Public schools in the nation’s capital recently reported that the graduation rate for 2017 was the highest in the school system’s history.
According to school officials, about 73 percent of Washington public schools’ students graduated on time, another record high for a school system that had struggled years ago to graduate even half of its students. The graduation rate marked a four-point rise from the previous year and a 20-point gain from 2011, when just over half of D.C. Public School students graduated within four years.
In response, D.C. Mayor Muriel Bowser proudly described the school system as the “fastest improving urban school district in the country.
“These graduation rates are a reminder that when we have high expectations for our young people and we back up those expectations with robust programs and resources, our students can and will achieve at high levels,” Bowser said in a statement.
But it was all false. A report by the Office of the State Superintendent of Education shows more than one of every three diplomas awarded to students were not earned. The report found that 937 out of 2,758 graduates of D.C. public schools did not meet the minimum attendance requirements needed for graduation. Teachers even admit to falsely marking students present.
Washington is the latest of a series of public school systems found guilty of widespread cheating. Similar cheating was found in public schools in Philadelphia, New York City, Chicago, Memphis, Los Angeles, Columbus, Ohio, and Atlanta.
The perpetrators in these scandals weren’t the students but the administrators and teachers. Both have admitted to falsifying records on standardized tests, graduation requirements and student grades.
In response, some teachers have been fired and stripped of their licenses to teach again. In other places like Atlanta, teachers and administrators have gone to jail. In Washington, D.C., Antwan Wilson, District of Columbia schools chancellor, resigned Feb. 20 after it was revealed he used his position to get his daughter into a preferred school.
The real culprit in these cheating scandals, according to education experts and teachers, is the increased — and some say unfair — pressure on education officials from the government to meet a certain level of student performance. If they don’t meet the mandated standards, school systems could lose funding, and with less money to pay for staff and supplies some people could lose their jobs.
President George W. Bush’s No Child Left Behind Act in 2001, replaced by the Every Student Succeeds Act in 2015 and former President Barack Obama’s Race to the Top created an “accountability system,” education experts said, linking student performance to Title I funding, which are federal grants given to schools with a high percentage of low-income students.
No Child Left Behindwas the first law requiring federally-mandated tests to measure student performance. Prior to the law, states and cities used achievement tests to measure what students were learning to decide how effective their instruction was and what changes they might make.
Harvard professor Dan Koretz, author of the book The Teaching Charade: Pretending to Make Schools Better, said cheating by teachers — in many cases sanctioned or encouraged by administrators — is fueled by the misuse of standardized tests to measure school performance which has pressured teachers to raise scores beyond what is reasonable.
“Some cheat and, ironically, all of these shortcuts undermine the usefulness of tests for their intended purpose—monitoring what kids know,” Koretz said.
Koretz and other education experts believe standardized tests can be a useful measure of students’ knowledge, when used correctly.
A survey by the Washington Teacher’s Union and EmpowerED echoes Koretz’s assertion that teachers feel pressure to cheat. The survey found that almost 60 percent of teachers said that they’ve felt pressure or coercion from superiors to pass undeserving students.
“There has been strenuous pressure to hit specific targets regardless of student performance or attendance,” an anonymous D.C. public school teacher said on the survey.
Another teacher said, “Administrators, parents, and teachers just want good grades so the school system and the student look accomplished on paper.”
A study conducted by the Urban Institute, a nonprofit research organization, showed that over 45 percent of Black students nationwide attend these low-income or high poverty public schools. Meanwhile, only 8 percent of White students attend these same schools.
Education expert Morgan Polikoff, a professor of education at the University of Southern California, said the result is that cheating is found primarily among majority-Black schools, which lack the educational tools and support they need in order to adequately serve their students.
“There are teachers who’ve felt pressure because they don’t feel that they have the capacity or support to achieve expectations through realistic measures,” Polikoff said.
Koretz said the cheating underscores the fallacy of rewarding and punishing schools based on standardized tests.
The answer “is to reduce the pressure to meet arbitrary targets,” he said. “Another is to routinely monitor how schools are reaching their targets. Yet another is to broaden the focus of accountability in schools to create a more reasonable mix of incentives.”
