READ ACT ROUND ROBIN

Colorado State Board of Education adopts new early literacy rules for native Spanish speakers, reversing earlier decision

PHOTO: Denver Post file
Elizabeth Sanchez, a math teacher at Denver's Hill Campus of Arts and Sciences, checks the homework of a student in this 2014 file photo.

The State Board of Education ended a two-year debate over how to measure the reading skills of Colorado’s youngest students learning English as a second language after it unanimously adopted Wednesday new policies to comply with a legislative compromise passed last spring.

The rule change applies to English learners whose native language is Spanish. Under the board-approved policy, school districts will be able to choose whether to test students who have limited English proficiency in either English or Spanish.

The board, at the request of associations representing school executives and boards of education, backed off additional reporting requirements that were outside the scope of the legislation.

But the new guidelines do provide parents the right to request students be tested in English, and requires school districts that reject such a request to share their reasoning with parents.

“I think we need to give them that right,” said board member Val Flores, a Denver Democrat. “Districts shouldn’t fight them on this.”

The board’s action Wednesday coupled with this spring’s legislation reverses a controversial decision the state board made in 2016 that required schools to test the literacy skills of students enrolled in kindergarten through third grade in English — even if they knew no English at all.

The state board’s debate over the state’s early literacy law, the READ Act, was often framed more by the personal opinion of board members rather than education research and context provided by the state education department.

Some conservative board members repeatedly raised the specter that school districts, especially those with large populations of English learners, were attempting to sidestep their duty of teaching English — or at least trying to hide poor results.

School officials and other experts argued that testing a student’s literacy skills in a language they were more fluent in would provide better information to help teachers do their job.

Colorado lawmakers passed the READ Act in 2012. The goal of the legislation, often considered one of the state’s landmark education reform efforts, was to increase the number of students reading at grade level by the third grade.

The law, as originally passed, was silent on whether schools were required to test students in English.

Research has long held that students reading at grade level in third grade are more likely to have academic success through the rest of their educational careers. Conversely, students who aren’t reading at grade-level by the third grade are more apt to drop out.

The READ Act requires schools to monitor students for “significant” reading deficiencies. Students who are flagged are supposed to be put on a monitoring plan and are receive additional services from the school.

Putting the legislation into place in classrooms has provided mixed results. Some educators worry the policy adds an unnecessary testing burden on students and adds mountains of paperwork for teachers. Others say the READ Act has brought a renewed focus on a critical learning milestone.

The state has wrestled for years with how to best gauge the literacy skills of students learning English as a second language. The debate peaked in 2016 when the then-Republican controlled state board, over objections from education leaders in Denver and other school districts, adopted new rules requiring those young language learners to be tested at least once in English.

Susana Cordova, who was then Denver Public Schools’ acting superintendent, warned the change would lead to more testing and possibly over-identifying English learners as having reading deficiencies.

A bipartisan coalition of Colorado lawmakers went to work this year to reverse the state board’s decision. A compromise was ultimately reached that allowed school districts to choose which language to test students enrolled in dual language programs who were not yet proficient in English.

On Wednesday, board member Steve Durham, a Colorado Springs Republican, reiterated his concern that the changes would open the door for school districts to side-step an obligation to English language learners.

He said there were only two reasons to oppose testing students in English: “One is you don’t value teaching kids English, or two you don’t want to admit failure in getting kids to speak English … otherwise everyone should be proud to report their READ Act results.”

The board’s new rules could apply to other English learners if the state adopts literacy tests in other languages.

ASD scores

In Tennessee’s turnaround district, 9 in 10 young students fall short on their first TNReady exams

PHOTO: Scott Elliott

Nine out of 10 of elementary- and middle-school students in Tennessee’s turnaround district aren’t scoring on grade level in English and math, according to test score data released Thursday.

The news is unsurprising: The Achievement School District oversees 32 of the state’s lowest-performing schools. But it offers yet another piece of evidence that the turnaround initiative has fallen far short of its ambitious original goal of vaulting struggling schools to success.

Around 5,300 students in grades 3-8 in ASD schools took the new, harder state exam, TNReady, last spring. Here’s how many scored “below” or “approaching,” meaning they did not meet the state’s standards:

  • 91.8 percent of students in English language arts;
  • 91.5 percent in math;
  • 77.9 percent in science.

View scores for all ASD schools in our spreadsheet

In all cases, ASD schools’ scores fell short of state averages, which were all lower than in the past because of the new exam’s higher standards. About 66 percent of students statewide weren’t on grade level in English language arts, 62 percent weren’t on grade level in math, and 41 percent fell short in science.

ASD schools also performed slightly worse, on average, than the 15 elementary and middle schools in Shelby County Schools’ Innovation Zone, the district’s own initiative for low-performing schools. On average, about 89 percent of iZone students in 3-8 weren’t on grade level in English; 84 percent fell short of the state’s standards in math.

The last time that elementary and middle schools across the state received test scores, in 2015, ASD schools posted scores showing faster-than-average improvement. (Last year’s tests for grades 3-8 were canceled because of technical problems.)

The low scores released today suggest that the ASD’s successes with TCAP, the 2015 exam, did not carry over to the higher standards of TNReady.

But Verna Ruffin, the district’s new chief of academics, said the scores set a new bar for future growth and warned against comparing them to previous results.

“TNReady has more challenging questions and is based on a different, more rigorous set of expectations developed by Tennessee educators,” Ruffin said in a statement. “For the Achievement School District, this means that we will use this new baseline data to inform instructional practices and strategically meet the needs of our students and staff as we acknowledge the areas of strength and those areas for improvement.”

Some ASD schools broke the mold and posted some strong results. Humes Preparatory Middle School, for example, had nearly half of students meet or exceed the state’s standards in science, although only 7 percent of students in math and 12 percent in reading were on grade level.

Thursday’s score release also included individual high school level scores. View scores for individual schools throughout the state as part of our spreadsheet here.

Are Children Learning

School-by-school TNReady scores for 2017 are out now. See how your school performed

PHOTO: Zondra Williams/Shelby County Schools
Students at Wells Station Elementary School in Memphis hold a pep rally before the launch of state tests, which took place between April 17 and May 5 across Tennessee.

Nearly six months after Tennessee students sat down for their end-of-year exams, all of the scores are now out. State officials released the final installment Thursday, offering up detailed information about scores for each school in the state.

Only about a third of students met the state’s English standards, and performance in math was not much better, according to scores released in August.

The new data illuminates how each school fared in the ongoing shift to higher standards. Statewide, scores for students in grades 3-8, the first since last year’s TNReady exam was canceled amid technical difficulties, were lower than in the past. Scores also remained low in the second year of high school tests.

“These results show us both where we can learn from schools that are excelling and where we have specific schools or student groups that need better support to help them achieve success – so they graduate from high school with the ability to choose their path in life,” Education Commissioner Candice McQueen said in a statement.

Did some schools prepare teachers and students better for the new state standards, which are similar to the Common Core? Was Memphis’s score drop distributed evenly across the city’s schools? We’ll be looking at the data today to try to answer those questions.

Check out all of the scores in our spreadsheet or on the state website and add your questions and insights in the comments.