The Misuse of Test Scores to Evaluate Teachers

Time Out From Testing reported the following information yesterday at a meeting for the Save Our Schools campaign.

The New York City Department of Education is prepared to release 12,000 internal teacher data reports, with individual teachers identified, rated, and ranked based on their classes' state test score changes in English Language Arts and Math from one year to the next.

There are several problems with this public release:

• The calculations are unreliable because they do not take into account all variables that affect test scores, such as the influence of tutors and the deliberate decision of principals to place struggling students with particular teachers. 
• There is many errors in the raw data used to calculate scores.
• The tests on which the evaluation has been placed are themselves unreliable. These tests have become easier to pass in the past few years, and are, thus, not an accurate measure of improvement.
• The DOE's technical advisers for the evaluations warned that they should not be used to judge teacher performance as these test scores only capture one dimension of teacher effectiveness.
• The public release of these evaluations may promote more "teaching to the test."

How can we hold teachers accountable without resorting to public evaluations based on flawed data?

Read our Newsletter!

THE BROOKLYN YOUNG MOTHERS' COLLECTIVE In This Issue Support BYMC When You Shop!. Welcome To BYMC! New Initiatives Congratulations Thank You! Quick Links Get Involved Donate to BYMC Support BYMC When You Shop! Imagine a world where a percentage of every online purchase you make goes directly to the Brooklyn Young Mothers' Collective; at no additional cost to you.  That world exists!  When you shop online through goodshop.com up to 37% of each purchase can go directly to BYMC!   You are still able to shop at all of your favorite stores like Amazon, Best Buy, The Gap, eBay, and many more.  Through goodshop.com you can also access coupons for over 1,000 stores. It takes just a few seconds to go to www.goodshop.com, select Brooklyn Young Mothers' Collective as your charity, and then click through to your favorite store and shop as usual. Just type in Brooklyn Young Mothers' Collective on the homepage and hit verify.   Wish List If you are interested in donating the following items please call us at 718-596-7074. Maternity clothes Diapers Baby Formula Books New or lightly used children's clothing Child safety supplies METROCARDS Hello Friends! Welcome to fall 2010! I will be brief because I am so excited to share with you news of BYMC's growth. It is still very hard for me to believe that I started BYMC in 2004 at my dining room table while caring for my newborn daughter. I wanted to make a difference in the lives of young families and because of your support, Brooklyn will never be the same.  Warmly, Benita WELCOME TO BYMC!  Stephanie Ferrell is a graduate student at Fordham University's Graduate School of Social Services.  Stephanie is BYMC's first social work intern and will work with program staff to support members. Originally from Houston, Texas, Stephanie graduated from the University of Texas at Austin with a degree in Youth and Community Studies in 2009. She spent the last year working with a college access non-profit in Central Texas through the AmeriCorps program.                            Yeashea Braddock joined BYMC last April as a community-based  doula. Yeashe was trained as a direct-entry midwife at the Florida School of Traditional Midwifery. During her time in Florida she worked with teen moms and helped create a teen childbirth education curriculum.Yeashea holds a Bachelor of Arts degree in Public Health - Natural Sciences from John Hopkins University.          Last May, Chanel L. Porchia- Albert joined  BYMC as a community-based doula. Chanel holds a B.A. from William Paterson University in African American History and Political Science. Prior to becoming a doula, Chanel worked as a  stockbroker in NYC for five years. She is enrolled at the Institute of Integrative Nutrition studying to become a certified Health Counselor. Chrissy Etienne is a recent graduate of Middlebury College in Vermont where she received a B.A. in English and Theater. She enjoys bringing her passion for activism to youth work and to the community of young people. She joins BYMC team after a summer internship with the Sadie Nash Leadership Project. Hannah Wohl is BYMC's education policy fellow. Hannah, a recent graduate of Brown University, is charged with leading BYMC's policy initiatives. Additionally, she will be training a cohort of young mothers to be part of BYMC's policy campaign team.    New Initiatives Brooklyn Young Mothers' Collective at The Brooklyn Birthing Center In an effort to expose young women to an array of birthing options BYMC teamed up with the Brooklyn Birthing Center. BYMC members learned from the birth center's director, Katherine Ableson about the services offered and the major differences between midwifery care and obstetrical care. As BYMC members and staff left the birth center there was such a sense of excitement and awareness of about childbirth options. Kate Zondervan, a center birth assistants said, "I wish we could tape them this is a perfect commercial!" in reference to overhearing a member tell her partner, "Babe, I can have a water birth!"   Partnering with H.E.A.T. BYMC is partnering with the H.E.A.T. Program (Health Education and Alternatives for Teens) to bring monthly on-site HIV testing and counseling, and educational workshops to members. Young women in Brooklyn face some of the highest rates of newly diagnosed cases of HIV in the nation. BYMC is excited about this new partnership and opportunity to provide additional services to BYMC members. Young Men's Coordinator Segun Akande joined BYMC last July to work with young fathers as part of a pilot program funded by Twenty-First Century Foundation. Segun, a Brooklyn native graduated  with a B.A. in Political science from Duke University in 2007.  Prior to joining BYMC, he worked for New York City Council Member Daniel Garodnick. Check Out BYMC's New Education Policy  Blog  BYMC has launched a new education policy blog! Stay up-to-date: http://brooklynyoungmotherscollective.blogspot.com Congratulations! Staying Current BYMC program director, Aisha Domingue and program coordinator Liz Thomas, were awarded scholarships by the Department of Youth and Community Development (DYCD) to attend New York City's Family Development Training Program. The Family Development Training and Credentialing Program (FDC) is a major New York State initiative that provides front-line workers with the skills and competencies they need to empower families. Congratulations Aisha and Liz!   Congratulations on your New Job!   Congratulations to BYMC member, Toni Walles, on her new job with DonorsChoose.  Toni will be a clerical assistant. Toni is a student at Brooklyn Democracy Academy.   Thank You A big thank you to Board Members C.J. Masimore , Meghan Hogan, Onida Coward-Mayers and, Kristin Meister for ending BYMC summer on a high note by raising much needed funds to support BYMC's work!

