Tag Archives: Andy Rotherham

On Graduation Rates and “Standards”

Stephanie Simon has a piece out on the increasing graduation rate (while I’m at it, mad props to Simon for the charter school piece, which probably did a lot to alert the general audience to charter selections), and various tweets are hailing the good news but—and this is the funny part—expressing concern that this increase rate might be due to schools lowering standards. Checker Finn has also written disapprovingly of credit recovery.

hahahahahaha. This is me, laughing.

Imagine you have forty 18 year olds, who all read and calculate at the 6th grade level, and another group of forty who all read and calculate at the 10th grade level. They are all high school seniors in a state that requires graduation competency tests. Of this overall collection of eighty, the following distribution is entirely unexceptional (and of course, not the only one possible):

  1. Fifteen screwed around from the moment they entered high school, have a GPA in the tenths, and are currently in alternative high school filling out worksheets. No reason to worry about high school graduation tests, though, because they passed them first time out.
  2. Fifteen are, on paper, identical to the previous group, except they haven’t passed any of their graduation tests and so some of their high school time is spent in test prep instead of worksheet completion.
  3. Fifteen are far behind because they went to a charter school that prided itself on making kids repeat grades, and after two years of failure they went back to public school. They’ve passed the high school graduation tests, and have been doing well since they left the charter, GPAs of 2.0 or so. But they’re far behind, so are taking two hours every day to do online credit recovery.
  4. Fifteen are at a charter school, where they have a 4.0 GPA with a bunch of AP courses on their transcripts, (thanks, Jay Mathews and your horrorshow of a Challenge Index) but haven’t passed the high school graduation tests.
  5. Ten recovered from an early bad start, have a solid 2.5 GPA, but haven’t passed their state graduation tests. Half of them have IEPs and official learning disabilities (which means, of course, they aren’t in charters), and so they’ll just waive the requirement. The others will keep plugging away.
  6. Ten have a solid 2.5 GPA after an early bad start and have passed their state graduation tests.

(Note: In case it’s not clear, the kids who can pass the state grad tests are the ones with tenth grade abilities, the ones who can’t are the ones with sixth grade abilities).

Any diverse high school district in the country, surveying its population in comprehensive, alternatives, online campuses, and charters, could assemble those eighty kids without breaking a sweat.

On the lower half of the ability spectrum, grades and credits are utterly pointless differentiators. Once you accept that we graduate thousands of kids who can’t read, write, or add, there’s no reason to cavil at the method we use to boot them out of the schoolhouse.

No, don’t yammer at me about persistence or compliance or god spare me “grit” of illiterates plugging away at school and therefore being more deserving of the diploma than the lazy but somewhat smarter kid. The concern about the increase was not about persistence or compliance or grit, but academic ability.

And so, rest easy, people. We are already graduating illiterates. The increased graduation rate is not achieved by teaching more kids more effectively, nor is it achieved by shovelling through the bottom feeders and thus devaluing high school diplomas. We are simply taking kids, whether near-illiterate or low but functional ability, who fell off the path that our other near-illiterate or low but functional ability kids stayed on, and putting them on a different conveyor belt.

How? As Simon’s article makes clear, by spending lots and lots of money:

* Launching new schools designed to train kids for booming career fields, so they can see a direct connection between math class and future earnings

* Offering flexible academic schedules and well-supervised online courses so students with jobs or babies can earn credits as their time permits

* Hiring counselors to review every student’s transcript, identify missing credits and get as many as possible back on track

* Improving reading instruction and requiring kids who struggle with comprehension to give up some electives for intensive tutoring

* Sending emissaries door-to-door to hound chronic truants into returning to class

Notice that only one of the techniques used actually involved teaching the kids more—not that I’m in favor of forcing kids to give up electives for intensive tutoring (I still have nightmares). But most of the money spent involved forcing or coaxing the kids back to school—and while the kids are mostly low ability, they are no less and often considerably more intellectually able than kids who just happened to jump through the right hoops.

How does this happen, you ask? As I’ve said many times: grades are a fraud.

Or you could put it another way: the increased graduation rate is a triumph of administrators over teachers. Teachers, except those in majority minority urban schools, are flunking kids with little regard to ability and a whole bunch of regard to compliance, with no regard to administrative or societal cost. Administrators are spending money to work around teacher grades.

In this context, bleats about academic standards do seem a bit….well, silly, don’t they?

And now someone is going to say, “You’re absolutely right. We should be failing kids who don’t or can’t do the work, put teeth into the Fs. That’s the only way to raise academic standards.”

Sorry, that fool’s wrong, too. Higher standards are impossible. No, really. Common Core advocates, much like Mark Wahlberg at the end of Boogie Nights, are parading their favorite toy in front of a mirror in the desperate hope they’ll convince themselves, if no one else. (What, too much? Yeah, it’s late. I’m feeling bleak.) I very much doubt Common Core will ever be implemented (no test, no curriculum, baby), but if it is, nothing will change.

People assume that kids in the bottom half of the ability barrel are there because they suffered a deficit in environment, in parental attention and expectations, in teacher quality. Would that this were so.

Given all the money we’re spending on truancy officers, online credit recovery, counsellors to spot missing transcripts just to push kids through to a diploma, we might just want to consider teaching low ability kids less at a slower pace and stop pretending that they have a “deficit” that can be addressed by college level work and high expectations. We could create a hell of a curriculum for high school kids using nothing more than 8th grade math and vocabulary.

