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Criticism mounts in advance of school list release
by Tim Pugmire, Minnesota Public Radio
August 23, 2004

Judy Schaubach, president of the statewide teachers union Education Minnesota, says she wants certainty that the state isn't misjudging schools. (MPR Photo/Tim Pugmire)

The list of schools falling short of the No Child Left Behind standards is expected to grow this year, because the evaluation includes test data from middle schools and high schools for the first time. Educators worry the list, without detailed explanation, will wrongly label schools as "failures."

St. Paul, Minn. — The Minnesota Department of Education uses test scores as its primary measure of school performance. Results from the Minnesota Comprehensive Assessments -- MCAs -- can determine whether a school ends up on the dreaded Adequate Yearly Progress list. Days before the list comes out, the state's largest education union is raising questions about the list and the reliability of the tests.

"What we want is some certainty that we aren't misjudging schools," said Judy Schaubach, president of the statewide teachers union Education Minnesota.

	Alice Seagren

Schaubach contends the MCAs aren't a reliable measure because they're based on outdated academic standards. The 2003 Legislature repealed the Profile of Learning standards and approved new learning requirements in reading and math. But the tests won't match the new standards until 2006. She says schools should not face consequences when the tests are out of whack.

"Part of the obligation that the state has is to make sure that the information that's coming out is valid and reliable, that there isn't inaccurate information that's being presented, and that schools aren't being held accountable for things that don't match what they're being asked to teach," Schaubach said.

The state would need permission from the U.S. Department of Education to hold schools harmless during the transition.

State Education Commissioner Alice Seagren doesn't plan to ask. She says Schaubach's concerns are overblown.

"I've talked extensively with the testing folks," Seagren said. "They are assuring me that it is not as misaligned that it would make a difference in test scores. These schools would still be on a list for needing improvement."

A year ago, state officials identified 144 schools that failed to meet the adequate yearly progress required under No Child Left Behind. That list was mostly elementary schools, which were evaluated on test scores and test participation. Secondary schools were judged solely on attendance and graduation rates. This is the first year test data was included for middle schools and high schools. This list could nearly double in length. Commissioner Seagren says there's no cause for panic.

"This is about improvement," Seagren said. "It's not about bashing schools. It's about making sure that if we have some red flags, that we go internally and we look at what we're doing in our schools and see what we can do to improve."

Schools make the list when they miss performance goals in any one of nine subgroups of students. The breakdown includes special education, low-income, non-English speakers, as well as the major racial and ethnic groups. Dozens of Twin Cities high schools are expected to be identified, even some traditional high-achievers.

Bloomington superintendent Gary Prest says both high schools in his suburban district made the list. He says Bloomington Jefferson is among the top overall math performers in the metro area, but one student subgroup missed its proficiency goal by less than one point.

"My concern is that we use very small set of students and a very limited set of tests to identify entire systems, schools or districts, as failing to make a particular standard that's out there for the federal law," Prest said.

Schools that receive federal Title I funding face a series of increasing sanctions if they remain on the list. Early on, schools must provide tutoring help and allow students to switch schools. If a school stays on the list for five consecutive years, federal law requires a complete overhaul. Conversion to a charter school is one option. The law sets the ultimate goal of getting all students proficient in reading and math by 2014.

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