Data from the Indiana Department of Education hint at how badly the COVID-19 pandemic has disrupted student learning, especially for students of color and students from low-income families.
Students who attended school remotely last year because of the pandemic had lower scores and less improvement on standardized tests than students whose primary mode of instruction was in-person, according to a presentation at Wednesday’s State Board of Education meeting.
“In really simple terms, in-person instruction really, really, really matters,” Secretary of Education Katie Jenner told the board. “What our teachers do in the classroom, face to face, really matters.”
The Indiana Department of Education released 2021 ILEARN assessment results Wednesday for students in grades 3-to-8. I don’t want to read too much into standardized test scores, especially during a pandemic, but here are some thoughts.
COVID-19 clearly impacted learning, as everyone expected it would. Between 2019 and 2021, the share of students who scored proficient on the tests declined by about 8 percentage points in English/language arts and by about 11 percentage points in math. The share of students who were proficient in both English/language arts and math declined from 37.1% to 28.6%. (The test wasn’t given in 2020).
This isn’t entirely an apples-to-apples situation, and the department cautioned against comparing 2019 and 2021 scores. For one thing, the 2019 scores included only students who were enrolled at the same school for 162 days, while the 2021 scores apparently included all students who were tested. State officials said they’re thinking of 2021 as a “new baseline” for measuring future improvement.
Over one-third of Indiana public schools would have received D’s or F’s for 2019 under the state’s school grading system if not for the “hold harmless” legislation that the Indiana Genera Assembly approved in January.
For elementary and middle schools, the figures are even worse. Some 43.5% of schools serving students in grades 3-8 would have received D’s or F’s.
That’s a far cry from the grades that will go on the schools’ official records, the ones approved by the State Board of Education. Under the hold harmless grading, just over 12% of all public schools got D’s or F’s. Continue reading
IUPUI faculty member and Indianapolis Recorder columnist Marshawn Wolley makes a provocative statement in a recent piece on Indiana’s 2019 ILEARN results:
“It just doesn’t seem to matter when Black students fail state standardized tests.”
He’s got a point. Everyone has been up in arms about the steep drop in proficiency rates that resulted when Indiana shifted from its former ISTEP test to the new ILEARN assessment. But very little attention has been paid to the gap in proficiency between black and white students.
Indiana’s ILEARN scores have been made public, and the freakout is underway. I guess we should be grateful. A decade ago, business leaders and newspaper editorial writers might have pointed to the scores as evidence that schools were broken. Now the consensus seems to be that the test is broken.
Here’s another possibility. Maybe the problem isn’t with the test. Maybe the problem is what we do with it. Maybe it’s the high stakes, not the testing, that we should reject.
Results for the new ILEARN assessment were released today during a meeting of the State Board of Education. As expected, the rate at which students were found to be proficient was considerably lower than the passing rate on ISTEP, Indiana’s previous test.
Superintendent of Public Instruction Jennifer McCormick is tapping into the alarm over results of Indiana’s new ILEARN standardized assessment to call for changes in how the state evaluates schools.
She said the test scores “once again show us the importance of developing a modernized, state-legislated accountability system that is fair, accurate and transparent.”
Jennifer McCormick, center, with Department of Education assessment director Charity Flores and accountability director Maggie Paino.
State officials will release 2019 ILEARN results Wednesday at a meeting of the State Board of Education. It’s expected that the percentage of students who scored at the proficient level on the assessment is considerably lower than the number who passed the former ISTEP exam in 2018.
In a statement and at a Statehouse news conference, McCormick said she will call on the legislature to: Continue reading
Here we go again. Indiana has a new standardized test, the results sound bad, and educators are calling on the state to hold off on imposing consequences on schools or teachers using new test scores.
Today, Gov. Eric Holcomb joined the call for a “pause” in accountability based on the tests. House and Senate leaders concurred, which means it’s almost certain to happen. Results from the new assessment, called ILEARN, are scheduled to be made public at the Sept. 4 State Board of Education meeting.
Indiana students will start taking new ILEARN assessments Monday. Is ILEARN really something new, not just ISTEP with a different name and more bells and whistles? State officials insist it is.
“One of our key messages is literally that: This is not designed to be ISTEP 2.0,” said Charity Flores, director of assessment for the Indiana Department of Education.
The biggest difference, Flores said, is that ILEARN math and English/language arts assessments for grades 3-8 will be computer-adaptive. Students will take the tests online, and algorithms will guide the questions they see. The questions will change in difficulty depending on how the previous question was answered. The goal is a more precise, focused evaluation of students’ skills.
It’s a lousy week to be an education reporter in Indiana. ISTEP-Plus test results were released Wednesday by the State Board of Education, so editors are assigning – and readers are expecting – the usual stories. Which schools did best? Which did worst? Which improved, and which didn’t?
Reporters who spend their work lives visiting schools and talking to educators and experts know this is the epitome of a non-news story. They know that years of experience and research tell us that affluent schools will have higher test scores than schools serving mostly poor students. But the stories have to be written.
It’s no surprise that low-poverty schools in the suburbs have the highest passing rates in the Indianapolis metropolitan area. They do every year. And it’s disturbing but not really shocking that barely 5 percent of Indianapolis Public Schools 10th-graders passed their tests. Three of their high schools were about to close; the tests had no consequences for the schools or their students.
That’s not to say test scores or meaningless, or that they should be ignored altogether.
A session of the Indiana General Assembly is kind of like a tornado. When it’s over, you crawl out of your shelter, look around and assess the damage.
Lawmakers finished their business and left the Statehouse on Saturday morning. Here’s a quick look at some of the wreckage they left on the education front.
The most important thing the legislature does for education is to allocate funding for schools. Education funding is the lion’s share of the state budget, but you can’t say lawmakers were very generous.
On average, per-pupil funding will increase by only 1.1 percent in 2017-18 and 1.3 percent in 2018-19. That’s not good enough. School funding in Indiana has never caught up to what it was before the Great Recession, and private school vouchers account for an ever-growing slice of the school funding pie.
The funding formula continues a recent trend of directing bigger funding increases to growing suburban schools and less money to urban and rural schools. Funding is down a lot for the complexity index, the part of the formula that boosts support for schools serving more poor children.
Lawmakers delivered on a priority for Gov. Eric Holcomb: making superintendent of public instruction an appointed rather than an elected position. In a compromise between the House and Senate, the new system won’t take effect until 2025 and the appointed superintendent must be an Indiana resident.