TNReady Testimony

As lawmakers grill McQueen about Tennessee’s testing problems, here are five things we learned

PHOTO: Marta W. Aldrich
Education Commissioner Candice McQueen (center) testifies before Tennessee lawmakers along with Questar CEO Stephen Lazer and Assistant Education Commissioner Nakia Towns.

Education Commissioner Candice McQueen has pledged to ensure the accuracy of Tennessee’s new standardized test as frustrated lawmakers are seeking explanations for a second straight year of testing problems.

McQueen and her staff offered new details about the latest breakdown on Tuesday in their first appearance before legislators since reporting that the state’s testing company incorrectly scored paper tests for some high school students this year. She called scanning mistakes the culprit and said the state is working closely with Questar to prevent such problems in the future.

A year earlier, the botched rollout of online testing led to the test’s cancellation for grade-schoolers, the firing of Tennessee’s previous test maker, and the decision to phase in online testing over three years.

PHOTO: Marta W. Aldrich
McQueen (far left) pauses with her team, including Questar CEO Stephen Lazer (far right), to hear a few final comments from lawmakers.

The state is ultimately responsible for this year’s “failure,” McQueen said, but she let Questar CEO Stephen Lazer take some heat too.

“We at Questar own that it happened,” said Lazer, who sat beside McQueen during the hearing. “It should have been caught (earlier), and it won’t happen again.”

Earlier in the day, Gov. Bill Haslam called the controversy overblown because this year’s errors were discovered as part of the state’s process for vetting scores.

“I think the one thing that’s gotten lost in all this discussion is the process worked,” Haslam told reporters. “It was during the embargo period before any of the results were sent out to students and their families that this was caught.”

The three-hour hearing at the State Capitol was dotted with occasional testy exchanges as lawmakers bemoaned the challenge of rebuilding trust in Tennessee’s problem-plagued assessment. They questioned why teachers, as part of their evaluations, appear to be the only ones being held accountable for this year’s results.

“Are we terminating this contract (with Questar)?” asked Rep. Craig Fitzhugh, a Democrat from Ripley who is running for governor. “… Have there been any modifications (to the contract) as a result of this error?”

McQueen responded that the contract hasn’t changed, but that the state’s work plan with Questar has.

“We have had intense conversations between the department and the vendor on quality improvements and expectations,” she said, “and we are moving forward with very specific deadlines.”

The hearing also featured testimony from teachers, several teachers unions, a superintendent, a school board member, and a researcher. Some called for a three-year moratorium on using TNReady scores for accountability purposes; others urged the state to “stay the course.”

Here are five things we learned:

1. The scoring problem came to light because of discrepancies flagged at one school.

As they looked at the data, educators at Blackman High School in Rutherford County noticed that some of their highest-performing students scored low on one standard in English language arts. That raised a red flag since those same students had demonstrated proficiency on that standard in other assessments. The district contacted the state, which requested an investigation from Questar, which traced the discrepancies to a scoring error when scanning paper tests. “The scanning program was incorrect,” Lazer said. “The scanners read the documents right, but the data was in the wrong columns.”

2. Tennessee plans to release scores next year before the new school year begins.

The state has gotten pushback for this year’s protracted scoring schedule that ended this month, more than two months after the school year began. While the scoring process takes longer with a new test, McQueen said the state is committed to getting all scores out by mid-August next year. She said districts will receive their preliminary high school scores by the end of May for inclusion in students’ final grades. Final high school scores will go out in July. For grades 3-8, scores should be delivered by mid-August at the latest, she said.

3. The state is banking on its transition to online testing to expedite high school results.

After the online fiasco that soured TNReady’s first year, McQueen’s decision to slow-walk the state back into online testing also slowed the subsequent scoring and delivery process. But 2018 marks the first school year that all high schoolers will take the test online again — a change that state officials feel confident about after 25 districts successfully made the leap this year. (Middle and elementary schools will make the switch in 2019, though districts will have the option of administering the test on paper to its youngest students in grades 3-4.)

4. There is talk of an outside investigation into Tennessee’s testing failures.

Rep. Mike Stewart of Nashville asked McQueen if she would object to a top-to-bottom review of Tennessee’s testing challenges from an independent third party such as the state comptroller’s office. “Not at all,” McQueen responded, adding that her department has sought proactively to improve the process.

