OSDE unveils new, stronger school report card system required by federal, state laws

OKLAHOMA CITY (Dec. 7, 2016) – Responding to new federal and state laws that set requirements for school accountability, the Oklahoma State Department of Education (OSDE) is proposing adoption of a new, stronger and more reliable A-F School Report Card system. The agency’s recommended calculation will be voted on by the State Board of Education at its Dec. 15 meeting before being submitted to the state Legislature and governor for final approval.

The report card calculation  is the result of months of collaboration between OSDE staff and a 95-member task force representing educators, parents, students, higher education, Career Tech, business and community leaders, tribal nations, lawmakers and organizations advocating for students with disabilities and English learners (ELs).

State Superintendent of Public Instruction Joy Hofmeister said the proposal fulfills mandates established by the federal Every Student Succeeds Act (ESSA), which replaced No Child Left Behind, and by House Bill 3218, which Gov. Fallin signed into state law earlier this year.

“This accountability system is the culmination of an intensive and collaborative process that benefited from a diverse array of Oklahoma education stakeholders across the state,” Hofmeister said. “The new report card calculation is valid, reliable and meaningful, and it corrects glaring shortcomings of the previous A-F system. I am grateful for the Assessment and Accountability Task Force members who have dedicated their time, expertise and perspective in helping shape what we believe will help guide school improvement and provide families and communities with important information about their schools.”

A group of assessment and accountability experts worked with the task force to draft the final report of recommendations. The team leader was Marianne Perie, Ph.D., of the University of Kansas’ Achievement & Assessment Institute. Notes and full audio of task force meetings are posted on the OSDE website at sde.ok.gov. 

The new calculation gives equal weight to student performance in English language arts (ELA) and mathematics as well as student growth in these subjects. Other indicators include English language proficiency assessment (ELPA) progress, graduation rate, postsecondary opportunities and chronic absenteeism, which is defined as missing at least 10 percent of the school year.

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The revised report card system is a significant improvement over the state’s prior incarnation.

Copious research has highlighted the link between chronic absenteeism and low academic achievement.

“The relationship between absenteeism and worse outcomes persists among students of all ages,” noted a Brookings Institution report, “Lessons for Broadening School Accountability under the Every Student Succeeds Act,” which was published in October. “As early as kindergarten, school absences lower subsequent achievement levels. Missing school lowers achievement in elementary school and middle school. Chronic absenteeism is also a valuable indicator of whether a student is on track to complete high school.” 

More than 16 percent of Oklahoma high school students were absent at least 15 school days in the 2013-2014 school year. That figure was 9.5 percent for elementary school students and nearly 12 percent for middle school students.

Elementary and middle school report card scores will be factored with a 90-point rubric as follows: 

• ELA performance – 15 pts.
• Math performance – 15 pts.
• Science performance – 5 pts.
• ELA growth – 15 pts.
• Math growth – 15 pts.
• English language proficiency assessment (ELPA) progress – 15 pts.
• Chronic absenteeism – 10 pts.

Scores will be converted to A-F letter grades:

A > 70
B 57-70.00
C 43-56.99
D 30-42.99
F < 30

While high school grading is similar to that of elementary and middle schools, greater emphasis is placed on college and career readiness. Measuring growth is problematic in the short term given that OSDE is recommending an off-the-shelf college-readiness exam for 11th grade, but the OSDE’s final report details how a growth indicator could be added within several years.

The point structure for high schools is:

• ELA performance – 15 pts.
• Math performance – 15 pts.
• Science performance – 15 pts.
• ELPA progress – 15 pts.
• Graduation rate – 10 pts.
• Chronic absenteeism – 10 pts.
• Postsecondary opportunity – 10 pts.

In addition, a high school can receive an additional point for high participation and proficiency in U.S. History.

Task force members praised the collaborative spirit that informed the accountability process.

“Under Superintendent Hofmeister's leadership, OSDE met the extraordinary challenge of redesigning our state testing and accountability system. They did this while maintaining an open-door policy for educators and community members,” said Tulsa Public Schools Superintendent Dr. Deborah Gist. “The first step is complete, and we already see significant improvements. We will make many more important decisions in the coming months and look forward to continuing our close partnership with Superintendent Hofmeister and her team to ensure that the final product works well for students, educators, and schools.”

Others echoed Gist’s sentiments.

“The accountability system is all about kids, and that’s the only thing I care about. This report card system is vital for parents, communities and schools,” said Tracy McDaniel, principal and founder of KIPP Reach College Preparatory in Oklahoma City. “The data it will provide can better inform people about how their schools are doing as well as giving educators tools to improve.”

