Indiana moving ahead on school grading changes

Indiana education officials appear to have turned the corner on creating a new system for awarding A-to-F grades to schools. But some key decisions still need to be made.

The State Board of Education voted 8-1 this month to approve the new grading system rule, which now must be approved by the state attorney general and then the governor. Board members made two significant changes from the proposal they had discussed at earlier meetings.

  • Student growth on test scores will count the same as student proficiency on test scores. That’s what a state panel on accountability had recommended; but the board had leaned toward weighting the factors 60-40 in favor of proficiency.
  • Schools won’t be awarded an A unless they show reasonable performance or growth by “subgroups” of students: racial and ethnic groups, students who qualify for free or reduced-price lunch, special needs students and English language learners.

Still to be decided is exactly how the state will award points for student growth. In a new approach, points will be awarded on the basis of a “growth to proficiency table,” and several versions are being considered.

The change that says schools can’t get an A unless their subgroups do reasonably well was apparently something the U.S. Department of Education wanted. It’s a throwback to the old system that lowered grades for schools that didn’t make “adequate yearly progress,” which included progress by all the subgroups. Many schools hated the rule, and it went away when the feds gave Indiana a waiver from the No Child Left Behind law.

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More students in A and B schools? It’s already happening

Gov. Mike Pence wants to see 100,000 more Indiana students enrolled in schools that earn grades of A or B by 2020. But guess what. Given recent trends, public schools are likely to surpass that goal way ahead of schedule

With no help from the policies the governor is promoting.

There were a little over 600,000 students in A and B public schools in 2012, the first year for the current grading system. By this year the number had jumped to over 750,000. Schools have made more progress in two years than Pence thinks they should be making in the next six.

Unveiling his 2015 legislative agenda last week, the governor lamented the fact that 100,000 of Indiana’s K-12 students attend schools with grades of D or F. That’s about 10 percent of students in public schools.

“My philosophy of executive leadership is pretty simple,” he said. “It’s to set big goals and offer solutions on how to achieve them, but also to stay open to other ideas that emerge in the legislative process or in conversations with Hoosiers.”

Let’s hope he means the part about staying open to other ideas. Because the solutions he proposes — expanding charter schools and increasing spending for Indiana’s private-school voucher program – seem irrelevant at best and counterproductive at worst. Continue reading

Detail still missing from Indiana grade-change story

John Grew and William Sheldrake provide the most complete account to date on how the Indiana Department of Education struggled to implement A-to-F school grading last year. They also offer solid recommendations as the state moves to a new system in 2014.

But their report doesn’t put to rest one question: When and why did former state Superintendent Tony Bennett and his staff remove a “ceiling” on the grade points that schools could earn for math or English test-score improvement, a move that ended up raising grades for 165 schools? Did they make the change to boost the grade for Christel House Academy, a favored Indianapolis charter school? Or was it a broad policy decision that officials just forgot to make public.

The Grew-Sheldrake report says former DOE officials claim the decision was made before the State Board of Education adopted the A-to-F rule in February 2012.

“According to DOE management staff, the removal of the growth caps was indicated by the language of the final approved rule, but erroneously not implemented in the computer programming of the model,” the report says. “This mistake was found in the final weeks prior to the embargoed release of the grades’ data to the schools on September 19, 2012.”

It appears to be true that the ceiling was not included in the language of the rule. But here are three reasons to suspect the decision may not have happened the way DOE management staff say.

First, an FAQ page explaining the point ceiling remains on the Internet (See items No. 11 and 29). According to the page’s document information, it was created in March 2012, a month after the SBE approved the rule. Continue reading

Lifting ‘ceiling’ helped Christel House, other schools

It was widely reported last week that Tony Bennett boosted the grade for Christel House Academy by finding a way to disregard scores on high-school-level algebra and English assessments. But that only got the school’s grade from a C to a B. How did it get to an A?

Here’s the answer, thanks to Cynthia Roach, director of assessment for Indianapolis Public Schools: Indiana Department of Education staff also removed a “ceiling” that had been used in calculating grades.

This is a pretty big deal. The change improved final grades not only for Christel House but for more than 140 others schools. Some school officials may have been aware of the new approach, but I can’t find evidence that DOE officials discussed it as a policy matter with the State Board of Education or shared it with the public.

Indiana’s grading system gives schools 4 points for an A, 3 points for a B, 2 for a C and so on. Elementary-middle schools get a base grade for the percentage of students who pass ISTEP exams in math and English/language arts. Additionally, they get up to 2 bonus points if a high percentage of certain students show “high growth.” Sub-grades for math and English/language arts are averaged to produce the school’s overall grade.

The state initially put a ceiling of 4 points (an A) on the math or English sub-grade for any school; in other words, a school couldn’t get extra credit for high scores and high growth in the same subject. State board members said this would keep schools from getting an A if they didn’t excel in both math and English. You can see an explanation and the rationale for the ceiling in items No. 11 and 29 from an old FAQ document for the state’s grading metrics. But those items were deleted from the current version of the FAQ.

The ceiling was still in place last summer, according to information provided to school officials at the time. And it was still there when Jon Gubera, the DOE’s chief accountability officer, emailed Bennett with the bad news that Christel House had earned a C. The school’s elementary-middle students earned 3.5 points for their math passing rate and got 1 point for growth, a total math sub-grade of 4.5 But Gubera capped the math score at 4.

Once the ceiling was lifted, however, Christel House had just enough points to meet Bennett’s expectation that the school get an A. Continue reading

Do low school grades drive away good teachers?

Grading schools on student performance is supposed to improve education by giving teachers and administrators an incentive to do better. But it could be having the opposite effect.

That’s one conclusion to draw from research by education economists Tim Sass, Lin Feng and David Figlio. Looking at data for Florida schools, they found teachers were more likely to leave schools that received Fs in the state’s grading system. And effective teachers were especially likely to leave.

Sass, a professor in Georgia State University’s Andrew Young School of Policy Studies, talked about the research last week at an Economics of Education Seminar at Indiana University Bloomington. “It’s really that scarlet letter F for a school that seems to impact teacher decisions,” Sass said.

Florida was the first state to adopt the now common practice of giving schools letter grades based on student performance and/or improvement on standardized tests. It started in 1999, when Jeb Bush was governor. Indiana got on board with letter grades a couple of years ago. Continue reading

Trying – oh so hard — to look at the bright side

The Indiana legislature has produced almost no good news for public schools this year. But here’s a little: Republicans and Democrats joined together this week to push for improvement to Indiana’s A-to-F grading system for schools.

The Senate Education Committee voted 11-0 to approve Senate Bill 416 and send it to the full Senate. As amended before passage, it’s a simple bill: It would repeal the grading rules that the State Board of Education approved a year ago and direct the board to adopt new criteria based on students’ test-score growth compared to established standards, not on students’ growth compared to their peers.

This is arguably a rare victory for Glenda Ritz, the Democratic state superintendent of public instruction. The Indianapolis Star’s Scott Elliott writes that Ritz wants to replace the A-to-F grades with designations of reward schools, focus schools and priority schools. The ratings would be based on the percentage of students who pass state tests and a measure of student growth on test scores, Elliott writes.

But it’s way too early for Ritz’s supporters to declare victory. For one thing, getting a bill through a Senate committee is just a small step toward making it a law. For another, while almost everyone found something not to like about the current grading system, we won’t all agree on what a better system would look like. Continue reading

Indiana’s grading curve runs uphill for high-poverty schools

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