Are Children Learning

State board to lawmakers: Pay up for new ISTEP

The Indiana State Board of Education is calling on the legislature to find the money to fund a pricier future state testing program — whatever the cost.

Money alone shouldn’t be the driving factor in developing new tests, some board members said, and could potentially reduce the quality of the tests.

“I think we need to pose that to our legislature,” board member David Freitas said. “There’s a great price that we pay at some point when we get below a certain threshold, and frankly, I don’t want price to get in the way of our decision.”

The state board today passed a resolution from board member and Avon teacher Sarah O’Brien, which sets out specific guidelines under which the Indiana Department of Education must develop next year’s ISTEP tests. Two items from the resolution were tabled, but it otherwise passed as-is 6-3, with state Superintendent Glenda Ritz, principal Troy Albert and teacher Andrea Neal voting no.

The Indiana Department of Education estimated the cost of the test outlined by the resolution at $100 million over two years, although O’Brien disputed that figure. A proposal Ritz presented to the Senate Appropriations Committee earlier this month would cost about $75 million, down from a $134 million estimate back in December. Board member Dan Elsener said squabbling over cost is ridiculous — the tests are necessary, he said, and the money spent wouldn’t be wasted.

“If you have an $11 billion to $12 billion enterprise, which K-12 schools are, and you spend on an annual basis less than half of a percent to know where students are on essential skills we actually should be teaching … this isn’t a waste of your money,” Elsener said.

Ritz had concerns about some of the board’s ISTEP proposals, such as paying for optional practice tests for grades 3 to 10 in science and social studies. Ritz said that piece could cost $23 million, but there’s not proof they are widely used in schools. Science and social studies scores are not counted as part of the calculation for school A to F grades, only English and math scores are.

“When we spend $23 million on science and social studies that’s not really going to be measured, you would want people to use it,” Ritz said.

The board wants to keep similar optional practice tests for grades K to 2 in English and math, which Ritz also opposed but put a decision about that on hold. It also held off making a decision about whether students below 10th grade who have passed the Algebra end-of-course exam would still have to take the new ninth-grade ISTEP math test. A proposal to require that was tabled.

O’Brien said the practice tests in grades K to 2 are important for schools that might not be able to pay for their own practice tests.

“I like the idea of having resources available,” she said. “But I am not endorsing that schools should use it.”

Another contentious part of ISTEP negotiations focused on reading.

Board members believe a check on reading skills should be focused on Indiana’s third-grade reading test, IREAD. Ritz has long said she’d prefer using reading questions on ISTEP to produce a numerical reading level for all students tested. O’Brien said she was concerned the department’s cost estimates were inaccurate because she believed the tests would be designed to have extra reading questions in them.

Michele Walker, the state’s testing chief, said no extra questions would be added. But because Indiana’s new standards put more emphasis on reading than writing, there will be more reading questions on the test anyway. So that’s why the company that won the contract to create the new ISTEP — the British testing company Pearson — proposed more reading questions.

“There really is not any fluff in the Pearson proposal,” Walker said. “The challenge is that there are so many more reading standards than there are writing standards it looks like it’s more inflated, but actually there are no additional items in there.”

Neal argued that no specific ISTEP decisions should be made until we know what might happen in the legislature.

Senate Bill 566, which passed the Senate and is expected to soon be considered by the House, proposes Indiana use a national “off-the-shelf” test in place of ISTEP. However, that would not begin until 2016-17 under the bill, so ISTEP would remain in 2015-16 even if it passes.

Another reason Neal gave to hold off on any testing decisions were complaints about the bidding process that led to Pearson winning the right to make ISTEP going forward. The exam was previously made by California-based CTB/McGraw-Hill.

Attorney Tom Wheeler, representing the failed bidder Data Recognition Corporation, started the meeting by complaining that Pearson and the Indiana Department of Administration broke state law during the bidding, in multiple ways. Speaking during the public comment period, he asked the board to override the decision and award the contract to Data Recognition Corporation.

Wheeler said Pearson was unfairly rated higher under state bidding rules that give extra credit to companies that can demonstrate they would provide a positive economic impact to the state. But Wheeler charged that Pearson manipulated its number of full-time employees living in Indiana and wasn’t clear that it intended to redirect much of the work to create ISTEP to a subsidiary company.

The Department of Administration, Wheeler said, also communicated with Pearson after the deadline for final bids and allowed Pearson make changes to its bid. Data Recognition Corporation should have also been allowed to make changes to its final bid, he argued.

