This Advocate article about the restart of VAM (Value Added Model) for evaluating teachers in 2017-18 reminds us about why teachers are advising young people to avoid the teaching profession as a career. More and more, teaching is just becoming something people do until they can get a better job where they get a little respect. Teaching in Louisiana is no longer a true profession.

Governor Jindal and John White helped change the law so that teachers in charter schools no longer need a degree in education, and Teach for America corps members can enter any public school classroom with only 5 or 6 weeks of training. But these folks are only interested in being in the classroom for three years or less. People being hired as teachers of the basic subjects of English, math, science and social studies don't need to be real teachers who try to inspire and teach a love of learning. They only need to be able to rehearse students for their all important state tests. But if they are unlucky, the VAM score of their students may run them out of teaching. Here is one example.

Four years ago, right after the first year of VAM I visited several schools to talk to educators about how the VAM rating system had worked. I spoke to a principal of a small rural school, where students generally scored above average on their state LEAP tests. The school was rated a "B" using the state rating system based mostly on student test scores. I asked the principal for her opinion about how effective VAM had been in identifying the best and worst teachers. She responded that actually, VAM had labeled her best math teacher as being ineffective. This had forced the teacher to be placed on remediation even though she was the most qualified in the school to teach a remediation course!

I asked how could that be possible? The principal said that this weird result occurred because she had moved the teacher from teaching 4th grade math to 5th grade math in the year where VAM was applied. The teacher ended up teaching the exact same students she had taught before when their test scores had been spectacular. But because the VAM formula raised the growth score prediction unreasonably and the students hit a plateau in their performance, the teacher got a terrible VAM score even though her students were still performing above grade level! The principal told me that this teacher was devastated by this result. She lost her tenure, was put on remediation, and was seriously considering leaving teaching. I wonder how many times this result was repeated all over the state.

Statistics tell us that VAM was extremely unstable and unreliable from year to year because of such factors as above. The worst result I heard about was the teacher who got a failing VAM because the teacher the year before had given the students the correct answers on the state test, causing them to have an inflated VAM which doomed the teacher the next year!

A major part of the problem with the application of VAM for teacher evaluations is that it is based on a system called stack ranking of employee evaluations. This system was first developed by the Microsoft Corporation. It ranks employees on their relative performance evaluations and guarantees that a certain percentage will be ranked unsatisfactory each year, without regard to other factors. Microsoft found out very quickly that such a system destroyed teamwork by pitting employees against each other and resulted in lower overall productivity. Microsoft has long ago abandoned this defective process, but that did not stop education reformers from putting it in all over the country. There is not one state where the prevailing opinion is that it works to improve teacher effectiveness, yet it survives in many places because reformers will never admit that they were wrong.

Representative Frank Hoffman, a retired educator who was the author of the original VAM legislation, has expressed serious doubts about the effectiveness of VAM, and has tried to pass new legislation to make make it optional for local school systems. But the education reform bosses at LABI and CABL who have never taught a day in their lives, said no and killed the legislation!

The new application of VAM for 2017-18 will be reduced from 50% to 35%, but if everything else is equal, it can still have a detrimental effect on teacher morale which ultimately drives good people away from the teaching profession. Just exactly the opposite of what VAM was supposed to do.

## Sunday, August 6, 2017

## Monday, July 24, 2017

### Links to Raw to Scale Score State Testing Conversion Tables

The recently released state testing results for grades 3 through 8 tell us how students across the state performed on English/Language arts and math. But to really understand how much of the test questions answered correctly you need the raw to scale score conversion tables. These are not normally released to the public and are not included on the LDOE web site.

For the most recent three years of testing, I have made public records requests to obtain the raw to scale score conversion tables for ELA and math. This year, I have saved the conversion tables as Google docs.

If you simply click on this link you can access the conversion tables for ELA and math for the Spring 2017 tests.

If you simply click on this link you can access the conversion tables for ELA and math for the Spring 2017 tests.

Click on this link to view the conversion tables for the science tests given in grades three to eight in the Spring 2017.

Click on this link to view the conversion tables for high school end of course tests given in the Spring 2017.

Click on this link to view the conversion tables for high school end of course tests given in the Winter of 2016.

## Monday, July 17, 2017

### The Common Core Experiment in Louisiana is Stalling

### Lackluster LEAP test performance and lax promotion/retention practices combine to shortchange students. Public records requests reveal the bleak truth.

