Reading revisited

McQueen ends her Tennessee tenure the same way she started — focused on reading

Tennessee Education Commissioner Candice McQueen reads to students during one of her classroom tours. (Photo courtesy of Tennessee Department of Education)

When then-newly appointed Education Commissioner Candice McQueen began touring Tennessee schools in 2015, she was “ashamed” of the dearth of strong reading materials available for many students and their teachers.

“Depending on what districts and classrooms you were in, some people had resources and curriculum and some did not,” recalls McQueen, a former classroom teacher and university dean of education.

The shortcoming was just one of several that helped explain Tennessee’s stagnant reading scores and why only one in three students was considered proficient in reading, based on national tests.

There also was a gap in how teachers or teacher candidates were being equipped to teach reading, a lack of attention to fostering reading skills in students’ early years, and little to no public education programming to address “summer slide,” the tendency for especially low-income students to regress in academic skills during their summer break from school.

McQueen has sought to address all of those weaknesses through various investments and supports under Read to be Ready, which was her first sweeping initiative under Gov. Bill Haslam.

Now, as she winds down her four-year tenure this month, the outgoing commissioner considers that work — launched in 2016 with the support of Haslam and his wife, Chrissy — among her most important legacies as education chief.

Last week, as a fitting bookend to her statewide leadership before starting her new job as CEO of a national education organization, McQueen put reading front and center during three days of regional gatherings of teachers and literacy coaches in Memphis, Nashville, and Knoxville.

“We’re just now beginning to see progress on TNReady,” she said of last year’s reading gains in grades 3-5 on the state’s standardized test.

“It’s progress we’re proud of, even though it’s not as much as we want,” she added.

Indeed, the climb ahead is steep, despite this year’s 2.3 percent increase to almost 37 percent of third-graders reading on or above grade level. To reach Tennessee’s lofty goal of 75 percent by 2025, the state will have to move 5 to 6 percent more third-graders to proficiency every year.

McQueen says reaching the goal is “absolutely doable” and cites the groundwork laid through Read to be Ready. Since 2016, Tennessee has launched a statewide coaching network for elementary reading teachers, offered new training for educators, and made investments in better resources for students. There are also new standards and expectations in teacher training and summer reading camps for first- through third-graders who are furthest behind.

McQueen is especially encouraged by summer camps that have shown statistically significant reading improvements for participating students during the past two years. She recently announced $8.9 million in state grants to 218 public schools to host even more camps next summer.

PHOTO: TDOE
Children participate in a 2016 summer reading program in Lauderdale County in West Tennessee as part of the new grant-based literacy program overseen by the Tennessee Department of Education.

As for the lack of high-quality textbooks and materials she first encountered in 2015, the state has identified texts that align with Tennessee’s new academic standards, and McQueen is urging districts to plan now to budget more for them.

“We’re building in this idea that you don’t just adopt; you purchase,” she told Chalkbeat. “Sometimes we see adoption where you have a set that all teachers are sharing. We feel like every teacher needs their own sets of books, their own curriculums, so they can adequately support all their students.”

Recognizing that strong reading skills are the foundation for learning and success in all subject areas, most Tennessee’s districts have embraced some or all parts of Read to be Ready. It’s popular as well with teachers, who say they like having both guidance and flexibility to help their students learn to decode letters and words, expand vocabularies, and deepen comprehension skills.

“This makes concrete resources available, but we’re also empowered to use our own teacher resources,” said Emily Townsend, who teaches kindergarteners in Coffee County.

Others are concerned that the focus on young children is coming at the expense of struggling middle and high school readers. “These are not throwaway kids,” said Stephanie Love, a board member for Shelby County Schools.

Love said the effects of poverty are also at play and require a deeper look at illiteracy in large cities like Memphis.

“I don’t think we need more initiatives; I think we need to reevaluate and see what’s preventing so many of our students from reading well,” said Love, a proponent of more state funding for schools. “Do they need glasses? Are they dyslexic? Did they not attend a pre-K or Head Start program?”

McQueen agrees that illiteracy is a “true equity issue.”

“Reading skills are a predictor of so many things across a lifetime,” she said of navigating school and jobs and avoiding crime and poverty. “We know that if you’re not reading proficiently by the third grade, you can still catch up, but it gets harder over time. Our passion for this work comes from what we know happens when kids are not reading.”

Class of 2018

Some Colorado schools see big gains in grad rates. Find yours in our searchable database.

PHOTO: Courtesy of Aurora Public Schools
Aurora West College Preparatory Academy graduates of 2018. The school had a 100 percent graduation rate.

Two metro-area school districts, Westminster and Aurora, recently in the state’s crosshairs for their low-performance, posted significant increases in their graduation rates, according to 2018 numbers released Wednesday.

Westminster, a district that got off the state’s watchlist just last year, had 67.9 percent of its students graduate on time, within four years of starting high school. That was a jump of 10 percentage points from its 57.8 percent graduation rate in 2017.

District officials credit their unique model of competency-based education, which does away with grade levels and requires students prove they mastered content before moving up a level. In previous years, district officials pointed to rising graduation rates that Colorado also tracks for students who take five, six or seven years, but officials say it was bound to impact their 4-year rates as well.