“We want a level playing field,” Wheeler said.

Ritz said she didn’t know about the company’s complaint but said the Department of Administration, not the education department, exclusively manages the bidding process.

Neal said she wanted an explanation of what happened in the bidding process before a final ISTEP contract was signed and urged the board to delay even setting guidelines for the new ISTEP test.

“I want to wait to hear answers,” Neal said. “I agree completely with the spirit of Sarah’s resolution, but I think we need to delay the discussion of this process.”

Although the resolution passed, Ritz said the discussion about the future of ISTEP is far from over.

“I consider the resolution to be really just part of the process,” Ritz said. “I wanted to make sure that every member of the board knew the implications of what it is they might be recommending as the assessment system.”

 

ethnic studies

50 years in, why the fight for Mexican-American studies in schools is still in its early stages

PHOTO: Annie Wells/Los Angeles Times via Getty Images
Sonia Salazar, a college student, joins over 1,000 people to commemorate the historic East LA student walkouts of 1968 earlier this year. Mexican-American Studies courses are gaining traction now in K-12 schools after years of growth in higher education, a panel concluded during a recent civil rights conference in San Antonio.

Thirteen-year-old Alejandra Del Bosque knows not everyone gets to take a class like hers.

In it, she’s learned about Mexican-American students who staged walkouts in the late 1960s and early 1970s to protest the lack of resources available to their schools. She’s also learned how her state’s school funding system has still been deemed inadequate in recent court rulings.

“There was so much to learn about my heritage that I didn’t know,” Del Bosque said. “But from what I understand, it’s a unique class that’s not everywhere. For me, as a Mexican-American, it’s exciting.”

Her experience remains relatively rare. Fifty years after televised civil rights hearings galvanized the Chicano movement, academics and activists agree that the push for Mexican-American studies still lacks basic resources. And though interest is increasing, in part thanks to President Trump, growth has been slow — especially in K-12 schools, since college-level programs have traditionally gotten more attention.

“That was a big mistake we made,” Juan Tejeda, a professor at Palo Alto College, said last week. “There should have always been a focus on developing culturally relevant curriculum from pre-K through 12.”

He spoke at an event commemorating the 1968 U.S. Commission on Civil Rights Hearings on Mexican-Americans in the Southwest, where he and others took stock of the movement that emerged in the decades since to better engage Latino students. (Of the 58 million Latinos in the U.S., nearly two-thirds are of Mexican descent, and most were born in the U.S.)

That’s long been a challenge for schools, especially as most educators are white. Some research has suggested that when students see themselves reflected in their curriculum, test scores and graduation rates rise. Another study found that taking an ethnic studies course helped reduce dropout rates.

Not many students have access to those courses, though. There’s no solid national data on how many school districts have some form of Mexican-American studies in their schools. California is understood to have taken the lead, while Tejeda estimated that only about 38 of more than 1,000 Texas districts have started a program.

That’s partly due to ongoing political opposition.

Arizona’s ban on teaching Mexican-American studies back in 2010 was a wake-up call for the movement, Tejeda said. (Last year, a federal court ruled that the state’s move was “racist and unconstitutional,” but Tucson hasn’t reinstated its program yet.)

Over the last decade, Mexican-American professors built a network that evolved into a group called Somos MAS. The group began a push for a standard high school elective course in Texas.

After four years of lobbying, the Texas board of education approved the course last year. Battles have also turned toward materials: When the book to be used in schools for Mexican-American studies was released in 2016, it was described by many Chicano scholars as racist for its portrayal of Mexican-Americans as lazy and un-American. That book was later thrown out, as was another the board didn’t like in 2017. Then came a debate over the course’s name, which just ended in September.

Those fights were about more than details – they were about granting the topic legitimacy, and about making it easy for teachers to introduce the material, said Lilliana Patricia Saldaña, a professor at the University of Texas at San Antonio.

“There were already some teachers here or there taking upon themselves to incorporate the studies into the schools, but it was sporadic, and accurate materials weren’t always easy to find,” Saldaña said. “Approving a course that can be aligned with state standards is ideal and would allow for the programs to be more streamlined.”

Another key challenge: in many cases, limited student interest. At the college level, Our Lady of The Lake University — the host of the hearings in 1968 and the conference last week — considered nixing its Mexican-American studies program in 2012 because of the small number of participating students. It was later saved.

“That also reminded us that if we don’t fight to keep these programs, they will be lost,” Tejeda said. “But what we needed to do was focus on getting students interested while they are younger.”

