self-defense

In leaked memo, Pearson stands behind "Pineapple" test items

Even when it seemed that everyone had something to say about “The Hare and the Pineapple,” the seemingly nonsensical story that appeared on New York’s eighth-grade reading exam, the company that created the test remained silent.

Now, a leaked memo makes it clear that state officials sought an explanation from Pearson of why the story appeared on some exams — and that Pearson offered a vigorous defense of its test-construction choices.

“The Hare and the Pineapple” and associated items had been field tested in New York State, yielded appropriate statistics for inclusion, and it was aligned to the appropriate NYS Standard,” a Pearson vice president wrote to Kenneth Slentz, the state’s interim testing czar. The story was meant to test students’ ability to interpret characters’ traits and behavior and to “elicit supporting detail,” according to the memo, which Time Magazine published today.

The memo was obtained by Andrew Rotherham, head of the nonprofit Bellwether Education Partners, who said it was given to him by a state government employee. A State Education Department official confirmed the authenticity of the memo, which was signed by John Twing, a Pearson vice president who serves as the company’s “chief measurement officer.”

The memo, which is written in dense test jargon, describes a chain of psychometric decisions that resulted in the “The Hare and the Pineapple” winding up on the test.

The state contracted with Pearson to include “norm-referenced” questions, tested elsewhere, to help illuminate how well students did compared to each other. But the state turned down one set of questions that Pearson typically uses for that purpose because the questions were not in line with New York’s standards. So Pearson cobbled together custom norm-referenced questions and others that it had used elsewhere — including the Pineapple story, which had been used in six states and three large districts since 2004.

Some New York students saw the questions last year as part of field testing of questions for this year’s exam. Students in New York performed identically to students elsewhere, Twing notes.

Twing also defends the questions that earned the most ridicule: the one that asked students to identify why the animals ate the pineapple and the one that asked for the moral to the absurdist fable. He writes:

Finally, the owl declares that “Pineapples don’t have sleeves,” which is a factually accurate statement. This statement is also presented as the moral of the story, allowing a careful reader to infer that the owl is the wisest animal.

To Rotherham — who discloses in his weekly Time column that he has consulted for Pearson in the past — the moral of the saga is that adults should seek to understand state tests thoroughly before lampooning them.

But he also says that test-makers should pull back on maintaining tight controls over who sees exam content. The state tossed the passage amid media scrutiny, saying that having the questions in public view meant they would not be valid when students who missed the regular test took make-up exams.

“Making some test materials public would drive up costs because they couldn’t reuse that material, but it could strike a better balance between helping people understand how tests work and maintaining the integrity of assessments,” Rotherham writes.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.