals based on interpretations of testing results that are insulting to the public’s intelligence. Read More »
According to the principles of market-based education reform, there’s at least one large, urban public school district operating at max power: District of Columbia Public Schools.
For the past 2-3 years, DCPS has been a reformer’s paradise. The district has a new evaluation system (IMPACT), which it designed by itself. The system includes heavily-weighted value-added estimates (50 percent for teachers in tested grades/subjects), and the results of teachers’ evaluations are used every year to fire the teachers who receive the lowest evaluation ratings, or receive the second lowest score for two consecutive years. “Ineffective teachers” are being weeded out – no hearing, no due process, no nothing.
Furthermore, these evaluation scores are also used to award performance bonuses, and very large ones at that – up to $25,000. This should, so the logic goes, be attracting high-achieving people to DCPS, and keeping them around after they arrive. And, finally, as a result of many years of growth, the city has among the largest charter school sectors in the nation, with almost half of public school student attending charters. Theoretically, this competition should be upping the game of all schools, charter and regular public alike.
Basically, almost everything that market-based reformers think needs to happen has been the reality in DCPS for the past 2-3 years. And the staff has been transformed too. The majority of principals, and a huge proportion of teachers, were hired during the tenure of either Michelle Rhee or her successor, Kaya Henderson.
The district should be in overdrive right about now. Is it? Read More »
In several posts, I’ve complained about how, in our public discourse, we misinterpret changes in proficiency rates (or actual test scores) as “gains” or “progress,” when they actually represent cohort changes—that is, they are performance snapshots for different groups of students who are potentially quite dissimilar.
For example, the most common way testing results are presented in news coverage and press releases is to present year-to-year testing results across entire schools or districts – e.g., the overall proficiency rate across all grades in one year compared with the next. One reason why the two groups of students being compared (the first versus the second year) are different is obvious. In most districts, tests are only administered to students in grades 3-8. As a result, the eighth graders who take the test in Year 1 will not take it in Year 2, as they will have moved on to the ninth grade (unless they are retained). At the same time, a new cohort of third graders will take the test in Year 2 despite not having been tested in Year 1 (because they were in second grade). That’s a large amount of inherent “turnover” between years (this same situation applies when results are averaged for elementary and secondary grades). Variations in cohort performance can generate the illusion of “real” change in performance, positive or negative.
But there’s another big cause of incomparability between years: Student mobility. Students move in and out of districts every year. In urban areas, mobility is particularly high. And, in many places, this mobility includes students who move to charter schools, which are often run as separate school districts.
I think we all know intuitively about these issues, but I’m not sure many people realize just how different the group of tested students across an entire district can be in one year compared with the next. In order to give an idea of this magnitude, we might do a rough calculation for the District of Columbia Public Schools (DCPS). Read More »
In 2007, when the D.C. City Council passed a law giving the mayor control of public schools, it required that a five-year independent evaluation be conducted to document the law’s effects and suggest changes. The National Research Council (a division of the National Academies) was charged with performing this task. As reported by Bill Turque in the Washington Post, the first report was released a couple of weeks ago.
The primary purpose of this first report was to give “first impressions” and offer advice on how the actual evaluation should proceed. It covered several areas – finance, special programs, organizational structure, etc. – but, given the controversy surrounding Michelle Rhee’s tenure, the section on achievement results got the most attention. The team was only able to analyze preliminary performance data; the same data that are used constantly by Rhee, her supporters, and her detractors to judge her tenure at the helm of DCPS.
It was one of those reports that tells us what we should already know, but too often fail to consider. Read More »
The subject of Michelle Rhee’s teaching record has recently received a lot of attention. While the controversy has been interesting, it could also be argued that it’s relatively unimportant. The evidence that she exaggerated her teaching prowess is, after all, inconclusive (though highly suggestive). A little resume inflation from a job 20 years ago might be overlooked, so long as Rhee’s current claims about her more recent record are accurate. But are they?
On Rhee’s new website, her official bio - in effect, her resume today (or at least her cover letter) - contains a few sentences about her record as chancellor of D.C Public Schools (DCPS), under the header “Driving Unprecedented Growth in the D.C. Public Schools.” There, her test-based accomplishments are characterized as follows:
Under her leadership, the worst performing school district in the country became the only major city system to see double-digit growth in both their state reading and state math scores in seventh, eighth and tenth grades over three years.
This time, we can presume that the statement has been vetted thoroughly, using all the tools of data collection and analysis available to Rhee during her tenure at the helm of DCPS.
But the statement is false. Read More »
According to an article in yesterday’s Washington Post, the outcome of the upcoming D.C. mayoral primary may depend in large part on gains in students’ “test scores” since Mayor Adrian Fenty appointed Michelle Rhee to serve as chancellor of the D.C. Public Schools (DCPS).
That struck me as particularly interesting because, as far as I can tell, Michelle Rhee has never released any test scores to the public. Not an average test score for any grade level or for any of the district’s schools or any subgroup of its students. None. Read More »
Given our extreme reliance on test scores as measures of educational success and failure, I’m sorry I have to make this point: proficiency rates are not test scores, and changes in proficiency rates do not necessarily tell us much about changes in test scores.
Yet, for example, in the Washington Post editorial about the latest test results from the District of Columbia Public Schools, at no fewer than seven different points (in a 450 word piece) do they refer to proficiency rates (and changes in these rates) as “scores.” This is only one example of many.
So, what’s the problem? Read More »