The Louisiana Department of Education released LEAP test
scores in math, English, and Science last week. The average test scores were stalled at
approximately the same levels as 2016. Unfortunately since the new ESSA plan
submitted by Superintendent White requires growth to mastery by 2025, the LDOE
felt a need to spin the results using a three-year time span. The press release
attempted to put the best face on stalled performance by combining the last two
years and comparing the combined result to the first year of Common Core
testing. Educators and many parents are not fooled.

State Superintendent John White claims that in recent years,
Louisiana has raised expectations for student performance as measured by state
tests.

**Also Public records data provides the evidence that Louisiana standards are not actually enforced as required by state laws affecting student promotion. The lack of expectations of students is resulting in many of our students being awarded meaningless diplomas after 12 years of schooling. Too many of our students are totally frustrated by being forced to sit through a curriculum that is not appropriate for their needs. A major part of the problem is that not every student can or should be prepared for college. Students are all different and capable in their own unique ways. They should not be treated like identical widgets.***Actually, my public records requests show that the expectations of student performance have been lowered drastically to the point that they are almost non-existent!*
One of my recent public records requests asked the Louisiana
Department of Education to provide records on the number of students failing
both of their all important state tests in English/language arts and math. I also requested the number of students
retained in their present grade level for the past school year. The data shows
that over 25% of students in grades 3 to 8 failed both their ELA and math tests
in 2016, yet only approximately 2.5% of students were retained in grade. Pupil progression policies are supposed to
relate promotion to academic performance. The actual data shows that there is
almost no consequence to students who fail their critical courses. At the same
time teachers are reporting extreme pressure to pass students to the next grade
even though many students have no significant academic achievements in their
present grade.

Here are the failure rates for students in grades 3 through
8 from the latest round of state testing: ELA 30%, math 38%, and science 35%.

Could it be that the new standards are so rigorous that
students cannot be expected to excel for the early years of implementation of
the Common Core related standards, but that they will benefit in the long run. Let’s
examine how rigorous the new testing is compared to previous standards.

Students taking state tests in math, and ELA are assigned
scale scores ranging from 650 to 850. The lowest passing scale score on these
tests are all set at 725 out of 850. But how much do students really know when
they achieve the minimum passing score on 725? The scale scores tell us nothing
about how many questions the students got right on the state tests. To get that
information, you have to make a public records request for the raw score to
scale score conversion tables.

**Some of the passing scores are set as low as 25%. Before adoption of Common Core based standards, passing scores were set approximately 20% higher. The official BESE standard for the lowest “D” is 67%, but apparently that does not apply to the supposedly “higher standard” state tests.***That’s when you find out that a score of 650 actually means that students got zero points on their test. A Scale score of 725 actually represents only about 30% correct answers.*
So if a student fails both his ELA and math tests, it is
clear that he/she understood less than 30% of the course work in those two
subjects. Yet when students fail to achieve even these ridiculously low
standards, they are still promoted to the next grade. Even so, the new ESSA plan submitted by White proposes that the majority of students will achieve mastery
performance by 2025.

So the best way to describe the rigor of the new standards
and the expectations for our public school students is that there is little
rigor and there are practically no expectations of achievement for students. A
very large proportion of Louisiana students are being routinely moved up to the
next grade even though they have learned almost nothing in the most basic
academic subjects. What lesson do such students really learn when they are
rewarded for zero performance?

I pointed out to the Accountability Commission during their
hearings this past year that it is not appropriate to place all of the
accountability on teachers and schools. Many parents do not regularly send
their children to school, nor do they insist that students study and do
homework. Yet the new system rewards such students with automatic promotion and
a meaningless diploma.

On the other hand, most educators including this writer do
not believe that massive failure of students is effective or desired. Students
generally do not benefit from being separated from their similar age cohorts,
and often demonstrate behavior problems when left behind with younger students.
I am not proposing massive grade retention of students. Instead our public
school system should address the needs of each student at his/her present level
of achievement and performance. Students
who have learned almost none of the material taught at the 7

^{th}grade level will not benefit by being subjected to 8^{th}grade material. Yet that’s how our present system works.
Proponents of the new standards believe (without any
scientific basis) that all students perform better when confronted with higher
expectations. The data does not support this assumption. Students just fall
further behind to the point that they can no longer participate effectively in the
classroom.