“I believe our diverse task force developed an accountability system of indicators and calculations that capture the complexity of public education and remove bias against high-poverty schools,” said Dr. Shirley Simmons, assistant superintendent of educational services for Norman Public Schools. “Focusing on the indicators in the accountability system, rather than the summative grade, will provide educators and parents with reliable and useful information about their schools.”

“This was a terrific collaborative process that brought many voices to the table,” said Brent Bushey, executive director of the Oklahoma Public School Resource Center. “It was a truly impressive effort.”

Under the new report cards, the grade scale is designed to reserve A and F designations for the best and worst schools. Subsequently, the bulk of schools will fall into the B, C and D ranges. This change ensures that resources are focused on the lowest-performing 5 percent of schools, designated as comprehensive support schools. Schools with the lowest achievement for one or more student groups, but not in the lowest 5 percent, will be identified for targeted support.

Federal law requires schools to test at least 95 percent of their student population. Under the new report card system, a school that fails to do so with any student group will receive a “minus” beside its letter grade.

The report cards will also contain other information as required by ESSA, such as per-pupil expenditures, that will not factor into the calculation. The report cards will enable people to dive deeper into data.

Hofmeister to hold education town hall Tuesday in Tulsa

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TULSA (Nov. 10, 2016) – State Superintendent of Public Instruction Joy Hofmeister will host a town hall meeting at 6:30 p.m. Tuesday, Nov. 15, at Metropolitan Baptist Church in Tulsa to hear Oklahomans’ thoughts on how to strengthen public education and refocus on meeting the needs of individual students.

The meeting will be the fourth in a series of one-hour town halls enabling the Oklahoma State Department of Education (OSDE) to gather input as the agency creates a comprehensive state plan to bolster academic performance for all students and reduce barriers that hold many kids back. OSDE began the town hall series in Duncan and Ada, where more than 400 people attended. Future town hall stops include Enid, Yukon and Muskogee.

Deborah Gist, superintendent of Tulsa Public Schools, will introduce Hofmeister on Tuesday.

OSDE has received support from the community for the event, including promotional efforts by Tulsa Public Schools, Tulsa Regional Chamber of Commerce, surrounding school districts and local parent-teacher organizations.

What: Education Town Hall
When: 6:30 p.m., Tuesday, Nov. 15
Where:  Metropolitan Baptist Church. 1228 W. Apache St., Tulsa

For more information about the education town halls happening this fall, click here.

State Releases A-F Report Cards: Sand Springs Schools average B-

By: Scott Emigh, Editor-in-Chief

The State Board of Education released the 2016 A-F Report Cards for all public schools in Oklahoma Thursday, and the average Sand Springs Public School received an 80.87%, or a B-. 

"The report cards released today are likely to be the last using the A-F calculations that have been in effect since the 2012-2013 school year. Under the federal Every Student Succeeds Act (ESSA) and a new state law, House Bill 3218, the Oklahoma State Department of Education (OSDE) is developing a new school accountability calculation to take effect in the 2017-2018 school year," says a press release from the Department of Education. 

“Our sights are fixed on a stronger school accountability system that will be a more meaningful and accurate measure for Oklahoma schools and districts, one that will better provide contextual information that educators, families and communities need to know about our schools, their academic performance, student growth and progress especially for high-need and at-risk student groups,” State Superintendent of Public Instruction Joy Hofmeister said.

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"Also at today’s meeting, the SBE approved OSDE’s Fiscal Year 2018 budget request of $2.64 billion for common education, which includes an increase of $221 million over the FY 2017 budget. The increase maintains per-student funding to reflect Oklahoma’s student population growth, adding $56.7 million to the school funding formula and restoring funding for the Instructional Materials, Support of Public School Activities and Agency Support for Schools line items," says the release.

Angus Valley Elementary received the highest grade of 97%, with Central Ninth Grade Center being the only other school to receive an A. Charles Page High School received a C-. The Early Childhood Development Center did not receive a grade. 

Grades are based on three criteria. 50% of the grading is based on Student Performance, with Overall Student Growth and Bottom Growth accounting for 25% each. Student Achievement is based on the Oklahoma School Testing Program assessments in grades three through high school. Student Growth is based on annual student learning gains as measured by Oklahoma's standardized assessments in reading and mathematics in grades three through eight, and Algebra I and English II End of Instruction Exams. 

Angus Valley Elementary

Angus Valley, located at 412 West 55th Street, on the South side of town, received a 97%. Angus serves students from Pre-Kindergarten through Fifth Grade. On Student Achievement, the students received a B in all curriculum, including Reading, Mathematics, Science, and Social Studies. In overall growth they received an A in both Reading and Mathematics. The bottom quarter of students received an 86% on growth. The school maintained an attendance rate greater than 95% for an additional 10 points. The strongest subject for the school was Social Studies with 88% and the weakest subject was Science with 81%. 

