API Scores and Student Testing,

This week the State of California released API scores.  This annual rite has dominated focus on school performance for the past decade, with parents and homeowners looking to see how the local schools have performed, and how they stack up against surrounding districts.  LASD has fared very well in this annual "keeping up with the Joneses" race- we post some of the highest API scores in the State, and we have managed to do what some would deem unachievable- our program is consistently strong across every single school we operate.  Our community has taken great pride in this for many years.

The bar is shifting, though, and I am hopeful that it will be an improvement.  I see two problems with the current API-based system:

1. We are already at the top of the scale, so the measures don't tell us much at an aggregate level.  Anyone with a background in statistics can tell you that the difference between 984 and 988 is insignificant.  That is where we are in the current testing process.
2. The scores are a narrow measure of success.  The current tests measure memorization more than comprehension, and simple fact regurgitation over intellectual curiosity.  We demand much more for our kids, so it would seem logical then that we embrace a way to measure whether we are achieving that.

So, how do we make it better?  There are a few changes coming, driven at the national, state and local levels.

Most folks are aware of the roll-out of Common Core standards.  Along with most of the rest of the country, California is adopting a new set of standards for how children need to learn and what we need to teach them.  Common Core emphasizes comprehension and skills over specific memorization. The measures are geared towards ensuring students have the skills necessary to thrive in a knowledge economy.  That seems so obvious here in the Silicon Valley, but in other parts of the country, it's been a huge debate.  As an example, Common Core focuses on having students design an experiment in science over just repeating steps laid out in a text book.  This type of shift is valuable for all students, and it's something we've been focusing on at LASD for quite a while. 

At the state level, there are funding changes coming in the form of the Local Control Funding Formula.  This new bill is designed to shift the way that funds are allocated to school districts while not penalizing existing districts.  LASD will come out pretty much the same on the funding side.  However, this bill also decreases the weighting of API scores and starts to emphasize other measures that are also important indicators of success, like parental involvement and communications to the community.  Close followers of LASD will recognize many of these components from our Blueprint Process.  The District often talks about being a leader in revolutionizing learning- this is a great example.  Most of the things the state has added to the measurement system are things we specifically called out in the blueprint process several years ago.  We are, once again, leading the pack.

For those who want to go deeper on this, there's a good article in EdSource that talks about these measures in more detail.  I particularly liked their infographic:

At the local level, though, we're not content with this.  We continue to work on improved measurements.  The District has a Blueprint goal this year of identifying the next wave of measurements we want to track.  We may work with other high-achieving districts, or we may forge ahead and blaze the trail once again.  The key takeaway, though, is that we want to constantly improve our program for our students.  To do so means finding accurate ways of assessing our position, then making changes to enhance the program to continually deliver better results.

You don't get to be #1 by being satisfied with where you are.  You don't stay #1 by resting on your accomplishments.

Congratulations to Oak: A Blue Ribbon School

Most folks will have seen the press release that Oak School was recognized as a National Blue Ribbon School.  This prestigious award recognizes schools for exemplary achievement in educating students.  One unique aspect of the NBRS program is that schools have to serve the needs of all students.  The program specifically looks to see that under-privileged students are doing well also.  It is not permissible to skim students, or to serve some students well, but shun others.  Here are the guidelines:

For Public Schools, "high performing" is defined by the CSSO of each state, but at a minimum means (a) that the achievement of the school's students in the most recent year tested places the school in the top 15 percent in the state on state assessments of reading (or English language arts) and mathematics, and (b) disaggregated results for student subgroups, including students from disadvantaged backgrounds, must be similar to the results for all students tested.

This isn't about "teaching to a test", or focusing on one group but ignoring others.  Blue Ribbon Schools are recognized for educating the whole child, and serving every child well.  For more information on the program and criteria, please see the US Department of Education Guidelines

Congratulations to Amy Romen, Principal at Oak, and to her entire staff.  They represent the District's values in how they deliver for our students and in everything they do.  Well done.

STAR Test Results

Test results aren't everything, but as someone who appreciates metrics, I do like the clear reinforcement we receive when the annual STAR test results come in.

Here is a link to the presentation, the scores by school, and the summary from the Board meeting last night:

Overall, our students performed well on the California Standards Tests this past spring.  Scores were strong in all content areas.  I expect that our Academic Performance Index (API) score will be on par with last year’s score when it is released by the State in October.  

English/Language Arts
Our results were once again very strong with ninety-three percent of students scoring at the advanced or proficient mark as evidenced in the first data slide.    There continues to be a “third grade dip”, in which scores drop between second and fourth grades.  This is a trend that also occurs countywide and statewide. While the trend continues, third grade student performed better than in previous years.