**That’s the kind of warped result we get when the system punishes teachers and schools that do not demonstrate the mandated overall growth. Some of the most at-risk students fall by the wayside.***Teachers in middle school are forced to practice a form of academic triage, where the students with low achievement are mostly ignored so that maximum effort can be concentrated on students who have some potential.*
My previous post below concludes that the Louisiana math standards
for middle school students are not appropriate and teachable for the majority
of our students. There was no field-testing of these standards before they were
implemented. Instead all of our students became guinea pigs in a grand
experiment in attempting to teach college prep math to all students. The
results have been disastrous. The results with English/language arts and
Science are almost as bad.

Herb Bassett, a Louisiana teacher who is an excellent
analyst of testing and standards has observed that in general when a state
adopts new standards and a new regime of testing is implemented, the scores
will usually go up after the first year as students and teachers adapt to the
new tests. But there is no reason to believe that students will continue to
improve significantly over a longer time frame. We get a new set of students each year! The results this year, even
with maximum pressure on teachers and principals to continuously improve test
scores, are not impressive. The expected improvement in test scores happened
last year, but then stalled in the 2017 spring testing. There is no indication
that Louisiana will come anywhere near meeting the ambitious goals set by John
White by the 2025 school year.

The data shows that Louisiana is not succeeding in teaching
the experimental common core standards to even the majority of students. Why
are our amateur education reformers so determined to blindly follow this questionable
course with an entire generation of students?

## Tuesday, June 6, 2017

### The Louisiana Math Standards in Our Middle Schools Are a Disaster!

Louisiana is attempting to teach Common Core math. The recent legislatively mandated revision resulted in a change of only 5% of the standards. But the middle
school math standards are poorly designed and are failing our students in every
way possible.

*Students in the middle school grades are performing dismally on the new Common Core math tests.*In my opinion, the middle school math standards are not age appropriate. We are trying to teach high school algebra and geometry to students who are not mature enough and who have not learned enough basic math to prepare them to succeed.
Let’s make one thing clear. The new tests that were
implemented over the last two years are the curriculum! Nothing else matters in
teaching math in Louisiana but attempting to prepare students for the annual
spring LEAP tests. Everything the math teacher does now is geared toward
preparing students for the math tests. And most of this effort is failing!

Here are the results of the new math LEAP tests now being given to our students:

- The tests are so difficult and impractical that the LDOE and
their testing company have lowered the passing grade for the 8
^{th}grade test to only 27% for the school year 2015-16. A student needs to only get 27% of the questions right on the math test right to get a passing grade. - In the 2014-15 school year, the first year the new Common Core aligned tests were given, the cut score for passing was set at only 22%.
- But even with these ridiculously low passing scores, 45% of our students failed the 8th grade math test in 2015 and 43% failed in 2016.
- In 2016, my best estimate is that the average 8
^{th}grade math score statewide was only 33%. Considering that large portions of the tests are multiple choice, many students can do almost as well on these tests by just making random guesses.

*The test results are telling us that at least half of our 8*^{th}grade students know almost nothing about the math we are attempting to teach. Yet the BESE policy which Superintendent White recommended allows such students to be promoted to high school.

*Find out for yourself about the 8th grade math test by taking the practice test by clicking on this link to the LDOE testing website.*
So how are our 8th graders doing on the NAEP math test which compares Louisiana to all other states? Unfortunately, on the 2015 NAEP (which was the most recent NAEP) our 8th grade math scores dropped in overall points and in the rankings of the states.

*Louisiana's 8th grade math NAEP scores now rank only above Alabama and the District of Columbia.*
During my teaching career, I taught physics to 11

^{th}and 12^{th}grade students. Physics was probably the most difficult course at our school because of the difficult concepts and the math used in Physics. But if I gave a test where half of my students scored below 33% (that never happened), I would have immediately questioned either my teaching or the structure of the test or both. I certainly would not have continued doing the same thing, hoping that my students would do better.
In the case of our middle school math, I have concluded that
both the curriculum and the math tests are not age appropriate, nor are they going to prepare most of our students for future careers. But in this
brave new world of our state-dictated, test driven curriculum, the powers that
be refuse to be questioned. And they hide the hideous results of the state
testing by using an obscure scale score system. This is a system where if a
student gets zero questions right, he/she still gets a scale score of 650 out
of a possible 850 points. A scale score of 725 is considered a passing score
even if is equivalent to only 27% correct answers. This does not represent higher standards. These are insane standards. Such standards are driving education into the
ditch.

Someone told me recently that the debate about Common Core
in Louisiana is over with and that the Common Core advocates have won. If this
is winning, I just don’t know how we can explain to parents that their children are
learning almost nothing in their middle school math classes.

