Correction: The article was updated on Nov. 4 to delete an inaccurate reference to the former Academic Performance Index.
In an unexpected move, the State Board of Education postponed approving the method for determining a key element of its new school accountability system on Wednesday, potentially delaying by weeks or longer the release of the first district and school “report card” that it had promised for early 2017.
Board members said they’d prefer a better methodology instead of producing a report using flawed criteria and revising it next year. They want to take another look in January, at their next meeting.
At issue is how to measure student performance on the Smarter Balanced tests in math and English language arts, one of a half-dozen statewide metrics that will make up the new report card. The state board objects to the approach that for years the state has used – and the federal government has required – but staff at the state Department of Education haven’t yet presented an alternative.
The current method measures school and district performance by the percentage of students who meet or exceed a score defined as proficient on the Smarter Balanced tests. In the second-year results announced in August, 49 percent of students in grades 3-8 and grade 11 taking the test met or exceeded the minimum proficient score in English language arts and 37 percent scored at that level in math.
The percent-proficient method is simple and easily communicated to parents, but critics cite several problems, particularly when tracking growth in scores from year to year. It doesn’t credit the progress of students whose scores may have started really low and improved significantly, though not yet reached a proficient level. Nor does it credit students whose scores continue to grow to advanced levels. State board members say a more sophisticated method would better reveal achievement gaps among lower-scoring student groups, including English learners and special education students, and changes over time.
Under the No Child Left Behind law, the federal government sanctioned schools that failed to meet percent-proficient targets. In July, 40 academics, led by Morgan Polikoff, an associate professor at USC’s Rossier School of Education, wrote U.S. Secretary of Education John King Jr. urging the federal government to drop that methodology.
This week, the California Charter Schools Association released a school ranking system using an approach that may be closer to what the state is contemplating. The districts in the California Office to Reform Education, or CORE, also have developed a school quality index that takes a more sophisticated look at students’ scores.
State board President Michael Kirst and state Superintendent of Public Instruction Tom Torlakson also wrote King last summer asking the federal government to abandon percent-proficient reporting, but at the September state board meeting, Deputy State Superintendent Keric Ashley said the department had lacked the staff time and budget to investigate alternatives. The department had proposed using the percent-proficient method in the first accountability report cards and switching methods next year.
The state board has pushed up the timetable to its next meeting. Ashley said Wednesday that staff, working with the nonprofit Learning Policy Institute and research agency WestEd, will return in eight weeks with recommendations for a different approach.
The state board is under pressure to get the accountability report cards out soon. The new version of the Local Control and Accountability Plan that the board approved Wednesday requires districts to use data from the report cards in setting their goals and spending priorities, starting next year.
But Kirst reiterated at the meeting that a better way of analyzing test results is important. “We want to get it right from the beginning, instead of using an outmoded approach,” he said.
If the board doesn’t settle on an alternative in January, then, under state law, it may have to wait until 2018-19 to make the switch, said David Sapp, deputy policy director and assistant legal counsel for the board.
We need your help ...
Unlike many news outlets, EdSource does not secure its content behind a paywall. We believe that informing the largest possible audience about what is working in education — and what isn't — is far more important.
Once a year, however, we ask our readers to contribute as generously as they can so that we can do justice to reporting on a topic as vast and complex as California's education system — from early education to postsecondary success.
Thanks to support from several philanthropic foundations, EdSource is participating in NewsMatch. As a result, your tax-deductible gift to EdSource will be worth three times as much to us — and allow us to do more hard hitting, high-impact reporting that makes a difference. Don’t wait. Please make a contribution now.