New York’s Governor Cuomo Turning “Baloney into One Nasty Liverwurst”

For those of you who do not follow The Washington Post’s Valerie Strauss, you should. She recently invited New York’s award-winning Principal Carol Burris (e.g., New York’s 2013 High School Principal of the Year, New York’s 2010 Outstanding Educator) to write a guest blog post about New York Governor Andrew Cuomo’s school reform “initiatives” bent on value-added, or what Burris termed Cuomo’s plans to turn “baloney into one nasty liverwurst.”

Click here to read Burris’s full post, but I have also pasted her post below as this one should not be missed, especially given your interests as followers of this blog and Burris’s credibility as an educator, also given this is all happening right in her front yard.

By Carol Burris

“Blaming teachers for the poor performance of their students on standardized tests makes as much sense as saying Rex Ryan is to blame for all the Jets’ failures.”

That was the astute observation of the Albany Times Union’s editor, Rex Smith. Smith’s column came on the heels of N.Y. Gov. Andrew Cuomo’s State of the State address, which contained a reform agenda filled with hyperbole, logical fallacies and flat-out misinformation. For Smith, Cuomo’s transparent campaign to “demonize teachers” makes little sense. The New York public agrees. The latest Siena College poll shows that New Yorkers do not see teachers as villains, and a majority side with the teachers union over the governor in the recent “war of words.”

And yet, Cuomo remains obsessed with teacher measurement and firing. Unhappy with the outcome of evaluations, he called them “baloney.”  He forgets that when the Boars Head delivery arrived in Albany, he was driving the truck. The evaluation system he now mocks is the very one he insisted be put in place.

In 2012, Cuomo called the new evaluation system, APPR, “one of the toughest in the country.” He referred to it as “groundbreaking” and “exactly what is needed” to transform schools. New York Students First, gave Cuomo credit for the teacher evaluation system—it was “because of the governor’s leadership” that this “groundbreaking agreement” came to be. So what happened?

Cuomo never noticed (or never cared) that the system he rammed through the legislature had a point scheme that did not add up. Cuomo insisted on scoring bands that would find a teacher “ineffective” overall, if they were found “ineffective” in student scores. That created a lopsided system. Teachers who had enough points to be “effective” in student scores could still be found “ineffective” overall if they got fewer than 56/60 points in observations. A teacher could be “developing” according to test scores, but unless she received 59/60 points in what Cuomo refers to as “the subjective part” (which is what anyone who really understands teaching refers to as the “important part”), she would be rated “ineffective” overall. A teacher can even be “developing,” “developing” and “effective” in the three categories, and yet be rated “ineffective” overall. You can read more about these flaws here and here.

Not only are Long Island schools doing an overall good job in getting all students to the finish line—they do a better job than the state as a whole achieving equitable outcomes. Long Island is composed of two counties, Nassau and Suffolk. Unfortunately, the state Report Card website does not provide enough data to combine the counties on these measures, so I report them separately below. Here are three examples:

Four-year graduation rate for students who are economically disadvantaged:

  • Nassau County: 80  percent
  • Suffolk County: 77 percent
  • New York State: 67 percent

Four-year graduation rates for black students:

  • Nassau County: 81 percent
  • Suffolk County: 75 percent
  • New York State: 62 percent

Four-year graduation rates for students with disabilities:

  • Nassau County: 70 percent
  • Suffolk County 67 percent
  • New York State: 50 percent

The black/white graduation rate gap for the state is 25 points. For Nassau County, the gap is 14 points. Keep in mind that the New York State percentages include Long Island. Every one of the above state rates would drop without Long Island schools.

All schools, including those on Long Island, should improve, but if state graduation rates were where Long Island rates are, the governor would take (and deserve) a bow. The answers to better outcomes are under his nose. Why students on Long Island, including those who are economically disadvantaged, do so much better is not a mystery.

Most Long Island schools are well-funded. Per pupil spending is high, but so is the overall cost of living in the region. Long Island schools have reasonable class sizes, and their elected school boards are responsive to their community. They have cherished programs in the arts. They have social workers, psychologists and school nurses in their buildings. Long Island parents and school leaders are supportive of their teachers, who in turn feel a connection with the community they serve. In those Long Island districts where students are doing poorly, the above conditions usually do not exist, or are inadequate given their student populations.

The idea that we can make our schools better with teacher score-based evaluations, more difficult tests, and harder standards is a strategy that is not working. Rather than investigating Long Island teacher evaluations, the governor should investigate what Long Island schools do right. Let’s dump the baloney, bologna and liverwurst, and give our schools a healthy lunch. There are too many real solutions left ignored.

An Average of 60-80 Days of 180 School Days (≈ 40%) on State Testing in Florida

“In Florida, which tests students more frequently than most other states, many schools this year will dedicate on average 60 to 80 days out of the 180-day school year to standardized testing.” So it is written in an article recently released in the New York Times titled “States Listen as Parents Give Rampant Testing an F.”

Of issue, as per a serious set of parents, include the following:

  • The aforementioned focus on state standardized testing, as highlighted above, is being defined as a serious educational issue/concern. In the words of the article’s author, “Parents railed at a system that they said was overrun by new tests coming from all levels — district, state and federal.”
  • Related, parents took issue with the new Common Core tests and a ” state mandate that students use computers for [these, and other] standardized tests” which has “made the situation worse because computers are scarce and easily crash” and because “the state did not give districts extra money for computers or technology help.”
  • Related, “Because schools do not have computers for every student, tests are staggered throughout the day, which translates to more hours spent administering tests and less time teaching. Students who are not taking tests often occupy their time watching movies. The staggered test times also mean computer labs are not available for other students.”
  • In addition, parents “wept as they described teenagers who take Xanax to cope with test stress, children who refuse to go to school and teachers who retire rather than promote a culture that seems to value testing over learning.” One father cried confessing that he planned to pull his second grader from school because, in his words, “Teaching to a test is destroying our society,” as a side effect of also destroying the public education system.

Regardless, former Governor Jeb Bush — a possible presidential contender and one of the first governors to introduce high-stakes testing into “his” state of Florida — “continues to advocate test-based accountability through his education foundation. Former President George W. Bush, his brother, introduced similar measures as [former] governor of Texas and, as [former] president, embraced No Child Left Behind, the law that required states to develop tests to measure progress.”

While the testing craze existed in many ways and places prior to NCLB, NCLB and the Bush brothers’ insistent reliance on high-stakes tests to reform America’s public education system have really brought the U.S. to where it is today; that is, relying even more on more and more tests and the use of VAMs to better measure growth in between the tests administered.

Likewise, and as per the director of FairTest, “The numbers and consequences of these tests have driven public opinion over the edge, and politicians are scrambling to figure out how to deal with that.” In the state of Florida in particular, “[d]espite continued support in the Republican-dominated State Legislature for high-stakes testing,” these are just some of the signs that “Florida is headed for a showdown with opponents of an education system that many say is undermining its original mission: to improve student learning, help teachers and inform parents.”