By Dr. Benjamin F. Chavis, Jr. (President and CEO, NNPA)
All parents want the best for their children. We all acknowledge that attaining a high-quality K-12 education is probably the single most important factor that will determine the future life success of a student in the public school systems throughout the United States.
Yet, the reality for millions of Black American parents in the U.S. is that there is a lingering educational achievement gap between Black students and White students. This is why I believe that raising awareness about the Every Student Succeeds Act (ESSA) among all parents, especially Black parents, is vital.
This should be a national priority for all who stand for equality in effective high-quality public education for all students. Now that states have begun the tedious process to refine and submit their ESSA state plans to the U.S. Department of Education, Black parents should increase their input into these plans in each state.
Recent national studies have pointed to what some researchers have concluded as “low expectations” about the academic achievement levels of Black students being a major contributing factor to their underachievement in the classroom. Unfortunately, sometimes these predictions based on external research about Black America can become self-fulfilling prophecies and mere justifications for the current educational disparities and inequities between Black students and White students.
Black parents do not have low expectations about their children’s academic potential to achieve excellence and scholarship. Most Black parents encourage and expect their children to do well in school. Black parents do have, however, low expectations about the priorities that state boards of education, as well as county and city boards of education, have presented thus far in response to the inclusive accountability mandates of ESSA.
Inclusion presupposes involvement. Parental involvement is a key factor that determines the effectiveness of our public school system. The National Newspaper Publishers Association is, therefore, pleased to join and to support all efforts that will increase Black American parental involvement concerning ESSA and its implementation at both the state and federal levels.
Yes, Black student K-12 educational achievement gaps that now exist in too many school districts in the U.S. can be bridged going forward, if there is a substantial and measurable increase in the consistent involvement of Black parents at all levels of decision-making and public policy implementation of ESSA. Please pass this message to others that you may know who are likewise concerned about these issues.
The future of our families and communities is at stake. Our collective awareness and involvement can help to make a positive difference in improving K-12 education in America. I have faith that Black American parents will once again rise to this challenge.
Learn more about how you can get involved with the Every Student Succeeds Act in your state at NNPA.org/essa.
Dr. Benjamin F. Chavis, Jr. is the President and CEO of the National Newspaper Publishers Association (NNPA) and can be reached at dr.bchavis@nnpa.org. You can follow Dr. Chavis on Twitter @drbenchavis.
The National Newspaper Publishers Association’s ESSA Awareness Campaign is focused on informing and engaging parents, educators, elected officials and opinion leaders about efforts and policies aimed at closing achievement gaps for students of color and low-income students.
One thing we’ll keep stressing again and again this week: how far federal policy has moved since the days of the No Child Left Behind Act (ESSA’s predecessor). Read on.
So, what kinds of goals are states setting?
Some states chose fixed goals that aim for all students, and all subgroups of vulnerable students, such as those qualifying for subsidized school lunches or English-language learners, to reach the same target (such as 80 percent proficiency). What’s nice about this kind of goal is that it sets the same endpoint, making it easier to see over time how achievement gaps are expected to close. States in this category include: Arkansas, Hawaii, Kansas, Mississippi, (grades 3-8 only), Ohio, Minnesota, New York, Rhode island, South Dakota, Virginia, West Virginia, and Wyoming.
Read the full article here: May require an Education Week subscription.
DEFENDER NEWS NETWORK — Believing that “black is beautiful,” an important mantra of self-acceptance and self-love, could pay major dividends in school, a new study finds.
An article in the Journal of Blacks in Higher Education focuses on a new study from Sheretta Butler-Barnes, a professor at Washington University in St. Louis, which finds that young black women with “strong racial identity” are more likely to be academically engaged, curious and persistent.
The survey looked at 733 black middle and high school girls in “three socio-economically school districts in the Midwest,” according to the JBHE.
The study, “Promoting Resilience Among African American Girls: Racial Identity as a Protective Factor,” was published on the Child Development journal website and found that feeling positive about being black, along with feeling supported by their schools, correlated with the girls’ greater academic motivation.
Researchers also found that feeling good about your racial identity could act as a buffer for students in “hostile or negative” academic environments.
“Persons of color who have unhealthy racial identity beliefs tend to perform lower in school and have more symptoms of depression,” Butler-Barnes noted.