Working Single Mothers Lag Behind in Income

 The following report was posted on the Women of Color Policy Network Blog:

The World Economic Forum released the 2010 Global Gender Gap Report recently, showing gains for the United States' global ranking. The US ranked 19th globally, breaking into the Top 20 for the first time. Yet many single women mothers in the US continue to face financial peril. They aren't making as much as single men fathers, have much lower wealth, and are much less likely to have benefits such as paid sick days.

Our latest report, "At Rope's End: Single Women Mothers, Wealth and Asset Accumulation in the United States ", by Dr. Mariko Chang and Dr. C. Nicole Mason, Executive Director of the Women of Color Policy Network, uncovers the realities that single women mothers face:

- Estimates show that over 18 million children live in households headed by single women
- Single women mothers possess only 4 percent of the wealth of single fathers: $100 compared to $25,300
- Black and Latino single mothers have a median wealth of zero, whereas single white women mothers report a median wealth of $6,000

Meanwhile a recent Wall Street Journal article says that young, single women in their 20's are making more than their male counterparts. But as some financial commentators observe, much of these gains are due to high levels of education and childlessness. When it comes to single women mothers under 40, over half have zero or negative wealth.

CUNY Graduation Rates Hearing at the NYC Council

Today, Brooklyn Young Mothers' Collective testified during the Higher Education Hearing to examine CUNY's retention and graduation rates, chaired by Council Member Rodriguez. Currently, the average six-year graduation rate for CUNYs BA programs is 47 percent. For associate programs, the average three-year graduation rate is just 13.3 percent. Both of these rates are below the national average. CUNYs one-year retention rate is 67 percent. Around 70 percent if NYC high school students need remedial courses upon matriculation. These students come to college unprepared, and, without sufficient support, they quickly drop out. Below is BYMCs testimony:

Good afternoon, Chairman Rodriguez and members of the Council. My name is Hannah Wohl, Policy Fellow at Brooklyn Young Mothers’ Collective. Brooklyn Young Mothers’ Collective is a non-profit organization working to help young mothers succeed academically. Many of the young mothers with whom we work matriculate to CUNY. Unfortunately, young mothers tend to flounder in the CUNY system and are usually unable to graduate. Their educational experiences have repeatedly illustrated CUNYs poor retention rate.    

