Education Week - September 25, 2013 - 25

EDUCATION WEEK
States Given
Guidance
On Testing
CONTINUED FROM PAGE 1
could water down accountability.
The Education Department’s
offer is aimed at easing an assessment
burden that looms this
school year, as states face juggling
their own tests with the
field tests being designed by the
Smarter Balanced Assessment
Consortium and the Partnership
for Assessment of Readiness for
College and Careers, or PARCC.
All but seven states are participating
in those groups, and
field-testing of those tests is
projected to involve 3 million
students across those states
in the spring of 2014. The new
guidance expands upon U.S. Secretary
of Education Arne Duncan’s
brief, general offer of such
flexibility in June.
In a Sept. 17 letter accompanying
the new guidance, Deborah
S. Delisle, the assistant secretary
for elementary and secondary
education, told schools chiefs
that states and districts would
not have to report results of the
field tests, since they are still in
development. But they would
still have to report the results of
their state tests, as well as participation
rates in both the state
and field tests.
Since schools participating in
the field tests wouldn’t have results
for accountability, the department
also offered states the
chance to obtain “determination
flexibility” for those schools. That
would allow schools to maintain
their current federal accountability
designations—such as “priority”
or “focus” school—for one year,
along with the interventions designed
to help them improve.
The guidance envisions a mix of
state and field tests being used in
schools. It describes a scenario, for
instance, in which one classroom
of students takes the field test in
math and the state test in English/language
arts while the rest
of the students in the school take
state tests in both subjects. But
department officials confirmed
that the flexibility could permit a
state to go as far as substituting
its own state tests for field tests in
those two subjects, as long as the
state met the department’s other
testing and participation requirements.

Advocates’ Concerns
The prospect of having little or
no accountability data, however,
sparked concerns among those
who have pushed hard for information
about how well schools
are serving students, especially
those most in need of support.
The Education Trust, a Washington-based
group that advocates
for policies that improve
schooling for disadvantaged
students, had pushed for the department
to require states to continue
their current tests, so that
the public can see how they’re
doing, but to allow schools to hold
their accountability designations
steady and keep their interventions
in place. That would enable
teachers to adapt to the common
core before consequences—such
as the impact of negative evaluations—were
linked to tests of the
new standards.
Daria L. Hall, the Education
Trust’s director of K-12 policy,
said she is disappointed that the
Education Department’s guidance
will allow some schools—possibly
all schools in a state—to produce
no test results for the public. That
data is central to parents’ decisions
about where to send their
children to school, and to teachers’
plans for students with disabilities
and English-language
learners.
“Parents and members of the
public need information on how
students are doing,” Ms. Hall
said. “To not give them that basic
information for a full year is really
going to be challenging, particularly
for the groups we’re most
concerned about. They’re being
robbed of the information they
deserve.”
Additionally, she said, the Education
Department has created
potential confusion by allowing
field-testing schools to hold accountability
ratings steady, but
“
The district
superintendents
I talk to say,
‘Pull off the
Band-Aid, and
let’s get going
with the new
assessments.’”
DENISE JUNEAU
Montana Superintendent of Public
Instruction
expecting schools that give the
current test schoolwide to use
those scores to calculate new accountability
ratings.
But Education Department officials
defended the new flexibility,
saying it preserves accountability
by requiring schools to continue
with the plans they designed to
help them improve.
“The key thing is that all interventions
in all schools will
continue for 2014-15 regardless
of whether a school participates
in the field tests or not. It’s not
a relaxing of the interventions,”
said Scott Sargrad, the deputy
assistant secretary for policy and
strategic initiatives.
He acknowledged that fieldtest
participation will mean an
absence of student-achievement
data in math and English/language
arts, which have been used
by students, parents, teachers,
and others to gauge how schools
and students are doing. But in the
department’s view, Mr. Sargrad
said, “the accountability that is
critical is that the interventions
are continuing to happen for all
schools and all kids.”
The Council of Chief State
School Officers, which had pressed
for testing flexibility in this year
of transition to the common standards
and assessments, welcomed
the department’s new guidance
and agreed with Mr. Sargrad that
continuation of school interventions
offered sufficient accountability
this year.
The CCSSO’s program director
for accountability, Kirsten Taylor
Carr, also said that she expects
many states to keep giving their
state tests to at least some significant
portion of their students. It’s
worthwhile for them because it
preserves the continuity of their
test data, and because many have
revised their tests to include common-core-aligned
items, so they
can get valuable feedback on how
students and schools are doing on
those items, she said.
No Help for California
But the new guidance doesn’t
help California, which plans to
substitute its math and reading
tests for Smarter Balanced field
tests this spring. The legislature
has approved a bill outlining
that plan, and it is awaiting Gov.
Jerry Brown’s signature. It drew a
sharp rebuke from Secretary Duncan
earlier this month because
the state’s plan would have any
individual student taking the field
tests in only math or English/language
arts, not both, as the department
wishes. (See Education
Week, Sept. 11, 2013.)
Despite Mr. Duncan’s warning
that the federal department could
penalize the Golden State by
withholding some of its Title I aid,
California still is moving forward
with that plan, said the state’s
Deputy Superintendent Deborah
Sigman. Giving the field tests in
both subjects to all students is not
an option, she said.
“The plan was designed for a
reason: to make sure we could
stress the system enough to allow
districts and their staffs to figure
out what they need to do to get
ready for 2014-15,” Ms. Sigman
said. “We don’t want to stress
the system so much that you lose
the benefit of trying out the [new
tests]. We mean this to be a transition
year, and that means things
look different.”
Montana is another state that
hopes to suspend its current statewide
testing in math and English/
language arts this year and use
only the Smarter Balanced field
tests. In a July letter to Assistant
Secretary Delisle, the state’s Superintendent
of Public Instruction
Denise Juneau outlined Montana’s
plan, saying it would use
its 2013 state test results to calculate
“adequate yearly progress”
and other data needed for federal
accountability.
Like California, Montana is one
of the nine states that have not
obtained waivers from key parts
of the No Child Left Behind Act,
so it must still abide by the law’s
requirements, such as reporting
on students’ progress toward
100 percent proficiency by 2014.
Ms. Juneau said her state will
apply for the new testing and accountability
flexibility, and would
n
SEPTEMBER 25, 2013 www.edweek.org
n
25
RELIEF VALUE
The U.S. Department of Education issued
guidance for states about how they can
avoid “double testing” in 2013-14, when
they face juggling their own state tests
with field tests of multi-state consortium
assessments for the common standards.
“DOUBLE-TESTING FLEXIBILITY”
States can replace some or all of their state tests with field tests being
created by the PARCC and Smarter Balanced assessment consortia.
To obtain “double-testing flexibility,” states must:
• Ensure that every student in tested grades takes a full-length test in
both mathematics and English/language arts.
• Test 95 percent of their students in both subjects.
• Report the results of state tests for students taking those tests.
• Report participation rates overall, by subgroup, and by the relative
portions of students who took state tests and field tests.
• Show that schools meet the department’s specifications for
participation in field testing, which call for students to take the full form
of either their current state test or the consortium field test.
• Require that students who are taking only some items of the field test
also take their state’s full-form test in that subject.
—Note: States are not required to report the results of field tests.
“DETERMINATION FLEXIBILITY”
Schools that participate in field testing can maintain their federal
accountability designations—such as whether they are “priority” turnaround
schools—for one year, with accompanying interventions and supports.
Source: U.S. Department of Education
comply with the federal guidance
requiring that each student tested
take a full-form test in both subjects.

‘Perfect Tryout Year’
“This is the perfect tryout year
for us, since we aren’t going to
make AYP anyway,” she said of the
federal accountability yardstick.
“It’s a great year for us to test our
schools’ technology, let our teachers
get a look at what this new
assessment will look like. The
district superintendents I talk to
say, ‘Pull off the Band-Aid, and
let’s get going with the new assessments.’”

Ms. Juneau said she’s been talk-
ing with counterparts in North
Dakota, South Dakota, and Connecticut
about submitting a joint
application for testing and determination
flexibility, since those
states also are considering setting
aside their own math and English/language
arts tests and using
Smarter Balanced field tests instead.

