Florida Accountability Concerns Increase

In spite of Florida Commissioner of Education Gerard Robinson whirl-wind talking tour of Florida on the heels of the FCAT fiasco, parents, community members, and taxpayers remain unconvinced of the validity of Florida's assessment initiative.

Ocala.com editorial page editor Brad Rogers commented on the FCAT Writing fiasco saying: "Too many people on the front lines — principals, teachers and parents — have far too many criticisms of FCAT for Robinson, Gov. Rick Scott and our lawmakers to continue playing the hear no evil, see no evil and speak no evil game."

Rogers points out the public wants accountability, but not expensive, experimentation. After all, who exactly is footing the bill?

Call me a skeptic, but nothing is likely to change. First of all, most of Robinson’s comments about FCAT concerns have largely been in defense of the high-stakes test. Second, while Robinson and his masters in the governor’s mansion and the Legislature keep raising the bar — which, I believe, most Floridians agree is prudent — they are doing nothing to help local school districts meet the challenge. For example, when the Tallahassee crowd mandated all testing be done on computers, schools received no help to buy enough computers to get the job done, despite millions in new costs.

The more state level officials try to explain, the less confidence the public has that the testing has any value. Reusing a worn out largely indefensible narrative, Robinson repeats that high stakes testing has been good for Florida and without it we would be turning back the clock on the meteoric progress made. He warns that test scores will continue to be low as the state transitions to the national assessments based on the Common Core standards; but ignores basic questions on current implementation.

Currently, four Florida School Boards (Martin, St. Lucie, Palm Beach, and Broward) have voted a resolution that rejects the FCAT as the sole means for grading Florida schools saying it is an "and inadequate and unreliable measure of student learning," and rejects the over emphasis on standardized testing. Reports indicate that the Orange County School Board is going to review the resolution.

The Florida School Board Association will convene a meeting with representation by all 67-school boards and an emergency item has been placed on the agenda to discuss encouraging the State Board of Education "to revamp its testing and accountability methods, and add more variety to the way student progress is measured."

More reporting found here.

Value Added Measurement: Wanted Professional Palm Reader

Want to bet on a horse? Put your trust in a bookie whose job it is to predict winners after studying potential to win based on breeding, training, and standings in recent races. Want to invest in the stockmarket? Put your trust in a stockbroker whose job it is to predict companies that show signs of being a good investment, with potential growth, and a stable financial structure.

Want to know about a child's school achievement. Put your trust in an algorithm, a formula which will predict how much progress the student should make based on a complicated equation of 10 factors, but do not ask how it works. Florida determined that socio-economics would not be included as one of the 10 predicting factors.

StateImpact Florida and the Miami Herald went looking for some explanation on how it will work and they got this answer:

"No lay person, teacher or reporter can understand it. So just trust us."

This formula will be used in Florida as the basis for merit pay this way:

The formula is designed to predict how students will score on the state’s standardized exam—the FCAT. And then it adjusts teachers’ pay depending on how well their students measure up against that predicted score.

Until recently, for $190 Chinese parents signed their children up for "palm-reading tests that could allegedly tell a child's intelligence and professional aptitude." Palm-reading tests have been determined to be pseudoscience and Chinese educational authorities banned the practice.

"Predicting is not an equation."

Related posts:
SB736/HB7019: The trouble with value-added measurement
NUT Report: "We have to do something."
Student Data Collection: Purpose, Costs, Risks?

FCAT hits national news: "They are defending a test that has no validity."

UPDATE: This story inspired a new movement! Join #takethetest - Invite your politicians to take state standardized tests and publicize their results.

Orange County School Board member Rick Roach did not believe that students were unable to read and read well in the 10th grade as measured by the FCAT. The 39 percent pass rate of reading at grade level in 10th grade caused him to question the test itself.

I have to tell you that I’ve never believed that that many kids can’t read at that level. Never ever believed it. I have five kids of my own. None of them were superstars at school but they could read well, and these kids today can read too.

“So I was thinking, ‘What are they taking that tells them they can’t read? What is this test? Our kids do okay on the eighth grade test and on the fifth grade test and then they get stupid in the 10th grade?”