The alarming truth is that even young mothers who have performed well in high school are often not prepared for the academics of CUNY. One young mother with whom we work graduated from her high school as valedictorian, but failed her first semester of college because she had not been introduced to the concepts that were prerequisite knowledge at CUNY. Overwhelmed and demoralized, she dropped out.  Many students go to CUNY because it is the most affordable way for them to get a college diploma; they cannot pay to retake courses or enroll in remedial classes. An inability to graduate in four years may prevent these students from ever graduating. New York City high schools must align their standards with CUNY so that students matriculate prepared for the academic rigor that CUNY offers.

            CUNY should also support a more flexible attendance policy. Currently, although CUNY has no overarching attendance policy, many CUNY schools, following former Mayor Giuliani’s criticisms, have enacted strict attendance policies which compromise students’ ability to pass courses. This policy has precipitated school failure for students who would otherwise be passing their classes. A more moderate attendance policy would not undermine academic rigor. Students would still be held accountable for the course material and be expected to attend class regularly; it would merely allow students with other responsibilities with the flexibility that they need to succeed. Many of the students who attend CUNY have responsibilities that go beyond their role as a student: they are spouses, parents, and working adults. Occasionally, being responsible in these other roles necessitates absence from class. A young mother may have to miss class because her child becomes ill or her babysitter cancelled. These students should not be prevented from getting a college diploma because they have to fulfill these responsibilities.            In recognition of students’ specialized needs, CUNY should have a stronger referral network to social support services. This would ease the burden of students’ competing needs, allowing them to better focus on their academics. For example, a young mother may need childcare in order to attend class, but be unsure of where to find it. Additionally, she may have other unmet needs, such as housing, health care, and public assistance, which may be interfering with her coursework.  CUNY should be equipped to refer students to relevant services.

            CUNY has suffered decades of poor retention and graduation rates. Pervasive changes are needed; but, improvements are possible. I am confident that closer alignment of high school and college academic standards, a more flexible attendance policy, and a stronger referral network will successfully raise CUNYs retention and graduation rate. These changes will make the CUNY system more accessible to all CUNY students, especially those who are most vulnerable to dropping out. Thank you.

Rethinking New York City's Response to Chronic Absence

The Vera Institute released a new policy paper: “Getting Teenagers Back to School: Rethinking New York State’s Response to Chronic Absence." Below is a summary of their research. 

Nearly 40 percent of New York City high school students—about 124,000 teenagers—missed 20 or more days of school in the 2008–2009 school year. This policy brief looks at one response to the statewide problem of chronic school absence: reporting parents to the child protective system, which handles allegations of child abuse and neglect. Under New York State law, a parent or guardian who fails to ensure that his or her child attends school regularly can be found to have neglected the child. Although the term “educational neglect” is often associated with young children, more than 60 percent of the state’s educational-neglect allegations concern teenagers, particularly 15- and 16-year-olds.
The child protective system is not well equipped to help teenagers improve their school attendance. Nonetheless, educational-neglect reports involving teens consume a large portion of the child protective system’s resources and are diverting the system’s attention from children with more serious safety and neglect issues. The most common responses to teenage chronic absence around the country are punitive, contrary to what adolescent development and school engagement research tell us about what motivates teens to go to school.

