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New York will get new terms for high- and low-performing schools — and new ways to define good and bad performance — under a proposed accountability plan designed to replace the requirements of No Child Left Behind.

The proposal, which was released in draft form late today and will be discussed by the Board of Regents on Monday, is the result of two months of planning in response to the Obama administration’s offer to waive some of the decade-old federal law’s requirements, including one that requires full proficiency by 2014. In exchange, states must to commit to prioritizing college readiness, setting guidelines for teacher and principal evaluations, and holding schools and districts accountable for their students’ performance on state tests.

Under the proposal, the bulk of the state’s testing program would remain unchanged. But elementary and middle school students would take science tests; the bar to be considered proficient on high school exams would be raised; and proficiency would be calculated not just by whether students met certain benchmarks, but by how much they improved.

Schools that fall short would not get extra funding to pay for tutoring services, an arrangement that has shown mixed results. Instead, they would get extra money to carry out more of the initiatives that the Regents themselves have endorsed, such as improving teacher training and revising curriculum standards.

Five percent of low-scoring schools would become Priority Schools and have to undergo federally mandated school overhaul approaches. Another 10 percent would become Focus Schools, and their districts would have to develop plans to improve them.

For the first time, school districts will be evaluated with the same scrutiny as schools were under NCLB.

“Since district policies often contribute to why schools have low performance for specific groups of students,” the proposal says, “districts must play a lead role in helping schools to address this issue.”

New York City, a district certain to house many Focus and Priority schools, will not be evaluated as one entire district, according to a provision. Instead, each of the city’s 32 districts would be evaluated based on state test scores for its schools.   (more…)

The person who could reshape how the state handles cheating allegations in public schools has been named.

In September, the Board of Regents authorized an independent review of the way the state handles test security and cheating allegations. Today in Albany, Valerie Grey, a State Education Department deputy commissioner, told the Regents that the state had picked a special investigator — and he will conduct the review at no cost to the state.

Hank Greenberg, a lawyer who represented the state’s attorney general’s office when Gov. Andrew Cuomo occupied it, will have immediate and full access to all state education records, according to the state’s press release about his appointment.

From the release:

Commissioner [John] King said Greenberg would have complete, unfettered access to SED assessment records, including records of alleged test integrity violations and how those allegations were tracked and resolved. Greenberg will examine reports of alleged irregularities in the administration and scoring of State assessments, and examine the intake, review, referral investigation and response to those allegations. Based on the findings of his review, Greenberg will make recommendations to the Commissioner and Board of Regents to improve SED policies and procedures.

“We are very grateful and fortunate to have his service pro bono,” Grey told the Regents.

Grey also said that she had met with Cuomo’s office to outline SED’s $2.1 million request for a slate of test security measures that the Regents approved last month. ”[We] made our case,” she said. “And we will continue to do that.”

After they endorsed anti-cheating measures and the state’s bid for a No Child Left Behind waiver, the Board of Regents turned yesterday to a different policy issue: the plight of students whose families came to the country illegally.

As part of their 2012 legislative agenda, the Regents voted to support the federal Development, Relief, and Education Act for Minors. The DREAM Act, which failed in the U.S. Senate last year, would clear a path toward citizenship for high school graduates whose families are in the country illegally. The act would benefit nearly 350,000 students statewide, many in New York City, by making them able to work legally and get financial aid for college.

Today, Board of Regents Chancellor and State Education Commissioner John King sent a letter to New York’s congressional delegation, urging them to back the DREAM Act when it comes before them during the next legislative session.

The Regents’ endorsement didn’t come without question. Roger Tilles, a Regent who in the past cast one of just three “no” votes against letting test scores count more in teacher evaluations, initially questioned the wisdom of weighing in on the issue. He said the political consequences of taking a stand on immigration could alienate groups that prioritize other education policies. He did not say what those groups could be.

Tisch responded to Tilles with a personal appeal. (more…)

Amid mounting criticisms that charter schools do not serve the neediest students, the state’s charter school authorizers are making a push to approve more charter schools that make those children a priority.

This week, the Board of Regents gave its stamp of approval to several schools that describe their mission as serving high-needs students, such as children with special needs, who are homeless, or who are over-age for their grade.

The schools include a school run by the Children’s Aid Society, which plans to serve students in the high-poverty South Bronx neighborhood of Morrisania. That school was authorized by  the State University of New York earlier this year, along with several other schools that will target their recruitment and services to high-needs students.

SUNY also approved two ROADS charter schools, which say they will enroll students who are over-aged but lack the credits needed to graduate. Those join several other recently approved or opened schools that SUNY selected for their commitments to underserved children.

Cynthia Proctor, a SUNY spokeswoman, said the new schools would still be held accountable for their academic performance, even though high-needs students tend to fall short more frequently on test scores and some other measures of success.

“It is important to understand that the two goals are not mutually exclusive,” she said. (more…)

ALBANY — Members of the Board of Regents today endorsed an independent review of the state’s procedures for investigating cheating.

The independent review is a first step in a complete overhaul of the state’s test security procedures that a State Education Department task force recommended last week. The Regents are reviewing the recommendations at their monthly meeting today and tomorrow.

Today’s vote to pursue the independent review came from the P-12 Committee, which supervises education from preschool through high school. With the committee’s endorsement, the measure is expected to pass easily when the entire board votes on it tomorrow.

Approval will trigger an “immediate” review, just as soon as the state finds an entity to conduct it. Education Commissioner John King said the state would look for entities to participate in the review at low or no cost to the state.

That review is likely to generate ideas for how SED can expand its investigative arm, which officials characterized as muddled. (more…)

The first recommendations of the state task force to boost test security are out, and they suggest that big changes could be coming to the way tests are administered and graded.

