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A State Supreme Court Judge partially sided with the state teachers union today over how big of a role standardized test scores should play for teacher evaluations.

Overturning a key state regulation that was approved by the Board of Regents in May, Judge Michael Lynch ruled that local districts could only double the weight of test scores in evaluations – from 20 percent to 40 percent – if the local union signs off on the arrangement. The judge upheld a different regulation, which will allow districts the option to increase testing emphasis, so long as it is through collective bargaining.

The New York State Education Department criticized the judge’s reversal and pledged to appeal it, further complicating the future of an evaluation system that was originally slated to take effect this year.

The decision came in response to a lawsuit filed by New York State United Teachers in June. In the suit, NYSUT lawyers argued that the Regents were circumventing a carefully negotiated state law that set the weight of test scores at 20 percent. (more…)

Schools are still waiting for the results of state ELA and math tests, exactly one year after the 2010 scores were announced.

The July 26 Principals’ Weekly newsletter said that the state had “postponed the release” of the grade 3-8 scores, though the New York State Education Department said today that results were right around the corner.

“The release this year is imminent and will be announced shortly,” NYSED spokesman Tom Dunn said.

The Principals’ Weekly item told principals that after the scores are released, they will need to send “July promotion update letters” to students who had been held back, and to students who failed the tests but had been promoted to the next grade on the expectation that they would pass.

Now, it looks like those July updates may not come until August.

Clemente Lopes, principal of Horace Greeley Middle School in Long Island City, said that he was anxious to see his school’s scores—for planning, but also out of curiosity.

“I’d like to see how my students perform. I’m like a parent—I want to know how my kids did,” he said. (more…)

Bowing to pressure from both internal and outside groups, the state has abruptly reversed a policy that banned charter schools from giving admissions preference to students who are not fluent in English.

On December 23, two days after I wrote about the New York State Education Department’s policy, state education officials informed the city’s Department of Education about the change in plan. The new policy, which will allow charter schools that want to focus on English Language Learners to give them preference in their admission lotteries, will directly and immediately affect one school: Inwood Academy for Leadership.

Initially, Inwood Academy’s principal Christina Hykes applied for a charter that would set aside 50 percent of the school’s seats for ELL students, creating two separate lotteries. But state officials told Hykes that only students “at risk of academic failure” could be singled out and given admissions preference. ELL students were not among these, officials said. (more…)

The New York State Education Department is failing to ensure that Regents tests are properly scored, according to an audit published today by the state comptroller’s office.

The exams are given to high school students, who have to pass five in different subject areas in order to receive a Regents diploma. Teachers normally administer and score the tests under the supervision of each school’s principal, and the school district is responsible for reporting scores to the state.

The audit focused on the review process the state uses to ensure the scoring is accurate and consistent. In these reviews, a group of teachers and NYSED officials re-score a random selection of exams and compare them to how the tests were originally scored to judge the accuracy. The review team then makes recommendations to the state and to schools about how to improve the scoring process.

In the most recent review, completed in 2005, the scores awarded by schools were routinely higher than the scores given by the reviewers, and reviewers reported that school scorers frequently assigned full credit to student answers that were “vague, incomplete, inaccurate or insufficiently detailed.”

But auditors found little to suggest that the state followed up to improve the process, the report says.

“For example, we found no evidence actions were taken to implement the Review team’s recommendations to improve scoring training and enhance quality control during the scoring process. We also found no evidence actions were taken to bring about improvements at particular schools,” the auditors write. (more…)

David Steiner is making raising standards and the overhaul of teacher preparation his major goals as education commissioner. But his ambitious agenda for reform may be slowed by a grim financial climate and a large, unwieldy bureaucracy, education leaders said in interviews last week.

Steiner, who was sworn in as commissioner of the New York State Education Department last Thursday, has long argued for making the teacher certification process more rigorous and for adding more in-the-classroom experience for teachers in training.

In his first moments in office, he acknowledged that he has a difficult mandate. But he also pointed to circumstances that he said would help push his agenda forward.

“A lot of powerful forces are coming together,” Steiner told reporters. He noted that the state Board of Regents and the federal government seem to be aligned in a strong commitment to raising academic standards and that he thought parents were becoming more committed to their children’s education than ever before.

“So while this is a very challenging moment, fiscally and otherwise, it’s also a moment of extraordinary opportunity,” he said. (more…)

An effort to move state tests later in the year is gaining momentum, following a state Education Department survey that shows wide support among teachers for the change. More than 80 percent of nearly 23,000 parents, teachers, and school administrators the department surveyed this spring said they favor at least some rescheduling of the tests, and the state Board of Regents could implement a change as soon as the 2010-2011 school year, a member said.

Right now, students take English tests in January and math tests in March, but critics have said the timing doesn’t give teachers enough time to bring students up to grade level. The early testing also makes it difficult to use test scores to evaluate teachers’ effectiveness.

The Board of Regents, the state board that sets education policy, requested the survey. Betty Rosa, a Regents member from the Bronx, said that the Regents are likely to propose a change in the timing of tests for the 2010-2011 school year. “All the members have been very, very united on this front,” Rosa said.

Merryl Tisch, the new Regents chancellor, did not return several requests for comment. (more…)

Special ed advocates objected to the limited choices in this drop-down menu on the proposed IEP form.

A new push by the state to standardize the way school districts plan which services special needs students should receive is rattling parents across New York.

At the heart of the process is a document called the Individualized Education Plan, which a team of experts crafts to describe the student’s educational needs and how the school should address them.

For years, every school district has used its own IEP form. Now, state officials have created standardized forms to be used by all districts.

The officials say this is an important move because it will create consistency across the state, but special education advocates are worried that the new form could put children’s needs in jeopardy. Everyone agrees that IEP forms are crucial documents because they are the strongest form of insurance a parent can have that his child will get specific services. Advocates worry that the forms the state is pushing would weaken that insurance. (more…)

Satellite Academy graduate (via flickr)

New federal regulations are going to force many states to change the way they report high school graduation rates. But not New York, a spokesman from the state education department, Jonathan Burman, said.

That’s because the state already uses a formula that Burman calls “substantially compliant” with the one that all states are now required to use to calculate their graduation rates. In fact, New York adopted the formula in 2004, even before the governors of all 50 states promised three years ago to work toward adopting it.

Not that the state hasn’t had its fair share of statistical tugs-of-war. Before last year, the city touted a graduation rate that was calculated using a formula that excluded special education students and included students who earned GEDs instead of regular high school diplomas. Critics said this rate was artificially inflated. Last year, the city DOE agreed to begin using the state’s graduation rate formula after negotiating an agreement that would allow August graduates to be counted in the four-year rate. The city was on the vanguard: the new federal regulations also permit states to include August graduates in their calculations.

Once all states adopt the same formula — only 16 use it right now — we’ll be able to see how the state’s graduation rate compares to the rest of the country’s, in addition to being able to measure the city against the state. That won’t happen until 2011 at the earliest, however; the new regulation doesn’t requires states to adopt the uniform graduation rate until they release accountability reports for the 2010-2011 school year.