Vera’s case-file review and interviews indicate that amending the child protective statute to remove teenagers from the educational-neglect process would not put these adolescents at risk of future maltreatment. Vera’s case-file review found that investigations of educational-neglect reports involving teenagers that were not accompanied by allegations of other abuse or neglect rarely found child safety threats. When measured using the state’s risk assessment tool, these cases had a very low likelihood of future maltreatment.8 Although this empirical analysis was limited to one county, child protective workers and officials from around the state agreed that educational-neglect investigations involving teenagers rarely reveal safety threats. If school personnel have any other reason—beyond absence from school—to suspect a teenager is being neglected, they would still be mandated to report their suspicions to the state child-abuse and neglect hotline.
Many child protective caseworkers and supervisors feel educational-neglect cases involving teenagers divert their attention from more serious cases.
Educational-neglect reports concerning teenagers who are not attending school consume a significant portion of the child protective system’s scarce resources. In 2009, teens alleged to be educationally neglected accounted for 6 percent of all children involved in child maltreatment reports statewide. In New York City, this figure reached 11 percent. Removing teenagers who are chronically absent could reduce the number of teenagers reported to the child protective system by up to 15,407 statewide, allowing the child protective system to focus its resources on families with child safety concerns.
Further, nearly all of the educators Vera interviewed expressed the view that schools are in a better position to address teenage chronic absence than the child protective system. Schools often have an existing relationship with families, know the communities where students live and the issues they face, and are responsible for their educational success. Moreover, school officials have problem-solving capabilities in the educational arena that child protective workers do not have. They can troubleshoot registration and enrollment issues, work to address teens’ safety concerns, navigate the special education system, and arrange for school transfers if needed. Child protective workers have no authority and little experience in these arenas. Eliminating the option of referring cases of teen chronic absence to the child protective system when there is no other reason to suspect maltreatment would thus place responsibility for teens’ attendance with those best equipped to improve it.
Our examination suggested two concurrent actions New York could take to address chronic teen absence: 1) increase schools’ accountability, system incentives, and access to services for engaging chronically absent teens; and 2) develop new approaches to reducing teen absence to address the underlying problem that Vera observed statewide and nationally: a lack of effective methods for re-engaging chronically absent teens. Implementing these strategies will require information-sharing, collaboration, and investment by state agencies including OCFS, the New York State Education Department, and the state Office of Mental Health, as well as partnerships with local school systems, county executives and mayors, an array of service providers, and funders.
 New York could develop a new approach to teenage absenteeism that is rooted in research on adolescent behavior and school engagement. The new approach would build on effective practices in some non-traditional schools and decades of research and experience in the youth development field, which has shown that building on strengths, reinforcing positive behavior, and connecting teens with a caring adult produces the best results. It would also take into account the influence of peers and other aspects of adolescent social and physiological development. This approach would replace the punishment-based responses currently in place.
Guiding principles for this new approach include:
> Use an individualized strengths-based approach, for example, identifying at least one genuine strength for each teen who is consistently absent.
> Engage the student in school-based activities that build on those strengths.
> Connect those students to a caring adult who genuinely supports them in the school community.
> Develop and sustain positive relationships between the student and the caring adult.
> Communicate regularly with parents to offer positive feedback about the youth and suggest alternatives to punishment as motivation for attending school.
> Track and recognize attendance with incentives.
Such an approach might require changes in school structure and in the roles of school personnel. Developing, testing, and bringing a new approach to scale will require investment of money, time, and effort.
In conclusion, by challenging the existing systems and traditional interventions used by communities and schools New York State is on the cutting edge of addressing chronic absence among teenagers. The first step toward more effectively addressing chronic absence among teens may be to remove them from the jurisdiction of the child protective system, while simultaneously creating a less adversarial set of interventions to keep youth connected to schools. This would allow the child welfare system to focus on the most vulnerable abused and neglected children in the state. New York State’s strategies in working with adolescents need to be informed by research on effective practices for adolescent behavior change and school engagement. By providing flexibility and incentives to localities to address the root causes of absenteeism in their communities, and offering guidance and practice that supports a strengthening of student attendance, the state will be more effective in its efforts to reduce chronic absenteeism and improve graduation rates. Developing an effective solution to chronic teen absence will improve not only the life prospects of New York’s teens, but also the safety and financial health of our communities. These proposals provide a starting place for a robust dialogue toward more effective collaborative actions.

Our Opinion
BYMC agrees with the Vera Institute's findings that educational neglect cases should be eliminated for teenagers. We support their recommendations for mitigating absenteeism.