In a bold move that garnered national attention in the Washington Post, Roach asked to take the FCAT that by state law only allows it to be taken by students. He was ultimately able to take a version of it. For an experienced professional with bachelor of science degree in education and two masters degrees, in education and educational psychology, the results were a surprise. He did not pass.

He found the reading section suspect as a valid indicator of reading ability:

He said he understands why so many students who can actually read well do poorly on the FCAT.

“Many of the kids we label as poor readers are probably pretty good readers. Here’s why.

“On the FCAT, they are reading material they didn’t choose. They are given four possible answers and three out of the four are pretty good. One is the best answer but kids don’t get points for only a pretty good answer. They get zero points, the same for the absolute wrong answer. And then they are given an arbitrary time limit. Those are a number of reasons that I think the test has to be suspect.”

He found the math section also suspect:

The math section, he said, tests information that most people don’t need when they get out of school.

“There’s a concept called reverse design that is critical,” he said. “We are violating that with our test. Instead of connecting what we learn in school with being successful in the real world, we are doing it in reverse. We are testing first and then kids go into the real world. Whether the information they have learned is important or not becomes secondary. If you really did a study on what math most kids need, I guarantee you could probably dump about 80 percent of math scores and leave high-level math for the kids who want it and will need it.

His conclusion? “They are defending a test that has no accountability.”

Florida Department of Education Commissioner, the Florida Chamber of Commerce, and Jeb Bush support an increase in 10th grade cut scores, which will make the new retooled FCAT harder to pass. School superintendents disagree with the logic in such a position.

Who pays? Who benefits?

References:

State Education commissioner, local superintendents spar over minimum acceptable FCAT scores for high school students

Gerard Robinson Sides with Jeb Bush and Florida Chamber of Commerce on FCAT Cut Scores

2011 NAEP: The Nation's Report Card

The National Assessment of Educational Progress (NAEP) testing results were released for reading and math. Math scores show increase; however, there is little change in reading scores. Nationally, 4th graders scores in reading were "flat" or on the average unchanged since 2009. The scores for 8th graders in reading continued to rise. The results also indicated that scores for Hispanic and Black-American students continued to increase. Nevertheless, compared to White students the average scores had not significantly narrowed for Hispanic and Black 4th and 8th graders in reading.

In Florida, there was no significant change in reading scores as compared to 2009.

The Foundation for Florida's Children, an organization that lists Jeb Bush as chairman, issued a press release today in response to the publication of these scores. In that statement, the organization recommends that Florida legislators increase reading and math requirements through the FCAT to raise "flat" scores and increase funding of public schools:

“Since 1999, Sunshine State student achievement has skyrocketed, but today’s data shows performance has plateaued,” said former Florida Governor Jeb Bush, Chairman of the Foundation for Florida’s Future. “Now is the time to raise the bar. We cannot rest on our first decade of success.”

One certainly would like to see an upward trend; however, for over a decade, test-centric instruction has dominated instructional environments. Washington D.C. reading initiatives, funded through NCLB, have yielded no return on investment (ROI). Florida continues to face declining high school graduation rates. In 2011, Florida graduated 63.1%, which leaves 36% high school drop outs or 83,516 students.

Parents, community members, and taxpayers are not convinced it makes any sense to do continue investing and mandating requirements that do not achieve results. The term "disruptive innovation" is used frequently these days for education reform initiatives. There is a lot of disruption, to be sure; but very little innovation.

Perhaps innovative disruption is more appropriate terminology.

Read the press release from the Foundation for Florida's Children below.
***********************************************************************************
2011 NAEP Underscores Need for Higher Standards
Tuesday, November 01, 2011

Tallahassee, Florida – Today, the 2011 Nation’s Report Card for reading and math was released by the National Assessment of Educational Progress (NAEP). Although Florida’s overall results show no significant progress between 2009 and 2011, Sunshine State fourth grade readers continue to score above the national average in reading.

“Since 1999, Sunshine State student achievement has skyrocketed, but today’s data shows performance has plateaued,” said former Florida Governor Jeb Bush, Chairman of the Foundation for Florida’s Future. “Now is the time to raise the bar. We cannot rest on our first decade of success.”

“Right now, we have the opportunity to raise achievement levels for math and reading on the FCAT, the foundation of Florida’s data-driven system of accountability. Commissioner Robinson and education leaders have proposed higher math and reading requirements in grades 3-7, and we encourage them to increase grades 8-10 as well. We must also prioritize ensuring that every student masters the skill of reading. Early literacy is the cornerstone of learning. And investing in education is also important. We urge the Florida Legislature to protect funding for public education, particularly policies and programs that support, incentivize and reward student achievement. These are critical elements for keeping Florida’s students on a path of continued success."

UPDATE: Bad News for Governor Scott: Charter schools are not making the grade in Florida

Governor Scott has an unexpected surprise. He chose the KIPP Impact Middle charter school as the location to sign Florida's education reform legislation. He likely chose the school because of the praise it received from Michelle Rhee and a visit by Arne Duncan. During Secretary Duncan's visit, the school was a beneficiary of $500,000 from the federal government as part of a $14 million dollar grant given to the KIPP Corporation. All this was before the FCAT scores were published. The school scored an "F." Oops for Governor Scott.

The principal of the school said that deeper assessments need to be put into place, a sign that they hadn't collected enough test-driven data. As long as data is the only method for examining such low test scores, it is fairly easy to predict what next year's scores will be and impossible to know what capabilities the students have acquired. Was the music program successful? The principal had this to say:

“We’re disappointed,” Principal Robert Hawke said. “We fell pretty far short of where we wanted to be.”

Pretty far short? There really isn't any farther short to go.

The narrative continues to highlight the overnight successes of charter schools eclipsing a more realistic view of accomplishments. In an accountability environment, cherry-picking is not honest. The fact is that charters are not perfect and not the silver bullet they are touted to be. Were it not for the continued reporting of overnight turnaround successes attributed to the KIPP model and the attention lavished on this particular school when it opened, Governor Scott would likely have chosen another place to sign the bill. Luckily, it shined a spotlight on a story that goes underreported.

Hat tip to Scathing Purple Musings and Education Matters for reporting on the story.

UPDATE - More charter school bad news emerged this week. After three years of being an "A" school, a Lee County charter school gets an "F" this year. The school is investigating for possible cheating. However, as pointed out in Scathing Purple Musings:

Cheating and demographics aside, Floridians are getting more evidence that charters are not the sort of panacea that school reformers what them to believe.

12 Noon, 2JUL UPDATE: Fifteen of thirty-one schools receiving "F" scores, were charter schools. This data raises serious questions. See the complete list here.

Jeb Bush Under the Microscope

In a June 23 Wall Street Journal op-ed, former Governor Jeb Bush and Joel Klein made a case in favor of national standards. "The Case for Common Core Standards" reflects their views on the rationale and importance of national standards:
The success of today's students will determine our nation's destiny. America's economic strength and standing in the world economy are directly linked to our ability to equip students with the knowledge and skills to succeed in the 21st-century economy.

However, Greg Forster, posting on Jay P. Greene's blog, that instead of making a case for national standards, Bush and Klein were actually making a case against them. In "Confusion of National Standards," Forster asks:

Bush and Klein argue that standards are being set nationally (in “common”) but pedagogy isn’t. Once again, let’s leave aside the reality that you can’t have national (common) standards while preserving freedom and diversity of pedagogy. Let’s pretend you can set national standards and then let a thousand flowers bloom on pedagogy. Why do it? Why is it valuable to set a single national (common) standard? The article’s title promises an answer to that question, but the article doesn’t deliver.

Read more here.
Equally interesting are the posted comments including this one:

"Joel Klein is the new education czar (CEO of the educational division) for News Corp, the parent company of WSJ. Those who have the media in their hands and foundation/government money behind them, plus other like-minded contacts in high places, exert an incredible amount of influence over education policy and funding. The WSJ op-ed by Bush & Klein made no case whatsoever to the rational person, as circular logic built on false premises is a conduit to deception."

For a fact-based review of the Common Core Standards initiative, go to the Truth in American Education here. This four-page document provides pertinent information so that non-educators can understand. Read it and decide for yourself.

Florida Test Results: You Cheated, You Lied

Jaime Escalante came to mind today. Remember the movie Stand and Deliver, the story of the Los Angeles teacher, who taught AP Calculus to kids from a not so good Los Angeles neighborhood? He helped them pass the AP exam, but the outstanding results were called into question. The kids took the test again, and passed. The movie is based on a true story.

