NOTE: This post was written before Glenda Ritz upset Tony Bennett in last week’s election for Indiana superintendent of public instruction. Ritz has been critical of the state’s school-grading system. As superintendent, she can’t change the law that requires the rating of schools or the rule that sets the grading rubric. She argues that she can influence how the system is implemented.
The school grades that the Indiana Department of Education released recently may tell us a little about which schools are effective. But they also reinforce a false and ugly stereotype: “Good” schools enroll students from families that are well off financially; schools that serve poor kids are likely to be “bad.”
This would be obvious to anyone who scanned the results. In Indiana’s wealthiest school districts, most if not all the schools get As. Most of the schools with Fs are clustered in urban districts with high poverty, especially Indianapolis, Gary, Hammond, Evansville and South Bend.
Matt DiCarlo shows what’s going on in this post at Shanker Blog. He breaks down the Indiana data and demonstrates clearly that there’s a high likelihood low-poverty schools will get good grades and high-poverty schools will fare poorly with the grading metrics that Indiana adopted this year.
The problem, DiCarlo explains, is that Indiana’s system relies heavily on absolute performance – the percentage of students who pass ISTEP-Plus exams in math and English. And those percentages are highly correlated with family demographics. Schools can improve their grades a bit if many of their students show “high growth” on the tests from year to year. But with a few striking exceptions, most high-poverty schools are starting in too big a hole to dig out.
The bias, DiCarlo writes, “is a feature of the system, not a bug – Continue reading