First Person

Opinion: Site ignores English language learners

This commentary was submitted by Andrea Mérida, a Denver school board member representing southwest Denver.

The ballyhoo over a new school grading website piqued my interest, so I surfed over to to check it out.  After all, the power partners that have coalesced around the website’s development and launch know how to make a splash.  And why wouldn’t I be interested in the fact that they’ve taken the pains to offer information in Spanish?

After just a few searches for some of the schools in my southwest Denver subdistrict, however, I see that this website is still using more of the same accountability blinders that punish schools and kids for their English-proficiency differences by trying to lump them all into the same bucket as native and fluent English speakers.

About English learners and proficiency

In accordance with state law, the Colorado Department of Education administers an English-language proficiency exam, the Colorado English Language Aquisition Proficiency Assessment (CELApro), to EVERY K-12 student yearly.  As CDE states, “The primary purpose of the assessment program is to determine the level at which Colorado non-English proficient (NEP) and limited-English proficient (LEP) students meet the Colorado English Language Development Standards in four domains (Listening, Speaking, Reading and Writing).”

The English proficiency of each student is graded on a 1 to 5 scale: beginner (1), early intermediate (2), intermediate (3), proficient (4) and advanced (5).  According to DPS Chief Academic Officer, Susana Córdova, an English learner is considered linguistically ready to take the CSAP/TCAP when they have achieved either a level 4 or 5.

However, even if a student is not linguistically ready to take the CSAP in English, their scores will be averaged into the district’s and state’s school performance framework, and consequently, into the website data.  You can imagine how that pans out.

Worse, none of these “accountability tools” truly give full weight to the Spanish-language version of the CSAPs administered for 3rd and 4th grade, skewing the performance of elementary schools with high numbers of English learners in incredibly unfair ways.

Some pertinent examples

CDE provides information about the language proficiency for every designated English learner in the state, and I’ve used it to analyze the level of English proficiency for middle and high schools, which only administer the CSAP in English.  In nearly every case, our schools that are classified as “yellow” (accredited on watch) all have high numbers of English learners that are below the “safe linguistic threshold” of a CELApro level 4 or 5.  Here are a few examples:

For the purposes of this chart, I call those students at CELApro level 4 and 5 as “ready for CSAP.”  As you can see from this small sampling, schools with high proportions of English learners are maligned by the website as substandard.

Clearly, the mission of schools with high proportions of English learners takes on a different perspective than schools with lower concentrations.  While we all want students to grow and succeed, student growth must be reviewed under a different lens when student populations come from homes in which English is not the primary (or sole) language., therefore, unfairly glosses over this distinction and makes no attempt to inform parents of these nuances.  When dealing with populations that have difficulty in English and who are regularly exposed to various types of hucksterism in their daily lives, it becomes all the more important for a website that purports to serve as a resource for parents to be fully transparent.

To do otherwise is irresponsible.

This type of data has been the basis for extremely high-stakes decisions made about kids, teachers and their schools.  As I retrospectively consider last year’s board decision to phase out Montbello High School, for example, imagine how differently the school’s performance would have seemed had we considered the 25 percent of students who are not ready to take the CSAP in English.  Not being a statistician, I will defer to those who can calculate the probability of a 25 percent bump in overall achievement if those scores are even just disaggregated from the whole.  I wonder if the board’s decision would have been different if we knew then what I know now.

Students at Kepner Middle School, one of the schools represented by Denver school board member Andrea Merida. Photo from Kepner.

As the Northwest Community Committee pointed out to the board this week, among all the other goals Spanish-speaking parents find important in schools, they also consider learning English to be primary (see the Venn diagram on page 9).  These parents know their children have particular needs, and they expect the policymakers to realize it, too.

I have regular conversations with my Spanish-speaking constituents in southwest Denver, who express worry over the performance of their schools.  When I point out to Kepner Middle School parents, for example, that their school has been able to increase the rate of students at CELApro levels 4 and 5 by nearly 30 percentage points over the last four years, their relief is palpable.

And the former Rishel Middle School?  In 4 short years, they increased the numbers of students at CELApro levels 4 or 5 by a whopping 40 percent.  But there is no Rishel now; it’s been closed.

If the development team at really wants to be a resource for Spanish-speaking parents, they would do well to join me in peeling back the layers of the accountability onion in good faith and transparency so that ALL parents can make the right choices for their children.

This offer has no expiration date.  Will take me up on it?

First Person

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

PHOTO: Marta W. Aldrich
Grace Tatter covers a press conference at the Tennessee State Capitol in 2015.

For three years, I covered the Statehouse for Chalkbeat Tennessee, reporting on how policies from Nashville trickled down into more than 1,800 public schools across the state.

Now I’m starting back to school myself, pursuing graduate studies aimed at helping me to become a better education journalist. I’m taking with me six things I learned on the job about public education in Tennessee.

1. Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.

I heard from hundreds of parents, educators, and students who were passionate about what’s happening — good and bad — inside of schools. I covered crowded school board meetings and regularly scrambled for an open seat at legislative hearings where parents had filled the room after driving since dawn to beat the opening gavel. Not incidentally, those parents usually came from communities with the “worst” schools and the lowest test scores. While many disagreements exist about the best way to run schools, there is no shortage of people, particularly parents and educators, who care.

2. Tennessee has one of the most fascinating education stories in America.

I’ve had a front-row seat to massive changes in K-12 education under reforms ushered in by Race to the Top — an overhaul being tracked closely well beyond the state’s borders. But the national interest and import doesn’t end with changes stemming from the $500 million federal award. Tennessee is home to some of the nation’s premier education researchers, making its classrooms laboratories for new ideas about pre-K, school turnaround, and literacy instruction, just to name a few. And at the legislature, more lobbyists are devoted to education than to most any other cause. A lot of eyes are on Tennessee schools.