Several Florida school districts woke up to bad news this morning. Scathing Purple Musings reports that 100 students at Volusia and Flagler schools are being reviewed for possible cheating.

After a review using statistical analyses conducted by the Caveon Test Security, 14 counties have been contacted by the Florida Department of Education to investigate for cheating due to "unusual high levels of erasures." The districts are: Broward, Palm Beach, Miami-Dade, Duval, Flagler, Gadsden, Hillsborough, Jefferson, Lee, Leon, Manatee, Orange, Polk, and Seminole.

http://blogs.browardpalmbeach.com/pulp/2011/06/florida_department_of_education_broward_palm_beach_schools.php
UPDATE: Go here to keep on top of this fast-moving story.

No love today for FCAT or End-of-Course tests it seems:

Education Reform Like a Business: Funny Business Maybe?

NCR Pearson is the company that scores the FCAT results. When they bid for renewal of their contract, they underbid their competitor by $300 million, and won the $245 million dollar contract. Unfortunately, things didn't work out so well for Florida or for Pearson in 2010. In fact, things didn't work out so well in Wyoming, Minnesota, or Virginia either in returning results on time and generating some irregularities in scoring. Pearson paid Florida a fine of $15 million for the delay due to the "extraordinary difficulties in matching test results to each child's demographic information." They apologized saying that they had "underestimated the complexity of the work called for in the FCAT contract." Superintendents around the State challenged the results since their testing departments found drops in scores unusual. The State conducted two audits. The first was conducted by a company that was a sub-contractor to Pearson. The State then contracted a firm without any connection to Pearson, which found that the data was historically consistent with fluctuations in the past. Commissioner Smith then gave the FCAT results a "clean bill of health." What will this year bring?


Unsatisfied with the outcome, Alachua County school Superintendent Dan Boyd said all he can do is accept what the state's education commissioner has said regarding the audits.

"But there has been great consternation around the state with this, and we noticed some things we were concerned about with the scores, too," Boyd said.

There was particular concern when comparing student learning gains on this year's test with those of the prior year, especially for the lowest-performing students.

"And in looking at those scores, that was the problem with Pearson initially in matching those scores. So if they could not match them, how could they give us accurate results?" Boyd asked.

This year, Boyd is serving on a state-level FCAT review committee.

Florida has decided to develop end-of-course tests. Pearson was selected to develop these tests.


What business model is this? SIB to Captain Eagle, come in Captain, over......

http://www.orlandosentinel.com/news/education/os-fcat-test-company-problems-06-09-120100609,0,4407916.story

http://www.miamiherald.com/2010/06/10/1674316/fcat-test-producers-under-fire.html

http://www.gainesville.com/article/20100916/ARTICLES/100919558

http://www.gainesville.com/article/20100806/articles/8061007

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Education Reform: If the roof leaks, call 911

Posted for

  Sandra in Brevard




For at least the last 12 years, we have heard again and again that schools, students, and teachers are failing. For at least the last 12 years, national and state initiatives have centered on fixing that problem through accountability and testing initiatives. No Child Left Behind (NCLB) poured billions into the effort while schools struggled to meet the implementation requirements. Race to the Top is more of the same. For the same period of time, Florida poured millions into the FCAT, grading schools, and now it is on its way out to be replaced by another generation of tests.
What business would survive if after more than a decade, there was no return on investment? What business would pour money year after year in fixing something with the same tools and year after year see no progress? What business would fail to go back and examine the problem they were trying to solve?

Maybe the conventional wisdom "if ain't broke, don't fix it" should be reconsidered in educational reform.

University of Florida researchers ‘’borrowed ‘lifestyle segmentation' profiling methods used by direct marketers and political strategists to classify every student into one of several lifestyle groups (four in Bay County, three in Alachua), each based on a common set of values, income level, spending patterns, education level, ethnic diversity of neighborhood and other shared traits." The researchers used this data to examine the relationship between each group’s lifestyle profile and their math and reading scores on the Florida Comprehensive Assessment Test, the state’s standardized exam used to evaluate student and school performance. Researcher. The results indicated that "the most affluent lifestyle group registered the highest FCAT scores, the second richest group ranked second in test scores, and so on. On the math tests, the gap between the highest and lowest scoring lifestyle groups was more than two grade levels." The lead investigator, UF Professor Harry Daniels, said: “The testing patterns in both counties virtually mirrored each other. Every lifestyle group improved in FCAT scores from year to year until the 10th grade exam (which students must pass to graduate high school), when improvement leveled off. But they all improved at the same rate, so the achievement gap persisted year to year.”