Saldaña says student interest has grown more recently thanks to political rhetoric around immigration, specifically from President Donald Trump. Trump has disparaged Mexican immigrants, questioned the impartiality of a Mexican-American judge, and made wanting to build a wall on the U.S.-Mexico border the center of many political speeches.

“Between what we are seeing with the current administration in office, and the battle here on the ground over the course we have been fighting for, students are getting a real-time lesson,” Saldaña said.

Somos MAS now hosts an annual summit for K-12 educators to come learn about Mexican-American Studies and how to integrate lessons into their classrooms. The University of Texas at San Antonio also offers a summer training institute that has drawn nearly 100 teachers at its most recent gathering.

It’s not nearly enough, the panelists said. “What needs to happen next is a focus on building infrastructure: such as more teacher training opportunities on how to incorporate MAS in their classrooms; a teacher certificate in Mexican-American Studies, and more advanced degrees in ethnic studies so students see a future in this field of work,” Saldaña said.

Students from KIPP Camino Academy. (Photo by Francisco Vara-Orta)

One school that has moved ahead with Mexican-American studies course is KIPP Camino Academy in San Antonio. After a pilot program two years ago, the class is now an elective for seventh- and eighth-graders.

On Friday, 20 of the KIPP students watched the discussion on the 50-year fight to get Mexican-American studies in their schools with their instructor, JoAnn Trujillo.

“Some of these kids have driven by the university here and never have gotten to step foot on its grounds,” Trujillo said. “So us being here — in part because of the program, and seeing how Mexican-American studies is something special that had to be fought for many years — will plant seeds about going to college and feeling more self-worth.”

Data dive

Hardly any kids passed ISTEP at one of Indiana’s largest schools. Here’s why it’s not getting an F

Indiana Virtual Pathways Academy is one of the state’s largest and fastest-growing schools. But because too few of its students took the state exams — and those who did weren’t enrolled long enough — there is no clear picture of how well the school is educating them.

The virtual charter school, which opened in 2017, more than doubled in size to 6,232 students since last fall, in part because state data shows more than 1,700 students transferred from its troubled sister school, Indiana Virtual School.

But despite Indiana Virtual Pathways Academy’s rapid growth, the school is bypassing a key accountability measure that Indiana thinks is important for transparency: A-F grades, which were approved by the Indiana State Board of Education on Wednesday.

Read: As students signed up, online school hired barely any teachers — but founder’s company charged it millions

Education department officials said the school did not get a grade, despite its high enrollment last year, because it did not test enough students who had been enrolled long enough to have one calculated. State grades are based primarily on student test scores, and virtual schools are known to struggle to get their remote students to sit for exams.

State test participation rate data shows IVPA tested about 19 percent of its 346 10th-graders in 2018 — about 65 students. To use test scores to calculate a school grade, the state requires that at least 40 test-takers must have attended the school for at least 162 days, a majority of the school year. But state officials said that while the school enrolled 48 10th-graders who met the attendance threshold during the testing period, only three of those students took the exams.

Federal requirements say schools must test at least 95 percent of students, and school grades can be affected if a school falls below that percentage. But there is currently no consequence for a school that doesn’t test enough students to get a letter grade.

The students who were tested at IVPA posted poor results: 5.7 percent passed both state English and math exams.

Leaders from Indiana Virtual School and IVPA did not respond to requests for comment on A-F grades or testing participation, but the schools’ superintendent Percy Clark said in an emailed statement that students from varying education backgrounds select IVPA, and that the school was designed to serve students who are far behind their peers academically.

“Our students CHOOSE to come to Indiana Virtual Pathways Academy from many different backgrounds, and we accept everyone regardless of where they are on their academic journey,” Clark said.

Virtual charter school critics say IVPA’s lack of a letter grade is an example of how the schools are able to avoid scrutiny.

“It’s absolutely indefensible,” said Brandon Brown, CEO of The Mind Trust, an organization that advocates for charter schools but has been a vocal critic of virtual charter schools. “When it comes to charter schools, the grand bargain is that the charter school gets increased autonomy, and in exchange, there is greater accountability. It’s hard to see where the accountability is for virtual schools right now.”

In contrast to IVPA, other large virtual schools in the state tested at least 90 percent of their students, and nearly every traditional school in Indiana met the federal threshold for testing students.

Indiana Virtual School, the subject of a Chalkbeat investigation that revealed questionable educational and spending practices, tested about two-thirds of its students in 2018. Students at the school, which received its third F grade from the state this week, did marginally better than at IVPA, but performed far below state averages: 18.6 percent of elementary and middle school students passed both tests, and 4.4 percent of high-schoolers did. State law says schools are up for state board of education intervention when they reach four consecutive F grades.