“We saw an upward tick across the board this past year,” said Westminster Superintendent Pam Swanson, referring to state test results and other data also showing achievement increasing. “I think this is one more indicator.”

Swanson said the high school has also focused recently on increasing attendance, now at almost 90 percent, and increasing students’ responsibility for their own learning.

(Sam Park | Chalkbeat)

In Aurora schools, 76.5 percent of students graduated on time in 2018 — a jump of almost 9 percentage points from the 67.6 percent rate of the class of 2017.

“We’re excited these rates demonstrate momentum in our work,” Aurora Superintendent Rico Munn said.

He attributed the increased graduation rates to “better practice, better pedagogy, and better policy.”

One policy that made a difference for the district is a change in law that now allows districts to count students as graduates the year they complete their high school requirements, even if they are enrolled in one of Colorado’s programs to take college courses while doing a fifth year of high school.

According to a state report two years ago, Aurora had 65 students enrolled in this specific concurrent enrollment program who previously wouldn’t have been counted in four-year graduation rates. Only the Denver district has a larger number of such students. Aurora officials said 147 students are enrolled this year in the program.

Those students are successful, Munn said, and shouldn’t be counted against the district’s on-time graduation rates.

Aurora’s previously rising graduation rates helped it dodge corrective state action. But its improvement this year included a first: One high school, Aurora West College Preparatory Academy, had 100 percent of its seniors graduate in 2018.

The school enrolls students in grades six through 12 in northwest Aurora, the most diverse part of the district. Of the more than 1,000 students, 89 percent qualify for subsidized lunch, a measure of poverty.

“This incredible accomplishment demonstrates the strong student-focused culture we have created at Aurora West,” said Principal Taya Tselolikhina in a written statement. “When you establish high expectations and follow up with high levels of support, every student is able to shape a successful future.”

Statewide, the four-year graduation rate once again inched higher, and gaps between the graduation rate of white students and students of color again decreased. But this time, the gaps narrowed even as all student groups increased their graduation rates.

(Sam Park | Chalkbeat)

The rising trend wasn’t universal. In some metro area school districts, graduation rates fell in 2018. That includes Adams 14, the district that is now facing outside management after years of low performance.

The tiny school district of Sheridan, just southwest of Denver, saw a significant drop in graduation rates. In 2018, 64.7 percent of students graduated within four years, down from 72.7 percent of the class of 2017.

Look up four-year graduation rates for your individual school or district in our databases below.

Districts here:

 

School accountability

Concerned with state A-F grading system, Vitti says he’ll lobby for Detroit to keep its own plan

Detroit school district leaders will lobby state leaders to allow for a Detroit-only letter grading system to hold district and charter schools in the city accountable. But if that isn’t successful, the district plans to create its own system.

This plan, announced Tuesday night by Superintendent Nikolai Vitti, comes almost a month after lame-duck lawmakers in the Michigan Legislature passed a controversial A-F letter grading system for the whole state. A Detroit-only system would gives schools far more credit for improvement in test scores than the statewide system does, and it would account for an issue — poverty — that disproportionately affects city schools. 

That state system, which former Gov. Rick Snyder signed into law in late December, halted efforts that had already been underway by district and charter leaders to create an A-F system that takes the specific issues facing Detroit schools into account. That local system had been mandated by a 2016 law and only applied to the city.

Vitti’s announcement comes as state education officials from the Michigan Department of Education have raised concerns that the A-F system OK’d by lawmakers violates federal education law and could potentially cost the state federal money.

Vitti laid out a plan to first lobby new state leaders, including Gov. Gretchen Whitmer and the Republican leaders of the House and Senate, to allow for local grade systems.

If successful, Vitti said, that system that had been in the works would be adopted for district and charter schools.

If unsuccessful, Vitti said, the district would go it alone, without charter schools.

“We need to start thinking about our own approach to school accountability,” Vitti said.

The Community Education Commission created the letter grading system and worked for months with district and charter leaders to design a plan that would be specific to Detroit schools. The topic didn’t come up at a commission meeting Monday night until a member of the public urged the commission to move ahead with the local system and one member of the commission agreed. A commission official earlier in the day said they were still exploring how to move forward in light of the statewide system.

The city’s plan was for schools to be rewarded heavily for the amount of improvement seen in test scores. That’s important in a high-poverty community like Detroit, where most of the schools are struggling. City schools also struggle with enrollment instability.

Vitti said the statewide system “doesn’t provide much clarity on individual school performance,” because it will issue a handful of letter grades. Those letter grades will be based on the number of students proficient in reading and math on state exams, the number of students who show an adequate amount of improvement in reading and math on state exams, the number of students still learning English who show improvement in learning the language, graduation rates for high schools, and the overall academic performance of a school and how it compares to other schools in the state with similar demographics.

The Detroit system would issue a single letter grade. Vitti said a system that issues as many grades as the state system would make it “hard to distinguish one school from another.”

Board President Iris Taylor said she would support such a plan by the district, saying “it’s critical if we’re going to achieve the objectives we have laid out in the strategic plan.”

Board member Sonya Mays said one of the advantages of a statewide system is that it allows “parents to better evaluate from school to school, across districts.”

She said it’s important not to lose sight of the fact that the future of the district is to draw back 32,000 students who live in Detroit but opt to go to schools outside the city.