Polls shows faith in public schools

If ever there was a time for parents and the American public to turn against public schools, you’d think this would be it. But two recent polls show it hasn’t happened.

The COVID-19 pandemic has disrupted schooling for a year and a half, forcing children to learn online. Schools have been under relentless attack for requiring masks and teaching about racism. State legislators have bashed public schools as they pushed to expand school choice.

But the polls, by PDK International and Education Next, show continued strong support for and satisfaction with local public schools, both from parents and the public. This continues a longstanding trend in which respondents are critical of the nation’s schools but give local schools high marks.

PDK International, also known as Phi Delta Kappa, is an organization of educators that tends to favor public schools. Education Next, a journal committed to “bold change,” tends to be critical of public schools. Both polls, conducted in May, June and July, produced similar findings.

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Indiana moving forward on letter-grade criteria for schools

Schools are complex institutions, serving diverse constituencies and charged with a wide range of objectives. So it’s no wonder Indiana education officials are finding it a challenge to develop an A-to-F grading system that fairly evaluates schools – and that people can understand.

The State Board of Education last week approved a proposed rule that sets out the new grading standards, which are designed to replace both Indiana’s old Public Law 221 accountability system and the “adequate yearly progress” standard in the federal No Child Left Behind law.

For elementary and middle schools, the new system is fairly straightforward. Schools get basic scores for the percentage of their students who pass state math and English tests. From there, they can gain bonus points or be penalized, depending on students’ test-score “growth” from year to year and other factors. Add up the points and you get a grade.

Jonathan Plucker, director of the Center for Evaluation & Education Policy at Indiana University, had a hand in developing the new K-8 grading system. He said it meets three of his major criteria: 1) the letter grades are easy to calculate and explain; 2) the underlying statistical metrics are sound; and 3) it’s possible for schools to improve their grades by focusing on performance.

“So my take-away from this experience is that the K-8 model is better than what we have currently,” Plucker told School Matters by email.

He is less familiar with details of the model for high schools, and it’s there that the state seems to be struggling to get things right.

Under the model that the board approved last week, high schools will be graded on passing rates on state tests, graduation rates, and a category called college and career readiness, which includes AP and IB test results and completion of college credits and career/ technical certifications. The college and career readiness part will be phased in over several years, which means that most of the weighting will initially be on test scores and graduation rates.

Test-based accountability is a problem for high schools, however, because Indiana has standardized tests for only two high-school level courses — English 10 and Algebra I – which are taken each year by a small minority of students. But attempts to add other factors to the grading formula have been criticized for making the system too complicated.

“In systems such as these, accuracy usually equals complexity, which equals ‘hard to explain to people,’” Plucker said. “It’s a very troubling paradox.”

The Board of Education’s vote last week sends the proposed grading rule to the State Budget Agency for a cost-benefit analysis. Then the board will conduct a public hearing on the rule, possibly in January, with final adoption likely in February or March.

Grading schools: Does complexity defeat the purpose?

Indiana began awarding letter grades to schools this year based on the idea that it’s a clearer and more transparent way to hold schools accountable and inform parents and the public about how they are performing.

After all, the thinking went: Everyone knows what an A means? Everyone knows what an F means. But do we?

Watch just a little of the video of the Oct. 5 State Board of Education meeting, and you may wonder. Members spent nearly five hours discussing criteria for calculating grades, and they seemed no closer to consensus when they were done than when they started.

Or try reading a version of the proposed rule that the board is considering to create the new letter-grade metrics. You’ll find language like this: “Highest growth passing rate is the percentage point increase of identified passing students at the lowest performing high growth passing rate school within the top quartile of schools ranked from highest to lowest by the percentage point increase in passing percentage students.”

Department of Education staff tried to simplify the rule by giving it to the board in an easy-to-follow PowerPoint presentation. But it was still slow going – made slower by the board’s tendency to argue over philosophy and details every step of the way.

And state officials are working on a deadline. Superintendent of Public Instruction Tony Bennett indicated he’d like to have board approval of the rule before Indiana submits its application for federal waivers under the No Child Left Behind law, due Nov. 14. Continue reading