Brown, who used to work in the Indianapolis mayor’s office overseeing charter schools, said this is where charter school authorizers — the entities charged with monitoring the schools’ operations, finances, and academics — need to be involved. Daleville Public Schools, a small rural district near Muncie, oversees IVS and IVPA. State education leaders have previously questioned whether school districts have the capacity and expertise to oversee statewide charter schools. District leaders did not immediately respond to requests for comment.

“If I was still an authorizer and one of our schools had less than a 20 percent rate of their students taking the ISTEP, we would be mortified, and we would be holding that school accountable with very clear measures,” Brown said. “In light of the tens of millions of dollars used to fund this school, there has to be at least a basic level of accountability, and right now, it’s hard to account for how that money is being spent because we just don’t know.”

With such high enrollment numbers, Indiana Virtual School and Indiana Virtual Pathways Academy could together bring in upward of $35 million from the state for this school year, according to funding estimates from the Legislative Services Agency.

At the state’s other full-time virtual charter schools — including those billed as alternative schools like IVPA — state grades are rising as enrollment grows. Indiana Connections Academy is up to a D this year from an F, and Insight School of Indiana is up to a C from an F. For grades under Indiana’s federal plan, the schools received an F and D, respectively.

Indiana Connections Career Academy enrolled about 70 students last year and received no grade, but education department officials say that is because it had too few students to calculate one, despite testing more than 95 percent of them. It’s not uncommon for small schools — especially high schools that have just one tested grade — to not get a grade. This year, the school’s enrollment is up to about 300 students.

Virtual charter school accountability has become a hot issue in Indiana. Earlier this year, the state board of education convened a committee to study virtual charter schools, which have grown rapidly here in recent years. And last month, the committee released a series of recommendations, including slowing growth of new virtual charter schools to 15 percent per year — after a school hits 250 students — for their first four years.

Getting students who are located remotely to sit for state exams is a challenge for virtual schools. Melissa Brown, head of Indiana Connections Academy, said dogged work contacting and keeping up with students has made some of the difference for her school, both in students taking tests and improving on them.

“Our teachers are relentless in trying to engage with kids,” she said. “We are by no means where we want to be. We still have a lot of work to do. But 8-point growth is something that we’re celebrating today.”

Melissa Brown said the school is also offering students who come in behind grade level more ways to make up their classes and incentives for them to stay at the school. For example, she said the school has a lot of over-age eighth-graders who should be in high school. Instead of just drilling their eighth-grade classes, they also have a chance to try out high school-level work — a taste of what’s to come, Brown said. So far, it’s working.

“We’re just trying to be really creative about helping kids progress,” she said.

At Insight, school director Elizabeth Lamey said she’s excited by how the high school has been able to help students show more growth on state tests. Currently, the school, which opened in 2016, is getting grades calculated only on how much students improve on state tests from one year to the next, not their proficiency or other measures such as graduation rate.

Lamey said improving the school’s curriculum and focusing on remediation and teacher training contributed to their progress and sets them up to continue that work.

“We hope to see even more growth this year,” Lamey said. “We know that it’s a rougher road, the older students get, to remediate. It takes more time, and we are slow and steady — we keep moving forward.”

Accountability issues will continue to be important for virtual charter schools as their enrollments grow.

Indiana’s five full-time virtual charter schools enroll about 13,000 students. Although it appears that total virtual charter school enrollment in Indiana has declined since 2017-18, those figures include the closing of low-performing Hoosier Virtual Academy. The school enrolled 1,170 students when it closed in June, which was far lower than the 3,342 it was recorded as having at the beginning of that school year.

Comparing enrollment totals between fall of 2017 and fall of 2018, every virtual charter school currently open in the state saw enrollment rise, with the exception of Indiana Virtual School. Indiana Connections Academy and its sister school, Indiana Connections Career Academy, gained nearly 400 students between them. Insight is also up 45 students.

Virtual charter schools tend to have volatile enrollment patterns in part because of how easily students can enroll and withdraw — their families don’t have to move, and they can live anywhere in the state. Students moving between schools is not unique to virtual schools, but those schools do tend to see higher instances of mobility than traditional schools.

That means it can be hard to determine just how much virtual school enrollment has changed from one year to the next — enrollment numbers reported in the fall might fluctuate wildly through the rest of year.