Next week, the Board of Regents will vote on a measure to start an immediate, independent review of how the state handles allegations of cheating.

No action is set yet on the rest of the recommendations. But they provide a blueprint of what the state might do to prevent cheating scandals like those that have gripped Atlanta, Philadelphia, and other cities.

To improve the current system, the state could prohibit teachers from proctoring their own students’ exams and even exams in the subject they teach; bar teachers from grading their own students’ exams, as many currently do; and keep completed exams on hand for longer than a year so they can be checked if cheating is alleged, the recommendations say. The Regents could turn those recommendations into official policy as soon as next month.

But a more substantive revision of the testing system would be even more secure, the working group concluded. The task force wants permission to sketch out — and cost out — a centralized, statewide scanning system that includes erasure analysis and other measures to check for irregularities in test results.

City officials say they support the changes — as long as the city doesn’t have to foot the bill.

“We applaud the state for proposing to centralize and strengthen security on its exams,” Chief Academic Officer Shael Polakow-Suransky said in a statement. “Their proposals make a lot of sense, provided the costs are not passed on to districts like New York City, where we now spend more than $20 million a year to score state exams.” (more…)

Principals are grappling with the implications of a state policy change that allows them to award credit for shorter courses that students take online.

A regulation passed in June by the Board of Regents allows city high schools to award credit in online courses or blended learning courses, where the class is conducted partly online and partly in a traditional classroom setting, regardless of how much time students actually spend in the classes. City Department of Education officials lobbied the Regents in support of the change.

A dozen principals discussed the new regulations today at the meeting of a monthly panel led by Alisa Berger and Sarah Scrogin, two principals who have spearheaded activities within the Innovation Zone, the DOE’s subset of technology-centered schools. (Notably, Berger’s high school, the iSchool, and Scrogin’s, East Bronx Academy for the Future, have worked together in the past on intra-city distance learning classes.)

As members of the Innovation Zone’s selective iLearn cohort, which numbered 40 last year but is jumping to 127 this fall, the principals who attend the monthly meetings have used technology to reshaped their schedules, supplies, and teachers’ workloads. When it comes to using technology to change teaching and learning, the principals usually have a lot to say.

But when Scroggin asked them how they were thinking about responding to the change in seat time rules, they were quiet. (more…)

A change in the state’s testing program meant to close an $8 million budget gap could have far-reaching consequences for city students and schools, principals say.

The Board of Regents voted yesterday to do away with the January administration of the state exams required for high school graduation. The tests will still be given in June and August.

City school officials criticized the change, which had principals across the city lighting up their colleagues’ e-mail inboxes with protests of the change. “The state shares our belief in high standards that prepare students for college — so it is somewhat disheartening that the Regents would make a decision that undermines the hopes of high school students who take courses and exams to graduate mid-year,” said Chancellor Dennis Walcott in a statement.

In 2010, about 360 students used January exams to graduate midyear, out of about 3,800 total midyear graduates, according to Matthew Mittenthal, a Department of Education spokesman. Under the new system, those students would have had to wait until June to try to graduate.

But principals say those figures underestimate the effects of the change. Many students use the January dates to increase the number of times they take the Regents exams, which in turns increases their chances of passing in the long term. Students also use the January administration to spread out their tests and avoid burnout. (more…)

Deputy Commissioner John King, who will soon become commissioner, said that for a teacher to earn a rating of developing, effective, or highly effective, there should be some evidence of student progress on state tests.

Introducing a new option for how to change teacher evaluation, the Board of Regents voted today to allow districts and unions to increase the weight of student test scores on those evaluations to 40 percent.

According to the law passed last summer, which changed how teachers in New York State are evaluated and introduced their students’ test scores as an element for consideration, state tests would count for 20 out of 100 points. Another 20 points would come from local assessments, which school districts could devise on their own. Yet the set of regulations approved in a vote this evening will allow school districts, with the approval of teachers unions, to count students’ progress on state tests for 40 points of a teacher’s evaluation score.

The board voted 14 to 3 to approve the regulations. Regents Betty Rosa, Roger Tilles, and the board’s newest member Kathleen Cashin, voted against the proposal.

The increased emphasis on students’ progress on standardized tests turned up in the final draft of regulations after Governor Andrew Cuomo stepped into the discussions last week. In a letter to Board of Regents Chancellor Merryl Tisch, the governor said he believed that students’ scores on the annual math and reading tests should carry more weight in the evaluation of their teachers. Mayor Bloomberg agreed, saying that an earlier draft of the regulations did not place enough importance on the tests.

Yesterday, a group of 10 prominent education researchers sent the Regents a letter asking them not to place more weight on value-added scores, which measure students’ progress on tests against that of similar types of students. (more…)

If the Board of Regents approves a proposal today to double the weight of student test scores in teacher evaluations, they’ll be spurning the advice of 10 leading education researchers.

The researchers — who include Linda Darling-Hammond and New Yorkers Aaron Pallas and Henry Levin — sent a letter to the Regents yesterday that summarizes studies that they say point to problems with basing teacher evaluations on student scores. Those problems include teaching to the test and disincentives to help students with special needs.

“We urge you to reject proposals that would place significant emphasis on this untested strategy that could have serious negative consequences for teacher[s] and for the most vulnerable students in the State’s schools,” the researchers say.

Gov. Andrew Cuomo last week told the Regents that he thought test scores should play a larger role in teacher evaluations. The state’s year-old teacher evaluation law bases 20 percent of teachers’ evaluations on student test scores and another 20 percent on local measures of student achievement. The proposal being considered today would allow districts, with the approval of their local teachers unions, to use the same measures for both parts of teachers’ evaluations.

The Regents meeting is being broadcast online beginning at 4:45 p.m. (more…)