Cheating Scandal in Atlanta Public Schools

[UGAalum94]

Originally Posted by BetteDavisEyes

AMEN! I LOATHE standardized tests! In my school, testing starts in May so as of March, all regular teaching of the curriculum is put to a halt and we are to teach ONLY the "essential standards" that are tested heavily in the test so that our students can receive higher scores. We also hold tutoring sessions everyday after school for those students who are borderline being proficient so that they can score Proficient or Advanced. We don't allow the kids who are Basic or lower to enjoy these tutoring sessions b/c if they go from Far Below Basic to Basic, no points are awarded. They MUST be Proficient or Advanced.

Once we receive our scores, students who did score Proficient or Advanced get a BBQ & party during the school day. Those who did not get to stay in the classroom and work on study skills and writing & are left to reflect as to why the didn't get Proficient or Advanced. The teachers on the other hand have their scores posted noticeable so that everyone else on staff can see how they compared to every other teacher in their grade level. Then you can see how awesome you are or how much you suck as a teacher.

And people wonder why there's so much pressure put on students and teachers? Testing does not work if it is used as the ONLY means of measuring success.

But doesn't think indicate more a screwed up response to testing, rather than the evil of testing itself? How about your school trusts you to teach the curriculum and a well-taught curriculum is measured in the test scores? How about within your school, you all know that not everyone gets kids with the same skill level coming in, so you judge each others results accordingly?

I agree that testing shouldn't be the only measure, and I especially think that results should focus on growth rather than absolute proficiency measures unrelated to where the kids came in.

But when schools do stuff just to game the results (here I don't mean cheating, but I mean the stuff you described like not tutoring some kids since their results are expected to change the school level outcome), that's not the fault of testing. It's the stupid way administrators take shortcuts rather than focusing on good teaching. It's a choice to go with what they perceive as easier rather than doing the right thing. The tests aren't to blame for that.

[AOII Angel]

Originally Posted by UGAalum94

But doesn't think indicate more a screwed up response to testing, rather than the evil of testing itself? How about your school trusts you to teach the curriculum and a well-taught curriculum is measured in the test scores? How about within your school, you all know that not everyone gets kids with the same skill level coming in, so you judge each others results accordingly?

I agree that testing shouldn't be the only measure, and I especially think that results should focus on growth rather than absolute proficiency measures unrelated to where the kids came in.

But when schools do stuff just to game the results (here I don't mean cheating, but I mean the stuff you described like not tutoring some kids since their results are expected to change the school level outcome), that's not the fault of testing. It's the stupid way administrators take shortcuts rather than focusing on good teaching. It's a choice to go with what they perceive as easier rather than doing the right thing. The tests aren't to blame for that.

Exactly. We've always had standardized tests. I took them in school. It's the way that they are being interpreted and used to change the curriculum by administrators that is the problem. The actual tests are not the problem. Tests can be an excellent tool but shouldn't be the only one. Nor should they only be used to pat the backs of proficient or advanced students/ teachers. A bad result is an area for improvement, not a sign to fire a teacher or dismantle a school.

[UGAalum94]

I think comparative bad test results among kids who started at the same place and with similar level of home support IS probably indicative of a problem with the teacher or with the school. And I think that after five years of the same problem, dismantling a school might be the way to go.

But I don't think that's what has happened with NCLB. I think that we've been seeing similar results for kids with similar achievement levels and demographics at most schools we've tested (relative to the particular state's test), and we've just been labeling more and more schools as the proficiency standard goes up.

I do think that we've seen actual gains in student achievement over the years as measured by NAEP (even though the gains weren't as great as the gains on the tests the states were pushing), so I think NCLB did actually do good things, especially for subgroup kids.

But I think it's particularly revealing that just as the traditionally "good" schools will start having trouble with AYP since the proficiency standards are really high, politicians are suddenly concerned with amending the law*. I guess it was okay to label all the poor, majority minority schools failing, but it's a travesty to do it to the suburban stars.

*The only way it was ever realistic to have everyone at grade level was if your standard for grade level was really, really low.

[AGDee]

Originally Posted by UGAalum94

Nope. Only non-compliance results in loss of funds*. (Like you didn't give the tests, submit reports, that kind of thing, I think.) Funding is based on testing in the sense that you have to participate to get money, but not very tightly based on the results.



This is district created pressure that was apparently resistible for some.

ETA: http://www.georgia-criminal-lawyers....egin_frau.html

Apparently, they were seeking additional federal funds for being "Distinguished" schools. And they could have lost this additional funding if they didn't score as well. But NCLB doesn't result in loss of your basic federal funding unless you opt out.

EATA: http://old.sccpss.com/District/Acade...+and+Myths.htm

This is kind of nice overview and explains that regular federal funding isn't tied to results.

While not directly "losing funds" for failure to meet the AYP, the following requirement definitely leads to losing funds within a district:

The No Child Left Behind Act of 2001 also established new educational options for students who attend Title I schools that are identified for improvement. School districts must offer these students the option to transfer to another school in the district that is not identified for improvement and must provide or pay for transportation. If the district does not have space to accommodate all transfer requests, it must give priority to low-achieving students from low-income families.

http://www.michigan.gov/mde/0,1607,7...5666--,00.html


So, they lose the funding for those students who choose to transfer AND must pay for their transportation even if they aren't receiving funding for them.