Vermont is proposing an entirely
different approach. In 27
of its schools, it plans to give only
the Smarter Balanced field tests,
and each student will take both
the math and English/language
arts exams, said assessment director
Michael Hock. In its other
260 schools, it will continue with
the New England Common As-
sessment Program, or NECAP, as it
has done since 2005. NECAP, a collaborative
project of four states in
the region, is given each fall.
“Taking students away from
instruction twice a year, if we do
the field tests and state tests in
the same schools, is a hardship
for schools,” said Mr. Hock. “They
have to gear up for it, move staff
around, maybe borrow computers
from other buildings. So this
flexibility is worth getting, even
if [state and field] tests are not in
the same month.”
Smarter Balanced’s contract
with its field-testing vendor covers
the cost of administering the
field test to about 20 percent of
the students, enough to make
sound conclusions about how well
the test and its items work, Mr.
Hock said. But the state doesn’t
have the budget to allow more
students than that to take it, even
though some schools lobbied him
to participate in both the field test
and NECAP, he said.
“I thought people would flock
to the field test so they wouldn’t
have to give both,” he said. “But
some of our superintendents are
really interested in seeing what
they can learn from both.”
Scan this tag with your
smartphone for a link to the
education department’s
double-testing flexibility
guidance. www.edweek.org/links.
http://www.edweek.org http://www.edweek.org/links

Education Week - September 25, 2013

Table of Contents for the Digital Edition of Education Week - September 25, 2013

Education Week - September 25, 2013
DIGITAL DIRECTIONS: Phila. Seeks Salvation in Lessons From Model School
INDUSTRY & INNOVATION: Schools Investing in New Measures To Boost Security
For Intellectually Disabled, a ‘Landmark’
States Mull Next Steps on Testing
Contents
News in Brief
Report Roundup
New Research Consortium Targets D.C. Schools
Social Studies Framework to Guide Standards
Charters Turn to More-Unified Application Systems
Blogs of the Week
Texas Lesson-Plan Brawl Resonates Beyond State Border
Business Organizations Rally on Common Core
Fiscal Face-Off
How to Improve the Common Core
Silence Is Not Neutrality
What Are We Doing to Support Great Teachers?
Letters
TopSchoolJobs Recruitment Marketplace
A Pathway for the Future of Education
Education Week - September 25, 2013 - States Mull Next Steps on Testing
Education Week - September 25, 2013 - 2
Education Week - September 25, 2013 - Contents
Education Week - September 25, 2013 - News in Brief
Education Week - September 25, 2013 - Report Roundup
Education Week - September 25, 2013 - New Research Consortium Targets D.C. Schools
Education Week - September 25, 2013 - 7
Education Week - September 25, 2013 - Social Studies Framework to Guide Standards
Education Week - September 25, 2013 - 9
Education Week - September 25, 2013 - Charters Turn to More-Unified Application Systems
Education Week - September 25, 2013 - Blogs of the Week
Education Week - September 25, 2013 - 12
Education Week - September 25, 2013 - 13
Education Week - September 25, 2013 - 14
Education Week - September 25, 2013 - 15
Education Week - September 25, 2013 - 16
Education Week - September 25, 2013 - 17
Education Week - September 25, 2013 - 18
Education Week - September 25, 2013 - 19
Education Week - September 25, 2013 - Texas Lesson-Plan Brawl Resonates Beyond State Border
Education Week - September 25, 2013 - Business Organizations Rally on Common Core
Education Week - September 25, 2013 - Fiscal Face-Off
Education Week - September 25, 2013 - 23
Education Week - September 25, 2013 - 24
Education Week - September 25, 2013 - 25
Education Week - September 25, 2013 - Silence Is Not Neutrality
Education Week - September 25, 2013 - What Are We Doing to Support Great Teachers?
Education Week - September 25, 2013 - Letters
Education Week - September 25, 2013 - 29
Education Week - September 25, 2013 - TopSchoolJobs Recruitment Marketplace
Education Week - September 25, 2013 - 31
Education Week - September 25, 2013 - A Pathway for the Future of Education
Education Week - September 25, 2013 - 33
Education Week - September 25, 2013 - 34
Education Week - September 25, 2013 - 35
Education Week - September 25, 2013 - 36
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