Northwoods Fine Arts Academy and Garfield STEAM Academy

Northwoods, located at 1691 Old North Road, in Northeast Sand Springs, and Garfield, located at 701 North Roosevelt Avenue, just north of downtown, were graded together and received a 71%. Northwoods serves students from Kindergarten through Second Grade, and Garfield serves students from Third through Fifth Grades. This will change in the next school year as both schools separate and adopt a K-5 format. On Student Achievement, the students received a C in Reading, a D in Mathematics, and Fs in Science and Social Studies. In overall growth they received a C in Reading and a D in Mathematics. The bottom quarter of students received a 46% on growth. The schools maintained a 95% attendance rate for an additional 10 points. The strongest subject for the schools was Reading with 73% and the weakest subject was Science with 42%. 

Limestone Elementary

Limestone, located at 4201 South Walnut Creek Drive, in South Sand Springs, received an 85%. Limestone serves students from Pre-Kindergarten through Fifth Grade. On Student Achievement, the students received a B in Reading, Cs in Mathematics, and Social Studies, and a D in Science. Overall Student Growth received an A in Reading and a C in Mathematics. The bottom quarter of students received a 58% on growth. The school maintained an attendance rate greater than 95% for an additional 10 points. The strongest subject for the school was Reading with 86% and the weakest subject was Science with 63%.

Pratt Elementary

Pratt, located at 305 West 35th Street, in South Sand Springs, received an 84%. Pratt serves students from Kindergarten through Fifth Grade. On Student Achievement, the students received Bs in Reading and Mathematics, a D in Social Studies, and an F in Science. Overall Student Growth received Bs in both Reading and Mathematics. The bottom quarter of students received a 55% on growth. The school maintained an attendance rate of greater than 95% for an additional 10 points. The strongest subject for the school was Reading at 84% and the weakest subject was Science with 55%.

Clyde Boyde Middle School

Clyde Boyd, located at 305 West 35th Street in South Sand Springs, received a 74%. The school serves students from Sixth through Eighth Grade. On Student Achievement, the students received Cs in Reading and Mathematics, and Fs in Science and Social Studies. Overall Student Growth received Cs in both Reading and Mathematics. The bottom quarter of students received a 50% on growth. The school received 10 bonus points for a 94% attendance rate, a sub-5% dropout rate, and an advanced coursework participation rate greater than 95%. The strongest subject for the school was a tie between Reading and Mathematics at 72%, while the weakest subject was Social Studies at 48%.

Central Ninth Grade Center

CNGC, located at 14 West 4th Street in downtown, received a 94%. On Student Achievement, the students received a B in Mathematics, and did not receive grades on the other subjects due to an insufficient number of students' scores. Overall Student Growth received an A in Mathematics, while the bottom quarter of students received an 80% on growth. The school received 10 bonus points for a 94% attendance rate, a sub-5% dropout rate, and an advanced coursework participation rate greater than 95%. 

Charles Page High School

CPHS, located at 500 North Adams Road, received a 71%. On Student Achievement, the students received a C in English, Ds in Mathematics and U.S. History, and an F in Biology I. Overall Student Growth received a B in English II and an F in Algebra I. The bottom quarter of students received a 60% on growth. The school recorded an 87% for graduation rate, a 65% on EOI performance, a 52% on College Entrance Exams, and a 64% on College Entrance Exam participation. They received 3 bonus points for advanced coursework participation and performance greater than 95% and year-to-year growth. 

Governor Mary Fallin Launches Oklahoma Connect and Learn Initiative

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OKLAHOMA CITY – Governor Mary Fallin launched the Oklahoma Connect and Learn Initiative Monday, a coordinated effort to bring high-speed broadband and digital learning opportunities to schools across the state. As part of the initiative, Oklahoma is partnering with interested school districts and telecommunications service providers to increase the number of schools with fiber optic connections, improve the capacity and affordability of those connections and ensure Oklahoma classrooms have Wi-Fi access to better facilitate digital learning. 

“I am proud to establish the Oklahoma Connect and Learn Initiative,” said Fallin. “The initiative is a voluntary program that works with schools to use existing funding efficiently and effectively to maximize opportunities to provide high-speed broadband and Wi-Fi access to students across Oklahoma.

“This technology also creates digital learning opportunities so that every student may have a personalized learning plan that may include upper level math and science classes and concurrent enrollment courses.”

The Oklahoma Connect and Learn Initiative state team includes the governor’s office,  Oklahoma State Department of Education, Oklahoma Corporation Commission (OCC), Oklahoma Office of Management and Enterprise Services and a local school superintendent.

The National Governors Association Center for Best Practices and EducationSuperHighway, the nation’s leading non-profit focused on upgrading Internet access in every public school classroom in America, are providing technical assistance to the state.