5. McQueen plans to reconvene her testing task force — again.

One of her first acts as commissioner in 2015 was to form a task force to study concerns about over-testing and recommend improvements. So grave were testing-related issues that McQueen followed up with a second study panel in 2016, even as the state has remained committed to TNReady as the lynchpin of its system of accountability. Now the commissioner wants to reconvene that task force this year to begin looking specifically at 11th-grade testing and diagnostic assessments used by districts, among other things. McQueen told lawmakers that she hopes to have the first meeting by December.

Editor’s note: This story has been updated to identify the Rutherford County school where scoring concerns were flagged.

History alive

Inspired by Hamilton, Colorado students perform their own raps and poems on the big stage

PHOTO: Photo by Hyoung Chang/The Denver Post
From left, West Leadership Academy's Alexandra Andazola Chavez, Jose Torres Andazola, Rossy Martinez Sanchez, and Zehydi Chaparro Rojas perform "The Story of Peggy."

The plush red seats at the Wednesday matinee of Hamilton in Denver were filled with 2,700 teenagers who’d spent weeks studying a special curriculum about the hip-hop musical’s namesake, Alexander Hamilton, and the other Founding Fathers. Even though the show’s four-week Denver run had been sold out for months, the teenagers were seeing it for free.

Some of them had dressed for the occasion in high-heeled boots and three-piece suits. Others wore jeans and Converse. They represented 38 Colorado high schools that serve high proportions of students from low-income families, and many of them were students of color.

That’s notable because most of the cast of Hamilton are actors of color. Hamilton, George Washington, and Thomas Jefferson are played by black and Latino actors, a decision creator Lin-Manuel Miranda has said reflects America’s racial makeup and is meant to pull the audience into the story of an immigrant, Hamilton, who played an important role in the nation’s founding.

Before the show, 23 students took the stage to perform their own spoken word poems, raps, monologues, and scenes inspired by what they’d learned from the Hamilton Education Program curriculum, which was devised in part by Miranda and has its own hashtag: #EduHam.

“My body felt electrified,” said Josiah Blackbear, a 15-year-old sophomore at West Early College in Denver, who performed a rap he’d written about Alexander Hamilton. “The words I was speaking brought power and truth to the rest of the venue.”

Here is video of six of the student performances, including one entirely in Spanish.


During Memphis visit, former Newark schools chief touts ways to change student discipline

PHOTO: Governor's Office/Tim Larsen
Cami Anderson when she was superintendent of schools in Newark, New Jersey.

As the top schools chief in Newark, Cami Anderson was horrified at the strict discipline policy she saw in one of her high schools. Since then, she has left the New Jersey district and taken her ideas on the road about reducing suspensions and moving away from exclusionary discipline practices.

This week, Anderson came to Memphis as part of her Discipline Revolution Project at the invitation of Stand for Children Tennessee, The Community Foundation of Greater Memphis, School Seed, and Shelby County Schools. The New Teacher Project is partnering with her on the national tour.

Anderson has been meeting with Shelby County Schools administrators and board members as well as charter school leaders, philanthropists, education advocates, and students. Her time will culminate in a public event hosted by Stand for Children on Thursday at the National Civil Rights Museum.

Chalkbeat sat down with Anderson after she explained to a group of about 40 charter leaders her six focus areas to reduce classroom disruptions while also preventing sending students home when they’re in trouble. (This interview was edited for clarity and brevity.)

Related story: Tennessee students more likely to be suspended if they’re black boys — or live in Memphis

Question: How did you land on student discipline as an area you wanted to focus on?

Answer: If there’s actually a thread in my career, it’s this. I essentially ran the system of supports for the kids in New York City who are on their last stop on the train, so to speak. I’ve always worked with kids who are marginalized, the ones who really struggled in school. So, I’ve spent a lot of time thinking about what we need to get better at collectively to serve all kids, to really embrace the “all means all.” That’s been my lifelong question.

The three areas to me where inequities are most obvious are: enrollment policies, how we handle discipline, and mobility and how a kid stays connected to school. Discipline is where it comes to a head. It’s both a place where our collective inability to reach all kids shows up and it’s also an opportunity if we actually figure out how to prevent young people from misstepping in the first place, but then respond in healthy ways when they do Then we’d actually start to solve the broader equity issues.

