VPerspective

Tests an unreliable tool in school, teacher evaluations

Oct 1, 2009 1:39 PM

Welcome back from what I hope was a relaxing and rewarding summer. I also hope that this year brings much success to both you and your students.

As we return to our classrooms and routines, congratulations are also in order: 84 percent of our elementary and middle schools received an A on the Department of Education’s progress reports. This compares with 38 percent last year and 23 percent in 2007.

Another 13 percent of the schools got a B and only seven schools rated a D or F. So, 97 percent of our schools below grade 9 seemingly are doing a magnificent job.

These report cards are based on DOE criteria which rely heavily on standardized test scores. Many of our teachers have told me that the tests have gotten easier and that constant test prep has made them an unreliable tool to assess student achievement.

A recent article in The New York Times pointed out that on the 6th-grade English test, a student had an 89 percent chance of reaching Level 2 by randomly guessing and that on the 7th-grade math exam, a student who correctly answered just 44 percent of questions obtained a Level 3.

Last year we wrote about the plight of MS 399 in the Bronx. Based on test scores, the DOE put it on its “phasing out” list. The school community knew that it was not a failing school and that the school had turned around.

The UFT, the administration, parents and students rallied to prevent its closing. We appealed to the DOE, the State Education Department and politicians, but with no success. So what did last spring’s test scores show? The school received a 74.4 on its progress report (which would have translated to an A if the school was not slated to close); it met state Adequate Yearly Progress standards in math, English language arts and science, and would have been removed from the Schools Under Registration Review (SURR) list next year. And since the school participated in the Schoolwide Bonus Program, the faculty is getting a $3,000 per person bonus!

As anyone who has been in the classroom knows, it is obvious that test scores do not tell the whole story. It is therefore no surprise to us that those who have never been in the classroom are calling for test scores to be used for tenure decisions, teacher evaluations and individual merit pay. This call is gaining momentum not only here but on the national level, as well.

We do know that test scores are one measure, but there are other factors that make a successful teacher.

The UFT and the DOE have embarked on a research project called Measures of Effective Teaching being conducted by independent researchers funded by the Gates Foundation [see page 6].

As a union of professional educators, we must help in this development so that we have a voice in controlling our professional destiny. While there are some who may be rejoicing about the spike in this year’s test scores and the resulting report cards, there are many more who are quite skeptical that these gains are real and lasting.

UFT President Michael Mulgrew points out that “we all understand how our work is so very important to the children we serve and we have to show people what effective teaching and learning is all about.”

We want these changes done in collaboration with us and not to us.

Fame and shame: Where are they now?

Ever wonder what has become of our previous Hall of Shamers? Well, we thought we’d revisit some of our honorees and keep you up to date. Over the past few years, our Fame and Shame column has addressed issues at MS 8 in District 28 several times. Last school year was especially difficult as the school sought relief from the onerous principal, John Murphy. As a result of the staff and community rallying together, protesting his failed leadership and poor decision-making policies, John Murphy was removed. Despite the turmoil caused by his mismanagement, the teachers continued to strive for raising student achievement and meeting benchmarks. As a result, the school received an A on its report card.

Sadly, MS 8 has had at least eight principals over the last 10 years. We sincerely hope that this year will be a calm and stabilizing one for both the students and teachers. We would like to take this opportunity to wish the new principal, teachers, students and parents at MS 8 the best of luck in the months ahead.

Now let’s look at another middle school that captured a good deal of our attention last year. That would be MS 216 in District 26. We began chronicling Principal Reginald Landeau’s arbitrary and capricious leadership back in September 2008, when he demanded that teachers use one of their weekly preparation periods for mandated common planning time. During these dedicated preparation periods, attendance was taken. Fourteen teachers filed grievances, which went to arbitration. The arbitrator resolved the grievance by stipulating that those teachers filing the grievance be paid money for the lost preps. He directed Landeau not to program the school this way in the fall.

So, did Landeau learn his lesson? Well, we certainly hope so. A recent visit to the school by District 26 Representative Mary Vaccaro ended in a collegial meeting with Landeau in which the principal indicated his willingness to follow the mandate of the arbitrator and honor the contract concerning unassigned preparation periods. We are cautiously optimistic that this school year will bring respect and stability for the students and staff, and that the administration now understands the positive consequences of collaboration. We will continue to monitor MS 216 and will keep you informed of its progress.