Writing
Our results in writing continue to be impressive. In Grade 4, ninety-seven percent of our students scored in the proficient/advanced range.  In Grade 7, ninety-nine percent of our students scored in the proficient/advanced range with seventy percent of our students scoring in the advanced range.   

Mathematics
LASD students performed well in the area of mathematics with ninety-three percent of second through seventh graders scoring at the proficient/advanced range.

History-Social Science
This STAR component is administered only to eighth graders. Our students did very well scoring at a rate of ninety-two percent proficient or advanced.  

Science
The science portion of the STAR testing is administered to fifth and eighth graders. Our students again performed extremely well scoring at a rate of ninety-four percent proficient or advanced in grade five and ninety-seven percent in eighth grade.

While we have much to be proud of, we have more work to do.  An achievement gap does exist in our district that needs to closed.  The achievement gap exists between our general population and a few subgroups of students, English Learners and Socioeconomically Disadvantaged students.  While the achievement gap still exists, we have evidence that we are making progress in closing this gap.  This school year we will have an increased focus on providing research based interventions to close the achievement gap for all students.


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I think this reflects particularly well on the professional development we've been doing.  For example, since 2006 we've been focusing on a cohesive curriculum in writing, so that students transition seamlessly from one grade into the next.  In the Jr High programs, English teachers have worked with teachers in other subject areas to clearly define how papers should be written for History, Science, and other academic subjects.  It is really paying off. With 99% of 7th graders hitting proficient or advanced, we are very pleased.
 
I have to give credit to Alyssa Gallagher, Asst. Superintendent for Curriculum and Instruction.  She is passionate about ensuring that each and every student is getting what they need from our program.  For example, I asked about the English Language Learners, and how well they fare after having been in our schools for at least two years.  Raquel Matteroli examined a cohort of students at Santa Rita.  In 2010-11, there were 42 ELL students. Of those, 21 were in the District in 2011-12, and most of them have shown improvement in their scores.  We'll continue to break this down into more detail, but it is important to see that we are helping all of our students be successful.  hats off to our teachers, staff, and administration for such excellent results.

Teacher Evaluations

I'm a very data-driven person, though, and I like using data to help improve outcomes.  In my professional life at a subscription billing company, we process over $2B/ year in credit card transactions.  One of the things my team does is deeply analyze that data to increase revenues for our clients.  I believe we should bring that same discipline to how we deliver education for students.

Let me start by saying that I think we have some incredibly talented and hardworking teachers.  I start there, because any time you talk about evaluations in public education, people think that the discussion is only about chasing out "bad teachers".  In our case, I'm most interested in recognizing what works.  Different teachers have different techniques.  Our district already analyzes test data to help improve instruction in this way.  To me, the next logical step is to use that same data as part of the evaluation process.  The primary function of a teacher is to help a student learn.  If we have data that shows they are doing this well, it seems only natural to me to use that data in the teacher's evaluatoin.

There is a bill in Sacramento right now, though, that is trying to make this whole process harder.  AB5 seeks to unwind the use of test data in teacher evaluations.  This flies against the national trend, and in my mind, flies against common sense.  There is a good editorial in the LA Times that discusses the issue.  Have a read, and if you are so inclined, reach out to Sacramento (Senator Joe Simitian, Assemblyman Rich Gordon) and let them know that this is a step backwards for our kids.

Way to go, Joe

SB19 passed this weekend, for which we should all be grateful.

SB19 unwound a previous bad law that was hurting every public education student in California. Some time ago, we wrote into law a "firewall" that prohibited using test scores to evaluate teacher performance. I won't debate why the law passed, but I will say plainly that I'm pleased it was repealed.

There are two big wins here. One is financial. The Obama administration has earmarked $4.5B for improving schools. One of the specific requirements to be eligible for that funding was -- you guessed it -- that the recipients had to permit the use of test scores in teacher evaluation. Even if it were only for mercenary reasons, it was a good idea to pass this law. The State of California simply can't afford not to be eligible for this funding.

The second reason this is good news is just plain common sense. Evaluating employees can be very difficult. Just because something is difficult doesn't mean you shouldn't try, though. In private industry, good companies devote tremendous effort to understanding who is contributing, who isn't making the grade, and what we can do to help those who are struggling to learn from those who are stars. Teaching is on of the most important professions. Wouldn't it stand to reason that we want to use every tool available to figure out who is doing well and who needs more coaching?

To be clear, I don't think test scores should be the be-all, end-all for evaluations. It should only be a piece of the puzzle. Still, this opens the door for a meaningful dialogue to evaluate employees on the basis of quantifiable data along side the more subjective observations. Thank goodness for common sense.