Parents need to demand that this failed curriculum be junked
before it does too much more damage to our students.

## Tuesday, May 30, 2017

### Lawsuit Aims to Vacate the Position of State Superintendent of Education

Ganey Arsement is the lead plaintiff in a lawsuit to be filed today to have the courts declare the position of Superintendent of Education vacant subject to appointment by BESE and the Louisiana Senate.

Here is the Educate Louisiana post about this lawsuit. Arsement deserves great credit for researching the Louisiana Constitution and state law that govern the appointment of various state offices including the Superintendent of Education.

The following is my fact sheet based upon research of the actual results of White's administration and leadership of K-12 education in Louisiana. In addition to his failure to produce real results, White has engineered a demolition of the healthy teaching and learning environment in our classrooms and converted it into a mind-numbing exercise in constant testing and test-prep. Many of our most dedicated and effective teachers have been driven from the profession, and many others have lost their love of teaching as this testing mania grows each year!

*The legal counsel for this lawsuit is State Senator John Milkovitch. Thank you Senator!*Here is the Educate Louisiana post about this lawsuit. Arsement deserves great credit for researching the Louisiana Constitution and state law that govern the appointment of various state offices including the Superintendent of Education.

The following is my fact sheet based upon research of the actual results of White's administration and leadership of K-12 education in Louisiana. In addition to his failure to produce real results, White has engineered a demolition of the healthy teaching and learning environment in our classrooms and converted it into a mind-numbing exercise in constant testing and test-prep. Many of our most dedicated and effective teachers have been driven from the profession, and many others have lost their love of teaching as this testing mania grows each year!

*Louisiana School Superintendent John White’s*

*Performance Record*

*Should John White be reappointed as State Superintendent of Education?***John White was appointed state superintendent of schools in January 2012 with the backing of Governor Jindal requiring a special waiver of the credentials required by state law. Some have suggested that only results matter. White was appointed with the understanding that he would lead Louisiana education to produce greatly improved results. The following are measures of White’s effectiveness in improving K-12 student performance in Louisiana.**

*Qualifications?***In the most recent ranking of Louisiana students by the National Assessment of Education Progress (NAEP) tests, Louisiana tied with Alabama and California for 48**

*Louisiana K-12 education performance compared to other states:*^{th}compared to the 50 states and D.C.

**by Education Week is a more comprehensive ranking of the states on major elements of K-12 educational achievement. In the December 2016 ranking, Louisiana placed 49**

*The Quality Counts ranking*^{th}among the states and the District of Columbia in K-12 achievement. This is the lowest ranking Louisiana has ever registered on this report.

**State law and BESE policy require that students demonstrate satisfactory knowledge of state standards in order to be promoted to the next grade. Under the direction of White, the actual standards for English and math performance have been lowered to an average of 32% correct answers on state math and English tests for grades 3 though 8. The present passing scores for high school end of course tests for Geometry, Algebra, and English II have been reduced to 32%, 36%, and 36% respectively.**

*Education Standards:***Average ACT scores for Louisiana students are presently only 19.5 for a carefully manipulated cohort that includes the best score of only graduating students. Even so, Louisiana ranks in the bottom third of states that mandate the ACT for all students. The Louisiana graduation rate has been artificially inflated by the lowering of end of course cut scores and by credit recovery courses that allow students to be taught minimum test material while ignoring attendance requirements and all other BESE passing standards.**

*ACT and Graduation Rate:***State law requires that the State Department of Education take over failing schools for the purpose of upgrading their performance to satisfactory levels. Of the local schools taken over by the state, only a small fraction have received a satisfactory rating after up to 12 years of state operation. Almost all schools taken over in East Baton Rouge, Pointe Coupee, St Helena and Caddo are still considered failing. Several have been returned to local school systems after crippling losses of student enrollment and almost total collapse of school operations. Many RSD schools have been cited for corruption and other violations such as cheating on state tests. Other schools operated permanently by the state Department of Education, such as the School for the Deaf and the School for visually impaired are repeatedly rated F.**

*State Recovery District:***John White, as custodian of public records has been successfully sued numerous times for unlawfully withholding public records. This unlawful behavior has cost the state many thousands of dollars in court costs, legal fees and penalties. At present, the superintendent is using state attorneys to appeal more than $29,000 in personal penalties assessed to him because of public records violations.**

*Transparency of Education Records:*

*You be the judge. Does Louisiana need more of John White?*
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