Master teacher suing New York state over ‘ineffective’ rating is going to court
Former New York state education commissioner John King, who is being sued by a N.Y. teacher over the state’s educator evaluation system. (Mike Groll/AP)
A veteran teacher suing New York state education officials over the controversial method they used to evaluate her as “ineffective” is expected to go to New York Supreme Court in Albany this week for oral arguments in a case that could affect all public school teachers in the state and even beyond.
Sheri G. Lederman, a fourth-grade teacher in New York’s Great Neck public school district, is “highly regarded as an educator,” according to her district superintendent, Thomas Dolan, and has a “flawless record”. The standardized math and English Language Arts test scores of her students are consistently higher than the state average.
Yet her 2013-2014 evaluation, based in part on student standardized test scores, rated her as “ineffective.” How can a teacher known for excellence be rated “ineffective”? It happens — and not just in New York.
The evaluation method, known as value-added measurement (or modeling), purports to be able to predict through a complicated computer model how students with similar characteristics are supposed to perform on the exams — and how much growth they are supposed to show over time — and then rate teachers on how well their students measure up to the theoretical students. New York is just one of the many states where VAM is one of the chief components used to evaluate teachers.
Testing experts have for years been warning school reformers that efforts to evaluate teachers using VAM are not reliable or valid, but school reformers, including Education Secretary Arne Duncan and New York Gov. Andrew Cuomo, both Democrats, have embraced the method as a “data-driven” evaluation solution championed by some economists.
Lederman’s suit against state education officials — including John King, the former state education commissioner, who now is a top adviser to Duncan at the Education Department — challenges the rationality of the VAM model used to evaluate her and, by extension, other teachers in the state. The lawsuit alleges that the New York State Growth Measures “actually punishes excellence in education through a statistical black box which no rational educator or fact finder could see as fair, accurate or reliable.”
It also, in many aspects, defies comprehension. High-stakes tests are given only in math and English language arts, so reformers have decided that all teachers (and, sometimes, principals) in a school should be evaluated by reading and math scores. Sometimes, school test averages are factored into all teachers’ evaluations. Sometimes, a certain group of teachers are attached to either reading or math scores; social studies teachers, for example, are more often attached to English Language Arts scores, while science teachers are attached to math scores. An art teacher in New York City explained in this post how he was evaluated on math standardized test scores and saw his evaluation rating drop from “effective” to “developing.”
A teacher in Florida — which is another state that uses VAM — discovered that his top-scoring students actually hurt his evaluation. How? In Indian River County, Fla., an English Language Arts middle school teacher named Luke Flynt told his school board that through VAM formulas, each student is assigned a “predicted” score — based on past performance by that student and other students — on the state-mandated standardized test. If the student exceeds the predicted score, the teacher is credited with “adding value.” If the student does not do as well as the predicted score, the teacher is held Master teacher suing New York state over ‘ineffective’ rating is going to court - The Washington Post:
