FAQ

How the Every Student Succeeds Act could change New York schools

PHOTO: Alan Petersime

New York is about to have a lot more freedom to craft education policy.

The Every Student Succeeds Act, which President Obama signed last week, won’t change anything right away in New York state. But ESSA, which replaced the No Child Left Behind Act, hands authority from the federal education department to the states, which could eventually lead to important shifts in how the state tests students and what happens to struggling schools.

Most states, including New York, already had waivers that allowed them to operate outside No Child Left Behind’s rules. (Those will expire as next school year begins.) In New York, policymakers had also pushed even further than the old law required in recent years, sparking backlash around state testing, teacher evaluations, and the Common Core standards — and prompting officials to begin backing away from many of those shifts even before ESSA’s passage.

As those debates continue, here are a few ways ESSA might change things in New York.

Standardized testing

Students in grades 3 through 8 will still have to take state English and math tests, and high school students will still take Regents tests.

New York will still have to report those results and the results for certain student groups, such as those with disabilities or who are still learning English.

But the new law gives states new freedom to change what their tests look like. States are allowed to use computer-based tests that adapt to students’ levels, for example. The law also encourages states to measure student achievement in multiple ways — including with portfolios of student work or extended performance tasks.

State officials have been signaling their support for that kind of flexibility recently too.

A report by a Gov. Cuomo-appointed task force released last week suggested that teachers be allowed to assess students in new ways. In November, state education commissioner MaryEllen Elia suggested creating an advisory council to develop recommendations for those kinds of assessments based on performance tasks.

Struggling schools

The new law will still require New York to track school performance and progress. The state will also still have to intervene at the bottom 5 percent of schools and at high schools with high dropout rates.

But it will now be up to New York to decide exactly how to identify that bottom group and how to try to improve them.

New York state has been identifying the bottom 5 percent of schools primarily by state test scores. When it intervened, officials chose one of a few preset federal turnaround policies, which required schools to do things like make staff changes or redesign the school day.

Under the new law, states are allowed to make some of their own choices about how they calculate which schools are struggling. The factors could include test scores, graduation rates, and — in a shift — measures of school climate and safety, student engagement, or completion of advanced coursework, with academic factors getting the most weight.

The new law will also allow New York to devise its own school improvement strategies, which could differ from the traditional turnaround models. (The state will have to keep supporting its “priority” and “focus” schools identified by the current formula until their new plans kick in.)

None of that guarantees New York will adjust its current strategy, though.

“This is all going to be dependent on how New York state changes things,” said Mike Hansen, the deputy director of the Brown Center on Education Policy at the Brookings Institution. “If they just use the current business model to intervene in low-performing schools, than they may be doing the exact same thing they’ve been doing under the waiver.”

Teacher evaluations

New York’s promise to overhaul its teacher evaluation systems to incorporate student test scores in 2010 helped win millions in Race to the Top federal funding and a waiver from No Child Left Behind.

The new education law does not address teacher evaluations at all, leaving state officials free to make big changes without concern about losing federal funding.

Those changes are on the way. On Monday, the Board of Regents voted to stop using state test results in teacher evaluations until the 2019-20 school year.

“If you believe that we were required to do all of that by federal law, that rug has now been pulled out from under them,” said David Bloomfield, an education professor at Brooklyn College and the CUNY Graduate Center, referring to New York’s state tests and teacher evaluations. “The basis for those requirements has now been eliminated.”

churning not learning

New research shows just how much losing a teacher midyear hurts students

PHOTO: Cyrus McCrimmon/Denver Post
Brown International Academy teacher Kate Tynan-Ridgeway works with a student.

The consequences of teacher churn were apparent to Esperanza Vazquez, a mother of two from New York City.

I had an experience with my son where he had a new teacher every week in math,” she told Chalkbeat recently. “That doesn’t help students.”

Now new research backs up Vazquez’s experience, documenting for perhaps the first time the steep consequences for students after teachers leave a classroom in middle of the school year.

The finding comes in a trio of new studies focusing on North Carolina. Together, they suggest that ill effects of teacher turnover identified in previous research may be driven largely by midyear departures; that those consequences extend even to students in the same grade whose teachers stay on; and that midyear turnover may be more common than previously thought, especially in schools serving more students of color and those from low-income families.

“While it is possible for turnover to be beneficial for school systems, an extensive body of research points to the ways that teacher turnover disrupts … the continuity of a child’s learning experiences, particularly in underserved schools,” write researchers Gary Henry of Vanderbilt and Christopher Redding of the University of Florida in one of the papers.

Henry and Redding’s three studies — two of which were published earlier this year in peer-reviewed journals, with the other is set to be published in coming weeks — home in on the rarely studied phenomenon of midyear teacher turnover.

Using recent data from North Carolina, two of the papers focus on the prevalence of the phenomenon. Annually 4.6 percent of teachers in the state departed midyear; among teachers in their first three years the rate jumped to 6 percent. The number was higher in schools deemed “underserved,” meaning they had more students of color and students in poverty, as well as lower test scores and fewer resources. Turnover was lower when principals were rated as more effective by teachers. It was higher among teachers who were less effective, those eligible for retirement benefits, and high school and middle school teachers.

Roughly a quarter of all teacher turnover in the state occurred in the middle of the school year.

The third study uses data from 2008 to 2014 to examine the consequences of midyear teacher attrition on elementary and middle school students’ test scores. In both math and English, students saw drops in learning as a result, controlling for a number of other factors. The decline in math scores was nearly as large as the difference in performance between an average teacher and an excellent one — a difference that has motivated dramatic policy changes in many places.

Impacts were smaller in English and in middle school, but also consistently negative. Students in the same grade level, but not class, of teachers were also harmed, but again less so.

The negative results are consistent with research on the effects of hiring teachers after the school year starts, in some ways a mirror image of the phenomenon.

The paper suggests three things that might explain the results: disruption in classrooms where teachers leave, instability in a school where teachers are exiting midyear, and less effective teachers replacing those who depart. The study suggests the first two theories seem to be clearly at play, since it was relatively ineffective teachers who were particularly likely to leave.

“When multiple teachers exit a school during the year, it can become increasingly difficult for teachers to maintain a work environment with a high degree of collaboration,” the researchers say.

The study did reach some surprising results: Students of color, students in poverty and students with lower prior test scores, generally did not suffer more as a result of midyear turnover; if anything, they suffered less in English. It may be that their schools were better prepared for midyear exits since they happen more frequently; it could also be that those students were simply “not well served by the teacher who departed,” the paper hypothesizes.

Another counterintuitive result: Unlike midyear turnover, departure of teachers at the end of the school year did not lead to declines in student learning, and even led to small benefits in some cases. That’s surprising in light of past research — and conventional wisdom — suggesting that teacher turnover harms students. (Prior studies generally have not distinguished between midyear and end-of-year turnover.)

The latest research does come with a key caveat: Test scores might be lower in classes where teachers leave midyear for other reasons — perhaps a particularly disruptive class causes both a teacher to quit and students to learn less in school. The authors attempt to account for this by comparing how the same student did in years when their teacher does not turnover.

The studies also look at just a single state, so it’s unclear whether the results would look similar elsewhere.

The researchers point out that some churn is inevitable, even healthy. “Many of the personal factors driving within-year teacher turnover are unlikely to be amenable to change: a teacher takes time in the middle of the school year for parental leave; a veteran teacher retires midyear; a beginning teacher leaves a few months into the school year after realizing teaching is a poor occupational fit,” write Henry and Redding. Indeed, female teachers between the ages of 26 and 40 years old were particularly likely to exit mid-year, indicating that parental leave plays a significant role in the results.

But the studies collectively conclude that students could benefit from combating midyear departures — although the best way to do that is not clear.

In Detroit, some schools have adopted a crude — and some would say cruel — approach, imposing financial penalties for teachers who left midyear. Studies focusing on turnover in general have found that higher pay, better working conditions, and more effective principals can make a difference.

At the same, time Henry and Redding argue that policymakers ought to make extensive efforts to avoid midyear teacher turnover when possible. For instance, they point out that information from teacher evaluation systems, including “value-added” test scores measures, aren’t always available until after the school year has begun. Finalizing those results before classes are underway could decrease midyear exits, they speculate.

