Comments on proposed accountability and assistance regulations

To the Honorable members of the Massachusetts Board of Education:

Here follow my comments regarding the new accountability and assistance regulations.

For all of the joint billing, this continues to be a great deal of purported "accountability" wihtout a great deal of "assistance." The only assistance offered, it seems, is a state takeover of local districts or schools.

I am encouraged, on page 6, by a comprehensive list of "multiple data elements" for district indicators. Goverance, curriculum, human resources, student support, and finances--finally, these crucial elements are getting equal billing with the hitherto unequaled MCAS.

Unfortunately, in the pages that follow, referencing both Level 4 and 5 schools, this is not true. When it comes to weighing and comparing districts, the only measure by which one can be found wanting, and be labelled Level 4 or 5, is the MCAS. Mismanagement of fiscal or human resources, lakc of student support, poor curriculum, and lack of appropriate governance do not coutn for nearly as much as scores on a test that tracks with rates of poverty, rates of parental education, and race.

Has no one wondered why it is that all Level 4 schools in the state are urban schools?

The amount of cynicism inherent in this measure is clear in the placement of districts in Level 5 status, as described on page 15. It is the lowest performing 10% of districts that will be deemed Level 5, provided that they are not single school districts and provided that no more than 2.5% of districts are already designated Level 5.

There simply is always going to be a bottom 10% of schools or districts. As one cohort of 10% moves up, the next lowest 10% takes its place. This is elementary mathematics. To put this forward as a fair measure is nonsensical. At what point will being in the lowest 10% be satisfactory?

The 2.5% cutoff makes it clear that this is entirely arbitrary. It maxes the system out--presumably due to workload at the state level? Or funds?

I don't know how many districts in the Commonwealth are multi-school districts, but it is presumably 2.5% of that number that is the state determined number of Level 5 schools.

If indeed the list of attributes on page 6 are what make up a good school, then it is that whole list--not a single item on it--that should determine how well schools and districts are doing. The use of "multiple data elements" in determining success--something which still eludes Massachusetts in student assessment--is the only kind of measure that will give meaningful results.

Respectfully yours,

Tracy O'Connell Novick
Member, Worcester School Committee