[UGAalum94]

Originally Posted by AGDee

While not directly "losing funds" for failure to meet the AYP, the following requirement definitely leads to losing funds within a district:

The No Child Left Behind Act of 2001 also established new educational options for students who attend Title I schools that are identified for improvement. School districts must offer these students the option to transfer to another school in the district that is not identified for improvement and must provide or pay for transportation. If the district does not have space to accommodate all transfer requests, it must give priority to low-achieving students from low-income families.

http://www.michigan.gov/mde/0,1607,7...5666--,00.html


So, they lose the funding for those students who choose to transfer AND must pay for their transportation even if they aren't receiving funding for them.

Well, these transfers are limited to the same district, so while the funds might move from one school to another, they are still within APS: APS wouldn't lose money on the transfers themselves.

They might lose money for the transportation costs certainly, but I doubt that's what all this was about really.

ETA: I didn't know if you'd know this or not since you're in a different professional field, but teaching contracts are at the district level rather than the school level (I think everywhere, but certainly in Georgia). So a teacher wouldn't necessarily need to be afraid that if enrollment went down at her school because of transfers within the district that she'd lose her job. If you were going to be renewed for the next year performance and experience-wise and there were still the same number of kids in the district, you'd probably just get moved to a new school since you are a district employee, not a school employee. The administrators might be in a different boat, but if the district itself weren't corrupt, they wouldn't have anything to worry about either. The county office would know the challenges they faced at their schools and would have reasonable expectations for improvement. And since the total pool of funding wouldn't really be reduced, they'd be able to offer support.

I don't have a supporting document to link, but I think I've seen previously that a very low percentage of kids at Needs Improvement Schools choose to transfer, so the new transportation costs would probably be a drop in the bucket.

[BetteDavisEyes]

It all comes down to money. Admins do take these shortcuts because we're under pressure to have our schools make the API & AYP scores here in California. What blows for us is that if your school does not make them, you get taken over by the state & get lots of money given to your school to purchase computers, ipads for teachers & admins, etc. If your school does make AYP & API scores, you get a pat on the back & no money. I've given the test & looked at it. All I can say is . It's wishful thinking to believe that teachers will be trusted to teach the curriculum around here because of the level of importance placed on testing by admins & district officials.

There have been hints of cheating around here but nothing to the level of Atlanta (at least that's been disclosed).

As for good teaching, teachers no longer have the freedoms to have well-balanced & well-rounded students. For example, at my school, our focus is on reading, writing & math. All art, music & "fluff" curriculum have been cut. We are not allowed to waste time teaching science & social studies after March b/c standardized tests don't test those in the primary grades. LAME!
We have to stick to the curriculum (either HM or Open Court) and that's it. Creativity is NOT encouraged whatsoever. So sad.

[AnchorAlum]

Originally Posted by BetteDavisEyes

It all comes down to money. Admins do take these shortcuts because we're under pressure to have our schools make the API & AYP scores here in California. What blows for us is that if your school does not make them, you get taken over by the state & get lots of money given to your school to purchase computers, ipads for teachers & admins, etc. If your school does make AYP & API scores, you get a pat on the back & no money. I've given the test & looked at it. All I can say is . It's wishful thinking to believe that teachers will be trusted to teach the curriculum around here because of the level of importance placed on testing by admins & district officials.

There have been hints of cheating around here but nothing to the level of Atlanta (at least that's been disclosed).

As for good teaching, teachers no longer have the freedoms to have well-balanced & well-rounded students. For example, at my school, our focus is on reading, writing & math. All art, music & "fluff" curriculum have been cut. We are not allowed to waste time teaching science & social studies after March b/c standardized tests don't test those in the primary grades. LAME!
We have to stick to the curriculum (either HM or Open Court) and that's it. Creativity is NOT encouraged whatsoever. So sad.

Social Studies will by necessity make a comeback in Cali. There is no other way to incorporate learning about all the important historical figures who were gay, which is a mandate just recently passed by the Cali legislature.

NOT a slam, anyone. But that's a fact.

[carnation]

There is unreal pressure on teachers in this state to produce great test scores. Even if your subject isn't being tested, you are pressured: from some school districts (Atlanta, I guess), there's obviously the push to get those scores, whatever it takes. From others, there's the pressure not to screw up the administration of the test. If a kid throws up on a test, there are actually instructions for how you gather up the messed up test (lest you give the puked on test to someone who hasn't seen one yet?) This is an "irregularity" and it can invalidate your whole class's results because now the rest of the class is supposed to be so grossed out that they can't possibly finish testing that day.

Other "irregularities" that got recorded at the last school I taught at: a bunch of ambulances screamed past the school, the dump truck came by and loudly picked up the trash outside one room, a girl got a fit of the giggles, one class was accidentally let out down the hall early, and someone used the copier in a room next to a testing class. It used to be that students wouldn't even notice something like that but the state is so tense about scores that there's a long list of potential irregularities that teachers have to read and watch out for. They have to watch a film about how not to have irregularities and are warned numerous times that their jobs might be on the line if they screw up, even if it's inadvertent.

The teachers were always basket cases by the end of the week.