“All measures of teachers’ performance, including their value-added scores, should be provided during the summer to allow teachers and administrators to attend to employment decisions without disrupting classes that have already begun,” the researchers conclude.

First Person

Staying ‘neutral’ after the Jason Van Dyke verdict was a tough ask of Chicago teachers like me

PHOTO: Joshua Lott/Getty Images
A woman holds a sign outside the courthouse after a murder verdict is handed down in the trial of Chicago Police Officer Jason Van Dyke.

At the beginning of every school year, I introduce myself to my students with a very personal presentation.

I show them pictures of where I grew up, my family, and the students I’ve taught at two other Chicago schools. I’m a human, not a robot, I tell them, earning a couple of laughs with my corny robot impression. At the end, I show them a signed copy of John Lewis’s “March,” the graphic novel that illustrates his experiences as a Civil Rights Movement leader. I talk about seeing Lewis speak at a Chicago Public Schools event years ago, and how he inspired me to speak up when I saw injustice.

In return, I ask my students to introduce themselves. They bring pictures of their lives, families, friends, and travels, and they talk about who they want to become. These presentations help to turn the library and writing center I oversee into a community.

The connection I have with my students isn’t out of the ordinary in Chicago. I’d be hard-pressed to find a teacher in the three very different high schools I’ve taught in and in schools all across the city who didn’t have strong ties to the students they teach. That’s why it felt so problematic that my district, CPS, asked its teachers to remain “neutral” about the Van Dyke case — the trial of a Chicago police officer, Jason Van Dyke, who was convicted of second-degree murder for shooting a Chicago teenager.

Two days before the Van Dyke decision came down, amid warnings that riots could follow a “not guilty” decision, the district sent an email advising teachers about how to handle discussions surrounding the verdict. I applaud the email for its initial statement: “It is critical that educators are prepared and provide space for students should they and their students choose to engage in this critical and timely public issue,” it read.

But in the next paragraph, the district said that teachers “must remain neutral.” The email cited a 2007 Indiana circuit court decision, Mayer v. Monroe County Schools, that ruled that “teachers do not have the constitutional right to introduce their own political views to students, ‘but must stick to the prescribed curriculum.’”

That left me with several questions. First, is an opinion on the Van Dyke trial truly a political view? Many of my students, now juniors and seniors, were just becoming teenagers when they watched the dash-cam video where 16 bullets riddle Laquan McDonald’s 17-year-old body.  The opinion CPS is concerned about me sharing, presumably, is that Van Dyke should face consequences.

I have taught many students like Laquan McDonald, students who have grown up in foster homes, who have failed out of the very school I taught in, whose city literally left them behind. When I saw Laquan McDonald in that video, I saw their faces grimacing on the ground, their bodies writhing. To me, his death, the subsequent cover-up, and the verdict, is personal, not political.

Asking me to “stay neutral” as a white teacher in a classroom full of African-American and Latinx students is asking me to send a message that I am indifferent to their experiences and to have them see me as a stereotype of whiteness. I am on their side. I don’t think there is anything wrong with having them know this. But the message I received implies that my district does.

In the court case evidently used as proof for why staying neutral is mandatory, students asked their teacher whether she ever protested. She told them that she honked her car horn at demonstrators calling for peace at an anti-Iraq War demonstration. The teacher believed she was fired because of this discussion. The court ruled in favor of the school district, stating, “the First Amendment does not entitle primary and secondary teachers, when conducting the education of captive audiences, to cover topics, or advocate viewpoints, that depart from the curriculum adopted by the school system.”

How this applies in my situation is confusing, since every year in my career I have either had the freedom to construct or co-construct curriculum for my classroom. It also reminds me of what Holocaust survivor and award-winning author Elie Wiesel said in his speech when winning the Nobel Peace Prize: “Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented. Sometimes we must interfere.”

Asking teachers to remain neutral when discussing Laquan McDonald teaches my students something I don’t want them ever to learn: that my connections with them, and my pursuit of justice for our shared community, are not my highest priority.

Gina Caneva is a 15-year Chicago Public Schools veteran who works as a teacher-librarian and Writing Center Director at Lindblom Math and Science Academy.  She is a National Board Certified teacher and Teach Plus Teaching Policy Fellowship alum. Follow her on Twitter @GinaCaneva.