3. The education community is not as divided as it looks.

During the course of just a few years, I watched state lawmakers change their positions on accountability and school vouchers. I witnessed “anti-charter” activists praise charter leaders for their work. I chronicled task force meetings where state leaders who were committed to standardized testing found middle ground with classroom educators concerned that it’s gone too far. In short, a lot of people listened to each other and changed their minds. Watching such consensus-building reminded me that, while there are no simple debates about education, there is a widespread commitment to making it better.

4. Money matters.

Even when stories don’t seem to be about money, they usually are. How much money is being spent on testing, teacher salaries, school discipline reform? How much should be available for wraparound services? Why do some schools have more money than others? Is there enough to go around? Tennessee leaders have steadily upped public education spending, but the state still invests less than most other states, and the disparities among districts are gaping. That’s why more than a handful of school districts are battling with the state in court. Conversations about money are inextricable from conversations about improving schools.

5. Race is a significant education issue, but few leaders are willing to have that conversation.

More than 60 years after Brown v. Board of Education, Tennessee’s schools are largely racially segregated. Yet most policymakers tread lightly, if ever, into conversations about achieving real racial integration. And in many cases — such as a 2011 law enabling mostly white suburban Shelby County towns to secede from the mostly black Memphis district — they’ve actually gone backwards. Then there’s the achievement data. The annual release of test scores unleashes a flurry of conversation around the racial achievement gap. But the other 11 months of the year, I heard little about whether state and local policies are closing those gaps — or contributing to them — or the historical reasons why the gaps exist in the first place. To be sure, state leadership is trying to address some of Tennessee’s shortcomings. For example, the State Department of Education has launched modestly funded initiatives to recruit more teachers of color. But often, race and racism are the elephants in the room.

6. Still, there’s lots to celebrate.

If there were unlimited hours in the day, I could have written thousands of stories about what’s going right in public education. Every day, I received story ideas about collaborations with NASA in Oak Ridge, high school trips to Europe from Memphis, gourmet school lunches in Tullahoma, and learning partnerships with the Nashville Zoo. Even in schools with the steepest challenges, they were stories that inspire happiness and hope. They certainly inspired me.

Grace Tatter graduated from public schools in Winston-Salem, N.C., and received her bachelor’s degree in history from the University of North Carolina. She’s now pursuing a master’s degree in specialized studies at the Harvard Graduate School of Education.

First Person

I’m a Houston geography teacher. This is my plan for our first day back — as soon as it arrives

PHOTO: Creative Commons / Texas Military Department
Texas National Guard soldiers arrive in Houston, Texas to aid citizens in heavily flooded areas from the storms of Hurricane Harvey.

Hurricane Harvey has upended so many things here in Houston, where I am starting my third year as a teacher. One of them is the lesson I am planning for the first day of school — as soon as it arrives.

This upheaval is nothing compared to what people across the city have faced, including my students, who have been sending me photos of evacuation boats going past their houses.

But it is fundamental to the task of being a teacher at a time of crisis. As an A.P. Human Geography teacher, my job is to help students make connections between the geography concepts we are learning in class and their real lives: Does Houston look like the models of urban development we study? Does their family history include a migration?

Before the storm, my thinking went like this: I am white and was born in England and most of my students are Hispanic, many with parents who were born in other countries. I was excited for us to share and compare our different stories. My students last year were shocked and fascinated when they discovered that my white, middle-aged father who is a university professor was applying for a green card, just as many of their family members were.

Now, Hurricane Harvey has underlined for me the importance of those real-world connections. As I looked at the photos from my students, I was struck by how geography concepts can affect us in very real — even life-threatening — ways.

I had planned to teach a lesson at the end of the year about how urbanization affects the environment. The lesson looks at how urbanization can exacerbate flooding: for example, how paving over grassy areas can increase the speed with which rain reaches the bayous, causing the water levels to rise faster. I would then have students evaluate different policies cities can adopt to mitigate that risk, such as encouraging the building on brownfield rather than greenfield sites and passing laws to protect farmland — options that have significant benefits but also significant costs.

I have decided to move this lesson up in the curriculum and teach it when we have school again. School is scheduled to start again on Tuesday, though at this stage everything is provisional, as each hour we find out about more families that have had their homes destroyed by the rising waters. It is still unclear how all our staff, let alone students, will get to school.

I am worried that the lesson could re-traumatize students who have experienced so much trauma in the past few days. I know I will need to make an active effort to make students feel comfortable stepping into the hall if they are feeling overwhelmed. However, my experiences with the recent presidential election make me think that this lesson is exactly what some students might need.

After the election, many students were genuinely confused about what had happened. One question in particular was on their minds: How you can you win the popular vote but not the election? We talked through the Electoral College together, and having clarity about what had happened and why it happened seemed to give them a firmer foundation to build on as they processed their emotions. I am hopeful that teaching about flooding will help ground them in a similar way.

This lesson about flooding was once simply another lesson in the curriculum, but now it has taken on a new urgency. In moments of disaster, it is easy to feel powerless; I certainly could not help the people I saw posting on Facebook that they were been on hold with 911 for hours while standing on their roofs.

Yet teachers have a unique power — the power to shape the minds of future generations to solve the problems that we face. Houston’s location means that it will always be susceptible to flooding. But by teaching about the flood I hope I can play a small role in helping our city avoid repeating some of the tragic scenes I witnessed this week.

Alex McNaughton teaches history and geography at YES Prep Southeast in Houston.

Looking to help? YES Prep is collecting donations to support its students and their families. Houston ISD and KIPP Houston are also soliciting donations for their students.