News and views
Last month, the New York City Student Union officially launched the NYC Students Blog, the first ever student-run blog about the NYC education system. In doing so they have joined the many teacher blogs; organizational blogs, such as this one; and the NYC Public School Parents Blog to contribute to the discussion on many of the important issues in our City's schools.
Ashu Kapoor, a senior blogger from a Queens small school:
For too long, students have been left out of the decisions made about our education. This blog will begin the task of giving students a real voice in our schools. Students are most affected by the successes and failures of our schools and deserve some say in the policies made about them.
The NYC Students Blog currently features nine student bloggers who represent every borough and many different types of schools. So far these students have tackled issues such as student government organizations, the Contracts for Excellence debate, recycling efforts in New York City's schools, and
I'll continue to post the highlights from the NYC Students Blog (as well as my own original content) here at Insideschools, but i
Eduwonkette is spending the week trying to crunch the numbers on the progress reports and so far, she's found some interesting information about the racial breakdown of schools and scores and about the characteristics, such as the proportion of experienced teachers and the percentage of students receiving part-time special education services, that don't appear to relate to schools' grades.
I'll be paying attention, as always, to Eduwonkette's analysis and what parents have to say, but here's my take on the progress reports: It looks like most crummy schools got mediocre or bad grades, and lots of great schools got good grades. The many outliers suggest that you'd be foolish to treat these grades as anything more than they are -- one more piece of information, among many, to use when looking for a school, and an opportunity to take a look at how your school is helping all kids, or not.
The grades could encourage families who might seek out schools and programs outside their zone to consider their neighborhood schools, which would be good for those schools. But with real choice an illusion except in a very few scenarios, I'm wondering what impact the grades will have on parents. Most schools' reputations are pretty entrenched, although I can imagine that the grades might affect how fast up-and-coming schools up and come. Maybe, as Ms. Frizzle says, the grades are best left as a tool for schools.
I think the grades do say something â€” about how hard schools are pushing their kids â€” that no other available data say. Schools that are moving their kids forward despite starting at a disadvantage should be recognized for doing so. And schools that are "coasting" because their kids are middle-class and school-ready should know that that's not enough.
But with 85 percent of the grades based on test scores, it's only improvement on test scores that will count. It's clear that pretty much the only way for schools with B's to get A's next year is to improve kids' test scores, often only marginally. NYC Public School Parents has noted a few schools, such as IS 318 in Brooklyn and IS 289 in Manhattan, that have already said their lower-than-desired grades won't make them add more test prep. But many other schools may make another decision, to their students' possible detriment. And I can imagine that at top-rated schools, glee will soon give way to anxiety as administrators realize that to preserve their grades, they'll have to improve upon already excellent performance.
A comprehensive school grading system that looks at student improvement is itself an improvement over looking at straight percentages of students scoring at various levels. But issuing a single grade based on improvement and test scores is reductive and demeaning to teachers â€” that's a position I've heard from many people. And it drives to the sidelines discussion of other important features of school performance: has the school worked to increase parent involvement? has the principal instituted a more democratic structure that's keeping teachers in the school? is a new arts program engaging students who feel alienated by too much testing?
I think the new grades make Insideschools' qualitative reviews and parent comments even more vital, and I hope parents aren't so distracted by their school's grade that they lose sight of what schools should do to get kids excited about learning.
At this point so much has been said all over the Web about the progress report grades that I don't know what I can add. For once, the Times, the Post, the Daily News, and the Sun were editorially united; they all critiqued the plan by identifying good schools with low grades and lousy schools with high grades. Parents at desirable schools that received low grades are up in arms and the DOE is threatening failing schools with "consequences" that could include closure or principal replacement -- but as the Times notes this morning, despite the chatter, it's not at all clear right now what the grades really mean for parents or even for schools.
Here are a few especially sensible comments I've read about the grades. In the comments, feel free to nominate your own candidates for the Non-Hysterical School Grade Analysis Award.
On the New York Times City Room blog, a teacher writes,
This system for rating schools is the most complete and fair way they have ever been rated by the city or state. ... Grading schools may help the city understand how its educators are faring at the difficult task of bringing the thousands of under-educated students in NYC up to grade level. It does not, however, give parents much relevant information about what school is actually best for their child.
A recent PS 87 parent writes,
I think itâ€™s great that the administration is assessing schools based on various criteria. These evaluations can supplement reputation, impressions based on visiting, and test scores alone for judging the quality of a school. And theyâ€™re not only a useful resource for helping parents to evaluate schoolsâ€“they should help schools like P.S. 87 identify ways of improving. On the other hand, the emphasis on â€œconsquencesâ€ for poorly performing schools is disheartening. Are these schools supposed to be scared into performing better? Shutting down a weak school will only increase the overall quality of NYCâ€™s education if weak administrators, teachers, and students disappear. But that doesnâ€™t happenâ€“they are simply moved elsewhere!
And one more from the New York Times:
Why is this new grading system the â€œlinchpinâ€ of the Bloomberg/Klein administration? ... The schools, through NCLB, already are measured for Adequate Yearly Progress. So, why millions and millions more that could have been spent IN the classroom, to come up with this incredibly flawed methodology?
Louise at Only the Blog Knows Brooklyn writes,
Something and nothing. You know your school and you know whether it's any good or not. No report card score is going to tell you anything that you don't already know.
