The House Public Ed committee gets an earful.
Members of the House Public Education Committee on Tuesday questioned why the first batch of students who took the end-of-course exams scored so poorly. For example, 55 percent of ninth-graders met the minimum passing standard on the English writing test, and only 3 percent hit the college readiness standard that will be required in 2016.
“Is it a function of the instrument? That’s one answer. Is it a function of student attainment? That’s a different answer,” said state Rep. Mark Strama, D-Austin.
They got few answers. State education officials said there is not enough data to draw conclusions with only one administration of the test.
Superintendents from across the state testified that the number of high school dropouts could skyrocket in the coming years because almost three-quarters of the students who failed the exams this spring were already considered at risk of dropping out.
In order to graduate, high school students must achieve an average passing score in the four core subject areas: math, English, science and social studies. Students who have failed two or three exams might give up because they will lose hope that they can catch up, said Amarillo Superintendent Rod Schroder, who testified at the hearing.
Manor Superintendent Andrew Kim, who also testified, said he supported the increased rigor of the end-of-course exams. But he said the state needs to help districts help students who struggled on the tougher test by allowing districts to start school earlier in the year and providing greater aid for students with limited English skills.
Only 8 percent of the ninth-graders with limited English skills met the minimum standard on the writing test, even with some accommodations. Educators asked legislators to give those students an extra year to get up to speed and offer the tests in the student’s native language.
Schroder drew applause from the audience when he called for eliminating a mandate that the end-of-course exam score count for 15 percent of a student’s final grade.
The Trib has more on this.
The 15 percent rule was designed to create “skin in the game” for students taking the exams, said Amarillo ISD Superintendent Rod Schroder and Aldine ISD Superintendent Wanda Bamberg. But students already have two other incentives to perform well, they said — the cumulative exam score they need to graduate and the minimum scores needed to pass each test.
The committee also heard testimony from TEA officials, who addressed difficulties in timing STAAR exams. Currently, exams are administered about a month before school ends, so teachers have not yet covered all course material.
If exams are administered later, schools will not have time to see the results before starting summer school for students who must retake tests, said Gloria Zyskowski, the agency’s director of its Student Assessment Division. In turn, summer school cannot be pushed back because that would interfere with the start of the next school year.
Given this year’s timeline for exam return, there is no way to resolve the timeline of the statewide exam so that it covers the entire course, said Tyler ISD Superintendent Randy Reid.
“I don’t see any solution to them getting the scores back in a timely manner,” Reid said.
Any new system is going to have some bugs to work out, but the issues here are pretty fundamental. I get the desire for more rigor, but it really sends a message that the push for higher standards comes at the same time as a $5.4 billion cut to the budget. The students that will have the greatest difficulty with the STAAR or any other accountability measure are exactly those who have the greatest needs. Jay Aiyer takes a closer look at the test scores and what they mean.
First and foremost, it is critical to understand what the test results actually say. If final standards scheduled to take effect in 2016 were used today, only 41 percent of students in biology, 39 percent in algebra 1, 40 percent in world geography, 46 percent in reading and 34 percent in writing would have passed. Based on this data, we can logically conclude that nearly 60 percent of high school students lack mastery of the tested subject at a level consistent with a student who is college-bound. If we analyze the data further, we see that students in affluent districts and students in admissions-based magnet programs far outperformed students in schools with large, economically disadvantaged populations. Unfortunately, this is consistent with a multiyear trend that strongly correlates family income with student performance.
This is true in Texas, across the country and around the world.
In fact, the Houston Independent School District, with a student population that is more than 80 percent economically disadvantaged, actually outperformed the state and many suburban districts, when the data are adjusted by income.
It is also important to note that the nearly 60 percent passage rate roughly corresponds to the percentage of students currently enrolled in remedial education classes at two and four-year colleges in our state. What STAAR results seem to have identified are students who are not on pace to graduate ready for college.
If we recognize that STAAR is simply a reflection of the underlying problems in public education, much of which is caused by economic factors that are outside the schoolhouse, what do we do?
Remediation can only do so much if you ignore the underlying issues, which is what we have always done and will keep doing, with even greater vigor these days. Meanwhile, the schools that are being told to do more with less now have to spend a bunch of money they don’t have on remediation. Don’t expect anything to be different next year.