“At EducationSuperHighway, we have one mission: get more students online at speeds that can support digital learning,” said Evan Marwell, founder and CEO of EducationSuperHighway. “In our modern educational environment that is imperative to ensuring students can truly access the tools and resources they need to learn and grow. No student should ever miss out on an educational opportunity because of where they go to school. That’s not fair to them, and it’s not how we will build the strong and vibrant economy we need in the years ahead.

“We are thrilled to partner with the governor in this visionary effort. We are going to get high-speed broadband into more Oklahoma schools, and it’s going to make this great state even stronger. We congratulate Governor Fallin for her leadership and can’t wait to get started.”

State Superintendent of Public Instruction Joy Hofmeister said she is thrilled for the Education Department to play a role in an initiative as critical to student success as the Oklahoma Connect and Learn Initiative.

“Now is the time to invest in our children’s future by providing them with the tools they need to succeed in a 21st-century education,” said Hofmeister. “It is our shared goal that all Oklahoma schoolchildren become actively engaged in a connected, digital world while preparing for college and career. This initiative is an important step forward in reaching that goal.”

Oklahoma Corporation Commissioner Dana Murphy said this initiative will be a boon to Oklahoma students.

“Access to the digital superhighway is no longer a luxury. It’s a necessity,” said Murphy. “The OCC is proud to do its part to make it a reality for Oklahoma’s students.”

Oklahoma shows increase in ACT participation, ranks 29th in national scoring

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OKLAHOMA CITY (Aug. 24, 2016) – More of Oklahoma’s graduating seniors took the ACT college entrance exam than in the previous five years, according to information released today by ACT.

According to ACT, 2,010 more Oklahoma graduating seniors took the test, a 6.5-percent increase over the prior year’s cohort. State participation has been climbing, with 12 percent more students taking the exam since 2012.

Nationally, 64 percent of graduating seniors take the ACT, compared to 82 percent in Oklahoma.

State Superintendent of Public Instruction Joy Hofmeister said when more Oklahoma students are taking the ACT, colleges are receiving more information about those students, opening the door to recruitment and scholarship opportunities for Oklahomans.

“Clearly, more of our students are exploring the possibility of extending their education beyond high school,” Hofmeister said. ”More students having access to college-entrance exams means new on-ramps to post-secondary education. This is an important and positive trend, since an estimated 62 percent of Oklahoma jobs will require a post-secondary education by 2020.”

Meanwhile, the number of Oklahoma juniors taking the ACT in 2016 skyrocketed by at least 58 percent over 2015. Last spring, the Oklahoma State Department of Education (OSDE) offered an ACT pilot program that enabled all public high school juniors in the state to take the exam at no cost to districts or students. Nearly every eligible high school participated, with 457 of 459 taking advantage of the voluntary program. In all, 35,477 juniors took the ACT as part of the initiative, compared to 22,500 the year before. The performance of Oklahoma’s juniors will be reflected in next year’s ACT score report of graduating seniors.

“Higher participation gives us a better picture of how we are doing at preparing our young people for college and career,” Hofmeister said. “The ACT, like any test, is a tool to show us areas of strength and weakness. We then act on that valuable information.”

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The state’s average composite score went from 20.7 to 20.4, while the national average composite score dropped from 21.0 to 20.8. Data shows that state composite scores are in line with changes in scores across the nation, dropping 0.3 points and 0.2 points, respectively. Oklahoma ranks 29th overall in average composite scores nationally.

The fastest growing racial/ethnic group testing with the ACT over the last five years in Oklahoma is Hispanic/Latino. This group has increased by 45.2 percent. The percentage of Native Americans in Oklahoma taking the test has declined in the same time period by 9.2 percent. However, Native Americans in Oklahoma are performing better than those in the nation. Oklahoma’s Native Americans averaged a score of 19.1, while the national average for the group was 17.1.

Oklahoma’s performance in reading matches that of the nation, both with an average score of 21.3. Meanwhile, the state still lags in math with a score of 19.5 versus a national score of 20.6.

Levi Patrick, OSDE director of secondary mathematics, said the recent instability of academic standards is one reason Oklahoma’s math scores are below average.

“With the flurry of academic standards within the past five years, our seniors have experienced a constant fluctuation in what they’ve been expected to learn. Mix in a culture of over-testing, and it has been hard to maintain a focus on content,” Patrick said. “We feel good about the future because with our new Oklahoma Academic Standards, we have identified and corrected weaknesses from previous standards. In addition to being more rigorous, the new standards have closed instructional gaps and incorporated meaningful progression across grades. We will begin to see a real difference in deep and conceptual understanding over the next few years as the transition between middle school and high school mathematics becomes much more seamless.”