“We found that feeling positive about being Black, and feeling support and belonging at school, may be especially important for African-American girls’ classroom engagement and curiosity,” Butler-Barnes added. “Feeling connected to the school may also work together with racial identity attitudes to improve academic outcomes.”
That study’s findings appear to support another recent study, from the University of Washington, which found that cultivating pride in black culture and identity led one group of girls at a Seattle-area middle school to express greater confidence. More than that, both the girls and their teachers reported a stronger connection to their school and greater involvement.
As the University of Washington website notes, the participants in the study took a 12-week course that combined mindfulness teachings with a cultural-enrichment curriculum. Not only did the girls identify more strongly with their black heritage, but their positive feelings toward other black people also increased significantly.
This cultural pride translated to stronger “humanist” beliefs among the girls—“a belief that they fit in with people of all races, that their racial heritage has value in society and that their race should not exclude them from being part of the larger community,”according to the UW website.
The study’s author, Janine Jones, who heads UW’s psychology program, notes that “there are a lot of girls who check out in school when they feel like they’re not seen, not understood or invested in by school personnel. There are a lot of negative perceptions of African-Americans, and the perception they receive is that it’s not a good thing to be black.”
Jones continued: “We may think it’s easier to avoid it than to address it. But if we start addressing oppression by countering it with the humanness of who these kids are, we’re more likely to keep them engaged and feeling a sense of belonging.”
With the 2018-19 school year in full swing, U.S. Secretary of Education Betsy DeVos has finished approving nearly every state’s plan to implement the Every Student Succeeds Act. But in some ways, the federal government’s work on ESSA is just beginning.
The federal K-12 law’s hallmark may be state and local control, yet the Education Department still has the responsibility to oversee the more than $21 billion in federal funding pumped out to states and districts under ESSA. That will often take the form of monitoring—in which federal officials take a deep look at state and local implementation of the law.
And the department has other oversight powers, including issuing guidance on the law’s implementation, writing reports on ESSA, and deciding when and how states can revise their plans.
Even though ESSA includes a host of prohibitions on the education secretary’s role, DeVos and her team have broad leeway to decide what those processes should look like, said Reg Leichty, a co-founder of Foresight Law + Policy, a law firm in Washington.
Given the Trump team’s emphasis on local control, “I think they’ll try for a lighter touch” than past administrations, Leichty said. But there are still requirements in the law the department must fill, he added.
“States and districts shouldn’t expect the system to be fundamentally different [from under previous versions of the law.] They are still going to have to file a lot of data,” Leitchy said.
But advocates for traditionally overlooked groups of students aren’t holding their breath for a robust monitoring process, in part because they think the department has already approved state plans that skirt ESSA’s requirements…
Read full article click here, may require ED Week Subscription
The public reporting requirements of the Every Student Succeeds Act (ESSA) offer greater transparency about school quality, according to experts and education advocates who also predict that the new law will empower parents and make them more informed partners in the education process of their children.
President Barack Obama signed ESSA into law on December 10, 2015.
“Public reporting is going to be very important, because state systems, like what goes into [calculating] letter grades for schools, are incredibly complex,” said Phillip Lovell, the vice president of policy development and government relations for the Alliance for Excellent Education, a Washington, D.C.-based national advocacy organization that’s dedicated to ensuring all students graduate from high school, ready for success in college and in the workplace. “States are aware of and working on how to communicate information on school performance clearly.”
Brenna McMahon Parton, the director of policy and advocacy for Data Quality Campaign, one of the nation’s leading voices on education data policy and use, said that everyone deserves information, which is why ESSA requires that report cards are easy to understand.
“To date, states haven’t focused on parent needs and, as a result, report cards are difficult to find and use,” said Parton. “As states develop new report cards, they should be sure that parents will have a one-stop-shop that provides information they need about how students and schools in their community are performing.”
ESSA reauthorized the Elementary and Secondary Education Act (ESEA), the historic civil rights law passed in 1965 and effectively replaced the Bush-era No Child Left Behind Act.
Transparency and parental engagement are integral parts of the new law.
Under ESSA, all schools receiving Title I funds must inform parents of their right to request information about the professional qualifications of their children’s teachers; parents are also encouraged to support their children’s educational experiences by communicating regularly with teachers.