Ms. Frizzle, a blogger who teaches at a middle school that received an "A" grade, writes,
One thing that sticks out in my head is that there is supposedly a computer program designed to help schools analyze their results to determine which actions are likely to achieve the greatest improvements in the data. (The idea is to prevent situations where principals throw a ton of resources at a problem identified in the school environment survey, improve that result, but find out later that because of the weighting it made very little difference in the overall school report). So you need a program to help you analyze the analysis? That seems like a waste of resources to me. Find a way to report data so that it is clear and comprehensible and paints a picture of what needs to change. Otherwise, itâ€™s just more numbers.
How about some non-G&T, non-progress report, uncontroversial news to get us through the day? Four students from the city's public schools have been named finalists in the prestigious Siemens Competition in Math, Science, and Technology; each will receive scholarships of up to $1,000. One finalist attends Stuyvesant, and the other three go to Francis Lewis High School in Queens. Nine other city kids were named semifinalists -- from Stuyvesant, Bronx Science, Hunter, NEST, and Midwood. The kids have one more round to make it through before the national finals, held at the end of November at NYU; the top prize is a $100,000 scholarship. New York City hasn't had any winners since 2003, when the grand prize winner was a Stuyvesant student whose research focused on the biochemistry of memory in the brain.
More soon from last night's Gifted & Talented public meeting, but I just wanted to draw attention to one thing I've been meaning to note that finally got addressed â€” a little â€” in the very last question, at 9:30 p.m. The Bracken School Readiness Assessment, which students will take (along with the OLSAT) to get into gifted programs, is billed by its publisher as a tool that "helps determine if a child may have an underlying language disorder that requires further evaluation." I'm not a psychometrician, but a test that looks for delays doesn't sound like the ideal tool to identify giftedness. Deputy Chancellor for Teaching and Learning Marcia Lyles said last night that the BSRA will be used to look for disorders as well as giftedness in 2008-09, when it will be administered to all kindergartners.
So I'm wondering if the expansion of access in the new gifted proposal (especially since the 95th percentile cut off is sure to shrink the actual number of seats in many places) isn't really a way to target students for extra help (a good thing) and/or to establish a baseline from which to generate data about younger kids' performance and improvement to pour into the school report cards.
If Gifted and Talented admissions is on your radar, you probably don't need any reminding that tonight is the first public meeting to discuss the chancellor's new G&T admissions proposal. But in case you've been overcome by the progress report news today, here's your reminder. 6-9 p.m. at Fashion Industries High School. See you there. Map.
You can check out an excel file with all of the schools' grades over at the DOE's website. Fifty schools got F's, and 23 high schools' grades have not yet been finalized. (At Pissed Off Teacher's school, the original grade is being revisited because the principal complained.) New schools that haven't yet graduated a class also don't have grades.
Read the DOE's explanation of how the grades were calculated and then let us know what you think of the rankings. Do you see any surprises?
What does this grade mean?
Your [The Department of Education's Report Card program's] overall score ranks within the 45th-85th percentile among accountability strategies for an incomparably large school system. Although this is a step in the right direction for accountability and is necessary in a system this large, some of the factors you grade schools on are a little misguided.
School Environment- Out of 15%
A large problem with your report card is the meager amount of influence this section has on the overall score. Attendance should be seen as a major indicator of school performance. Students who go to bad schools will probably go to school less often and vice versa. If students are in the habit of going to school it is more likely that they will progress academically and proceed to the next level of education. Surveys should also play a larger role because parents, students, and teachers have great insight into schools' output.
Student Performance- Out of 30%
High-stakes testing is not a great way of measuring results. Test-taking requires an entirely different skill-set from learning. Its emphasis also reduces the amount of actual teaching and learning that takes place in our schools. However, it is still the most feasible way of assessing student performance and deserves to be a factor (albeit a smaller one) in a school's overall grade.
Student Progress- Out of 55%
Measuring student progress is a toughie and the McGraw Hill period assessments are a great way of doing it. Maybe with ARIS you can track a student's grades and how they've improved or worsened over time. Also: Tracking a student's progress from 8th to 9th grade is ridiculous and impossible. Puberty and the transition to high school make expecting all students (especially boys) to progress academically is unrealistic. After being a really good student in middle school it took me until my sophomore year to really get back on track. This section should bear less weight.
I have to agree with Errol Louis on this one. It is a step in the right direction. Hopefully these assessments will show over time that principal empowerment is a good idea (as it has been at LaGuardia). Accountability is necessary. These report cards help spread the information to the public and let parents get a better picture on how their school is doing. However, the factors of assessment and their weights need heavy revision. Also, the system of relative letter grades will help the DOE and the other education wonks out there learn more about the benefits of competition between public schools in a system as large as New York's.
Joel Klein's new report card system gets a B. It's an interesting and well-intentioned concept but like Joel Klein's other programs, it is most definitely a work in progress.
It's a big week for the city's public schools â€” the DOE is releasing their report card grades. The grades, based on quality reviews, test scores, and student, parent and teacher surveys, range from A to F; a top grade can mean more money, while a failing grade â€” assured for 15 percent of schools â€” could cost principals their jobs. Some schools, such as IS 289 in Manhattan, are getting low scores despite high performance, according to a New York Times article, and others are getting high scores despite low student performance and bad reputations.
Gotham Gazette has a brief roundup of opinion, ranging from Daily News columnist Errol Lewis' defense of the grades as "exactly what parents need to know" to Diane Ravitch's criticism of them as "simplistic and misleading." And while principals certainly care about their schools' grades â€” after all, their jobs may be on the line â€” I think Clara Hemphill is right when she says in the Times that a grade alone are unlikely to change parents' opinions about schools â€” especially when the grade doesn't jive with a school's reputation.