First Person

Guessing My Way to Promotion

Last week I read a thought-provoking column by Diane Ravitch in the New York Post, in which she discusses the lowering of the bar on New York State math and ELA tests. She points out that to reach level 2, which is sufficient for promotion in New York City, a student needs a significantly lower percentage of points than he or she would have needed three years ago. Ravitch comments. “Ending social promotion, as the city rightly wants to do, is thus meaningless, because students can reach Level 2 by just guessing.”

Likewise, Meredith Kolodner writes in the Daily News, “The number of correct answers needed to score a Level 2 to get promoted has sunk so low that a student can guess on the multiple choice section and leave the rest of the test blank.”

This is disturbing. Surely it isn’t possible to get a 2—and thus a promotion to the next grade—by just guessing! Or is it?

To find out, I conducted a little experiment. First, some background facts:

(a)Each question on each of the tests is worth a certain number of points. The total number of points earned on a given test is the raw score.
(b) Each test has its own conversion table for converting the raw score to a scale score.
(c) The conversion from scale score to proficiency level is different for each grade and subject (though 650 is the minimum for a level 3 across the board).
(d) Thus, to find out if a student got a 2 on a test, you have to (1) correct the test, (2) calculate the raw score, (3) convert it to scale score, and then (4) convert the scale score to proficiency level.

The New York State Education Department website has all the tests, scoring keys, and tables you need.

Now follow along with me as I reproduce the experiment. My question was: is it possible to get a 2 by just guessing?

I first tried my experiment with the sixth grade ELA test. I “guessed” all the answers on the multiple-choice portion and left the written portions blank. Or, rather, I didn’t “guess,” but filled in the answers as follows: A, B, C, D, A, B, C, D, and so on, all the way through the 26 questions. I didn’t read one of them.

Now, of course I got a zero on the written portions, but let’s see if I got enough points on the multiple-choice questions alone. To find out, I first consulted the scoring key. The total number of possible raw points is 39: 26 for the multiple-choice questions, and 13 for the written portions I scored myself. Remember that I answered A, B, C, D, A, B, C, D, etc. According to the key, I earned 12 points.

Now I went to the raw to scale score conversion chart to calculate my scale score (if you are following along, be sure to click on the “Grade 6” tab at the bottom of the chart). According to this chart, my scale score was 622.

From here I consulted the “Definitions of Performance Levels for the 2009 Grades 3-8 English Language Arts Tests.” According to this table, a sixth grader needs a scale score of 598-649 in order to attain level 2. My score fell within that range, so I got a 2 without looking at a single test question or writing a single word.

I thought to myself: What if the sixth grade ELA test were a fluke? I tried the same experiment with the seventh grade math test.

Again, I only worried about the multiple-choice questions. Actually I didn’t worry about them at all; I simply answered them A, B, C, D, A, B, C, D, as I had done with the sixth-grade ELA test. There were thirty such questions.

I then went to the scoring key. I scored 11 raw points. According to the raw score to scale score conversion chart, this gave me a scale score of 616 (be sure to scroll down to the 7th grade chart). Is that enough for a 2? I consulted the “Definitions of Performance Levels for the 2009 Grades 3-8 Mathematics Tests.” A seventh grader needs a scale score of 611-649 on the math test to get a 2. So I got a 2 without solving a single math problem, or even looking at one.

While this approach does not result in a 2 for all the tests, it comes a bit too close for comfort, and another guessing system might work. A fifth grader told me that his father had told him, “Just mark ‘C’ for all of the answers, and you will pass.” On the fifth grade ELA test, this would indeed have resulted in a 2.

Yes, it is possible to guess your way to promotion. You may not even have to look at the questions or write a word on the written sections. It may not be called social promotion, but it amounts to the same thing: You do not need to know or understand much to move along.

Diana Senechal taught in NYC public schools for four years and has stepped back to write a book. She has a Ph.D. in Slavic Languages and Literatures from Yale; her education writing has appeared in Education Week, the Core Knowledge Blog, and Joanne Jacobs.

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.