In a post on “The 74,” a nonprofit news site dedicated to education, Rashidah Morgan of the Sweden-based Education First, said that, “Greater transparency about school quality, will ultimately empower parents to make more knowledgeable choices about schools.”
Also, transparency on spending and academic results help the public understand how schools are performing in their communities, said Chad Aldeman, a principal at Bellwether Education Partners, a Washington, D.C.-based nonprofit focused on changing the outcomes and education life for the underserved.
“Accountability systems only work, if people understand what they’re being held accountable for and have enough information to know how to respond,” Aldeman said, adding that parents need good information to make informed choices about where to send their children. “To make that a reality, parents need information about both their own child’s performance, as well as how similar students are performing in other schools.”
Finally, clear, transparent school and district report cards help families make critical decisions and equip community members and the public to push for needed improvement in schools, said Dr. Lillian Lowery, the vice president of PreK-12 Policy, Research and Practice at The Education Trust, a nonprofit based in Washington, D.C. that promotes high academic achievement for students at all levels, particularly students of color and those of low-income.
“ESSA requires states to report a lot of important information on how schools are doing at preparing all groups of students, including students from low-income families, students of color, English learners and students with disabilities, for post-high school success,” said Lowery. “To maximize the usefulness of this information, state leaders should work with families and education advocates to ensure that report cards are easy to access and understand.”
The public reporting requirements of the Every Student Succeeds Act (ESSA) offer greater transparency about school quality, according to experts and education advocates who also predict that the new law will empower parents and make them more informed partners in the education process of their children.
President Barack Obama signed ESSA into law on Dec. 10, 2015.
“Public reporting is going to be very important, because state systems, like what goes into [calculating] letter grades for schools, are incredibly complex,” said Phillip Lovell, the vice president of policy development and government relations for the Alliance for Excellent Education, a Washington, D.C.-based national advocacy organization that’s dedicated to ensuring all students graduate from high school, ready for success in college and in the workplace. “States are aware of and working on how to communicate information on school performance clearly.”
Brenna McMahon Parton, the director of policy and advocacy for Data Quality Campaign, one of the nation’s leading voices on education data policy and use, said that everyone deserves information, which is why ESSA requires that report cards are easy to understand.
“To date, states haven’t focused on parent needs and, as a result, report cards are difficult to find and use,” said Parton. “As states develop new report cards, they should be sure that parents will have a one-stop-shop that provides information they need about how students and schools in their community are performing.”
ESSA reauthorized the Elementary and Secondary Education Act (ESEA), the historic civil rights law passed in 1965 and effectively replaced the Bush-era No Child Left Behind Act.
Transparency and parental engagement are integral parts of the new law.
Under ESSA, all schools receiving Title I funds must inform parents of their right to request information about the professional qualifications of their children’s teachers; parents are also encouraged to support their children’s educational experiences by communicating regularly with teachers.
In a post on “The 74,” a nonprofit news site dedicated to education, Rashidah Morgan of Education First, said that, “Greater transparency about school quality, will ultimately empower parents to make more knowledgeable choices about schools.”
Also, transparency on spending and academic results help the public understand how schools are performing in their communities, said Chad Aldeman, a principal at Bellwether Education Partners, a Washington, D.C.-based nonprofit focused on changing the outcomes and education life for the underserved.
“Accountability systems only work, if people understand what they’re being held accountable for and have enough information to know how to respond,” Aldeman said, adding that parents need good information to make informed choices about where to send their children. “To make that a reality, parents need information about both their own child’s performance, as well as how similar students are performing in other schools.”
Finally, clear, transparent school and district report cards help families make critical decisions and equip community members and the public to push for needed improvement in schools, said Dr. Lillian Lowery, the vice president of PreK-12 Policy, Research and Practice at The Education Trust, a nonprofit based in Washington, D.C. that promotes high academic achievement for students at all levels, particularly students of color and those of low-income.
“ESSA requires states to report a lot of important information on how schools are doing at preparing all groups of students, including students from low-income families, students of color, English learners and students with disabilities, for post-high school success,” said Lowery. “To maximize the usefulness of this information, state leaders should work with families and education advocates to ensure that report cards are easy to access and understand.”
With the 2018-19 school year in full swing, U.S. Secretary of Education Betsy DeVos has finished approving nearly every state’s plan to implement the 