But we won’t do that for the same reason we won’t track, and for the same reason that adminstrators are spending a fortune coaxing kids back to school: namely, the racial distribution would make everyone wince.


More on Mumford

(Totally accidental pun, I promise. The man’s a disgusting sleaze, but he’s not stupid.)

So for some reason, the Clarence Mumford story broke this week. Odd, that.

A sample, just from my twitter feed:

Robert Pondiscio: “Cheating on teacher certification tests? Seriously?? Not exactly the highest bar to clear.”

Eduwonk: “The real scandal is the low-level of the Praxis test and why it continues to be used at all. The Praxis II is different, but the basic Praxis is much too low a bar given what we expect of teachers.”

Sarah Almy, Director of teacher quality at Education Trust: ““These are pretty basic tests….The fact that there were folks who felt like they needed to bring somebody else in in order to meet a very basic level of content knowledge is disturbing, in particular for the kids those teachers are going to wind up teaching.”

Walter Russell Mead: “Massive cheating scandal on teacher certification tests. Worse: tests are pathetically easy, only idiots could flunk.”

Here are the names of the people thus far indicted:

Notice all these people are black. Which is what I predicted back in July, when this story first broke. Some of the other names are Jadice Moore, Felippia Kellogg (somehow, this Fox news story couldn’t find a picture of her), Dante Dowers, Jacklyn McKinnie. (A primary tester was John Bowen; I haven’t been able to find a picture of him, oddly, Fox News couldn’t find a picture of him, either.) If I do some bad ol’ stereotyping based solely on those names, I’d advise gamblers to bet on them being black, too.

I am pleased to be wrong about one thing—I thought it likely the testers who could easily pass the test would be white, but it appears that most of them are black, as well. Notice also that the Fox News story and many others make it clear that many of the people paying for the tests were already teachers, and that some of the tests were Praxis II. I’d written about that, too.

If you’re wondering why I am pretty sure that most, if not all, of the teachers paying for testers are black, here are some helpful graphics:


And yet, no one save little old me is even mentioning the race of the people involved, as if it’s this totally random factor, like you could find white teachers desperately paying thousands of dollars to pass these tests.

Robert Pondiscio, WRM, and Andy Rotherham and the many other people sneering about the people who need to pay someone else to pass the test, be very specific: Only 40% of African Americans can pass the Praxis I the first time. The other 60%? That’s who you are calling idiots.
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Let’s be clear what I am not saying. I am not excusing the fraud. I am not hinting that African Americans are incapable of passing the tests (this fraud ring shows clearly that they are not).

And since I’m prone to prolixity, I will bullet my points.

I am saying that reformers are:

  • hammering constantly on the need for “higher standards”,
  • sneering at the low standards on teacher credential tests,
  • scoffing at grossly distorted stats suggesting that all teachers, regardless of content area, have low SAT scores,
  • declaring that the only way to “restore credibility and professionalism to teaching” is to pull teachers from the top third of college graduates, ignoring the fact that high school content teachers are already drawn from the top half, as well as the fact that there’s no real need for elementary school teachers to be rocket scientists

And while they rant on endlessly on these talking points, they are ignoring the following unpleasantness:

  • the low cut score on the basic content knowledge tests are put in place specifically to ensure that some small number of African American and Hispanic teachers will pass. The white averages are a full standard deviation higher; a huge boost to the cut scores in most credentialing tests wouldn’t bother the bulk of all teachers (white females, remember) in the slightest.
  • research has turned up very close to empty in proving that teacher content knowledge has any relationship to student achievement. (Cite to research in my earlier article).
  • research consistently shows that teacher race has a distressing relationship to student achievement–specifically, more than one study shows a positive outcome when black teachers teach black students. (again, cite in earlier article)
  • Raising the cut scores will decimate the black and Hispanic teaching population.
  • Many states dramatically increased the difficulty in elementary school credentialing tests after NCLB, yet research has not shown these new teachers to be far superior to the teachers who just passed the much easier (or non-existent) earlier tests. There hasn’t been research done specifically on this point. Hint. Oh, and by the way–those cut score boosts have already dramatically reduced the URM teaching population.

So reformers, when you call for higher content standards, when you say that teachers who can’t pass the test are idiots who should never be allowed in a classroom, you are talking about black and Hispanic teachers. When you demand that we need far more rigorous demonstrated content knowledge for teachers, you are merely making calls for changes that will decimate the already reduced URM teacher population.

And you are doing this with next to no evidence that your demanded changes will impact student achievement, merely on your own prejudice that smarter teachers would make better teachers.

Maybe you’re right. Maybe there’s a perfect research paper out there waiting to be written that will winkle out the lurking variables to prove that yes, we need smarter teachers and yes, it’s okay to annihilate the black and Hispanic teaching population in a good cause. Fine. Go find it.

Or maybe you just want to be snobby elites who don’t personally know anyone who scored below 600 on any section of the SAT, and think your own personal prejudices should substitute for education policy.

Whatever. Just learn and accept what you’re doing. You are calling for changes that will further homogenize an already white career category, closing off a major career option to over half of all blacks and Hispanics, for what is thus far no better reason than you think teachers should be smarter.

Got it? Own it. Or shut the hell up about it.


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