Instead of continuing a path of more of the same, perhaps real reform comes in the form of a different set of educational programs. Perhaps it would be a better idea to spend money on vocational programs. Looking back historically, good jobs get poor families out of poverty and often are in trades. Even in this economy, we still need electricians, auto mechanics, and a variety of positions in the health care field that require A.A. or A.A.S. degrees. These jobs require solid math and literacy skills that high school vocational programs can develop. This doesn't restrict any socio-economic group from pursuing a university directed education. However, since the FCAT is on its last legs for high school graduation to be replaced by end-of-course exams, data results might change if students had different choices.

The Eli and Edythe Broad Foundation published a report on the “crisis” in US education and convened 30 individuals to make recommendations on how to fix the problem. This “crisis” is based upon the performance of US students on the Programme of International Student Assessment (PISA). A cross section of students at public and private schools, between the ages of 15 years 3 months old and 16 years 2 months, are selected from schools that voluntarily participate. A minimum of 4,500 per country are required to participate in the test. Shanghai placed #1 on test results, but Shanghai is not a country. Approximately 35% of Chinese students do not make it to high school. Singapore is in #2 position. With a population of 4,424,133, the central government controls and manages the country’s school system, which based on what I can locate, includes technical and vocational training schools for high school students. The language of instruction in Singapore is English. The United States has a population of 308,400,408 and individual states control educational standards and testing initiatives. The FCAT is an example of a state-centric exam.

Conclusion

Today, I have no idea what the true condition of US education is. I do not believe we are in a “crisis.” There is no data to support that. Performance on an international test is insufficient to make such a claim. We do know that US students drop out at unacceptable levels. We do know that income levels have something to do with student achievement on tests. The solutions to gather data and produce more tests are a continuation of more of the same “solutions”. The Florida legislature has done an incomplete analysis of the problem and that is where the failure is.


More information on the UF study can be found here:
 http://news.ufl.edu/2010/03/22/school-success/

More information on PISA can be found here:
http://www.pisa.oecd.org/pages/0,3417,en_32252351_32235731_1_1_1_1_1,00.html


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Data Mining: An Education Reform Strategy

Posted for Sandra in BrevardIf you got mad a few years ago, when you found out Motor Vehicles was sellng information, this won't make you at all happy


If you buy a book through Amazon, rent a movie through Netflix, or have a Facebook account, your information and choices are "mined" to market new products catered to what the data reveals about you. In these large databases, your choices are compared with others and a book you liked might be offered to others who seem to have similar tastes or interests. Specialized algorithms are developed that "mine" in an effective process to sell products.

Wikipedia defines algorithms in part this way:
"Algorithms are essential to the way computers process information. Many computer programs contain algorithms that specify the specific instructions a computer should perform (in a specific order) to carry out a specified task, such as calculating employees' paychecks or printing students' report cards."

NY Times contributor Seth Freeman wrote a clever article this week titled "Me and My Algorithm" of which he said:

“If this is a case of my algorithm, my cyber personal shopper, coach, guardian angel and avatar, knowing me better than I know myself, I really do need to figure out why I, a guy, get repeated offers — tied to a e-mails on vastly different subjects — for mastectomy bras and for something called a vaginal ring. Is the idea that these items make lovely gifts? Since articles I have written have circulated through the Internet by e-mail, it could easily turn out that my algorithm will soon get the opportunity to read what I have had to say about it here. What, I wonder, will it think?” (1)
 
Last year, Bill Gates and other Microsoft executives obtained a patent for a personal data mining system that "would analyze information and make recommendations with the goal of aiding a person's decisions and improving quality of life. The patent abstract described the system this way: "Personal data mining mechanisms and methods are employed to identify relevant information that otherwise would likely remain undiscovered." Users supply personal data that can be analyzed in conjunction with data associated with a plurality of other users to provide useful information that can improve business operations and/or quality of life. Personal data can be mined alone or in conjunction with third party data to identify correlations amongst the data and associated users. Applications or services can interact with such data and present it to users in a myriad of manners, for instance as notifications of opportunities. Of course, it's not all about improving lives: Further down, the patent explains that "such data can be afforded to businesses involved in market analysis, or the like, in a manner that balances privacy issues of users with demand for high quality information from businesses." (2)
 