Q. School leaders say they don’t want to have a lot of suspensions because students miss out on class. But they’re also not sure what to replace suspensions with to manage student behavior well. What would you say to them?

"You can’t just be against something. You have to be for something."Cami Anderson

A. That’s one of the main reasons we started Discipline Revolution Project. We don’t want you to do X, whatever X is: suspend kids, use corporal punishment. But educators are saying, rightfully so, then what are we doing? Our whole framework is trying to answer that question and give them tools to get to the “why” behind finding alternative responses.

Most people who use punitive or exclusionary discipline don’t actually think it works that well. They just don’t have a lot of other tools. So, when you give folks a lot of other tools and they find that it works, it’s a very powerful thing. When people try out a restorative conference, they say “Oh, I feel better. The kid feels better. And we actually got back to the lesson faster.” You can’t just be against something. You have to be for something.

I’ve heard a lot of demand for basics of restorative practices (conflict resolution between students and students and teachers), though I don’t think they should stop there. They want training for student support teams. And overwhelmingly, the places I’ve been want to talk about how teacher bias plays into who gets disciplined, but they don’t know how to start the conversation and for it to be productive.

Q. Memphis’ two school districts have emphasized a bottom-up approach on discipline reform: adding behavior specialists, school counselors, soliciting support from principals and teachers. How have you seen other districts do it?

"Policy-level change is critical but insufficient if you only do that."Cami Anderson

A. I’ve seen districts lead with policy and only make statements declaring they will cut suspensions in half or put a moratorium on suspensions or rewrite their policy. Policy-level change is critical but insufficient if you only do that. What you see is folks who are actually on the ground working with students may not have the strategies to replace it with something productive. That causes people to be more entrenched in their views that discipline reform wouldn’t work, some schools subtly pushing kids out, underreporting discipline data, all that.

I’ve also seen the opposite where it’s all about professional development and capacity but at no point is there is any accountability for those same schools, for example, that suspend 90 percent of the kids. People watch what you do, not what you say. If you don’t align your policies and your actions with your values, then you also have limits to the impacts you have for kids.

Frustrated with high suspension rates, Memphis schools shift to restorative justice

I’ve come to believe you need all of it and you need everyone working together. Stop admiring the problem and get on to the solutions.

Q. What pushed student discipline practices more widely into the national conversation? What have you observed from the conversation here in Memphis?

A. People are looking at data, which is a good thing, and seeing patterns like everyone else. Another thing is I believe a lot of people who got into education reform are completely dedicated to equity. And now they’re seeing this side of it, and like someone said in the training today, they feel a sense of “healthy guilt.” I think it’s great they’re having the courage to be honest. And then a lot of folks had kids. You start thinking, “Do I want any of that happening to my own kid?” I’m personally heartened and encouraged and motivated to see a collective sense of responsibility and focus on this.

There’s a lot of energy and candor in Memphis about this issue. Some other cities I’ve been in think they have it figured out when they don’t. When there’s that much energy, I think anywhere — including in Memphis — people can be tempted to devolve into the blame game, no matter what district or charter hat you wear. That energy can be the greatest asset or greatest liability.

Study: When Chicago cut down on suspensions, students saw test scores and attendance rise

Q. The school shooting in Parkland has been a catalyst for more conversations about the trauma students bring into the classroom — conversations that were already happening about violence in low-income communities of color. What would you say to school leaders on how to address that?

A. I’m most interested to know what adults can do to mitigate those risk factors for young people who experience trauma. I feel like it could take us down a very bad path to just observe that there are things called “adverse childhood experiences.” To me, that’s not enough. The question then is what are the environments and strategies that we can put in place as educators and adults to mitigate the impact of those traumatic experiences. Things like relationships, trust, consistency, high expectations, high supports, and support healthy identity development especially in times of conflict. We know from research that young people who face long odds who ultimately prevail, they are exposed to environments that really embody those things.

You can both be aware of and acknowledge those experiences that make it harder for them to succeed in school. But if you stop there, I don’t think you’re doing justice to young people. There are things we can do in schools to help create the environment to help them succeed.