Building Longitudinal Data Systems for Education

What does this have to do with education? Plenty. There is a widespread belief that the development of longitudinal data, from early childhood through the 12th grade and beyond is a necessary element to educational reform. The Data Quality Campaign (DQC), "a national, collaborative effort to encourage and support state policymakers to improve the availability and use of high-quality education data to improve student achievement." The organization articulates a widespread belief that "States have made remarkable progress in developing longitudinal data systems that can follow student progress over time, from early childhood through 12th grade and into postsecondary education through implementation of the 10 Essential Elements. The 10 State Actions are the fundamental steps states must put in place to change the culture around how data are used to inform decisions to improve system and student performance."

Florida received a federal grant for $9,975,288 with funding starting in July 2010 and ending in June 2013 and cited these major outcomes in their proposal
 

a) Upgrade the four major source data systems that are incorporated into Florida’s Education Data Warehouse (EDW)

b) Employ a unique identifier system so that social security numbers are no longer the key field for tracking students between the Local Education Agencies and the State

c) Provide several different reporting capabilities for use by a myriad of stakeholders

d) Implement a data mining tool for FLDOE to analyze and evaluate its program and policies more efficiently and effectively (3)

The Data Quality Campaign reaffirmed that "Florida is among the top states in collecting data (10 of 10 criteria along with 11 other states) and using it (5 of 10 criteria, better than all but two states). "When states collect the most relevant data and are able to match individual student records over time, they can answer the questions that are at the core of educational effectiveness." (4) According to their website, the founding father of the Data Quality Campaign is the Bill & Melinda Gates Foundation, with additional support from Casey Family Programs, Lumina Foundation for Education, Michael & Susan Dell Foundation, and the Pew Charitable Trusts. You can follow DQC on Facebook.

DQC’s executive director believes that there is education data collected that is not necessary and cited Kansas and Tennessee as “leaders in establishing rules for data control.” However, the Fordham Law School Center on Law and Information Policy conducted a study (5) on the massive data collection efforts and concluded that states "are collecting far more information than necessary, failing to take appropriate measures to safeguard student privacy and protect them from data misuse, and failing to comply with the Family Educational Rights and Privacy Act (FERPA). Fordham's investigation also reveals that 80% of the states "do not have a system to delete student records. "Fordham law professor Joel R. Reidenberg, who oversaw this study, had this to say of the Center’s findings:

“Ten, 15 years later, these kids are adults, and information from their elementary, middle and high school years will easily be exposed by hackers and others who put it to misuse. States, he said, "are trampling the privacy interests of those students." (6)
 
Conclusion

Bill Gates and the entire computer industry need a literate population with financial means to buy and make use of their products. Therefore, at some level, these efforts are intended to spur improvements. I do not mean to suggest any nefarious intent. Clearly, there is business development intent. Then, I wondered what other benefits a massive data collection has. Could it be a way for an industry, like the computer industry, to be able to identify minds early on with potential to join that workforce, nurture them, and ensure that the U.S. has sufficient minds here versus importing from abroad. Right now, the jobs in this sector are blooming in China and India and likely a destination for unemployed U.S. computer guru's, leaving the potential for a U.S. brain drain. Whatever the reasons, I find it troubling. What do you think?
 

1.     http://www.nytimes.com/2011/01/18/opinion/18freeman.html?_r=2
2.    http://www.techflash.com/seattle/2010/02/gates_ozzie_other_microsoft_execs_patent_personal_data_mining.html
3     http://nces.ed.gov/programs/slds/state.asp?stateabbr=FL
4.     http://www.tampabay.com/blogs/gradebook/2010/01/florida-among-top-states-in-education-data-collection-and-use.html
5.     http://law.fordham.edu/center-on-law-and-information-policy/14769.htm
6.     http://www.washingtonpost.com/wp-dyn/content/article/2009/10/27/AR2009102703562.html

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