By Nicholas Garcia, Chalkbeat
Reviews of Colorado’s federally required education plan are beginning to trickle in from national observers. And they’re mixed.
What’s there to love, according to national education think-tanks? Colorado is taking seriously new requirements to include more information about how students are succeeding in school.
What’s there to gripe about? The state’s plan is not very detailed and lacks strong goals for student achievement, which critics say raises questions about how it plans to improve schools.
Colorado was one of the first states earlier this year to submit its plan to comply with updated federal education law — the Every Student Succeeds Act — to the U.S. Department of Education. The State Board of Education and state education department officials spent more than a year developing the plan with scores of teachers, advocates, parents and business leaders.
While state officials wait for an official response from Education Secretary Betsy DeVos — who must approve the plan to keep federal dollars flowing to the state’s schools — there’s no shortage of commentary from the education reform class.
Here’s what you need to know about three reports released this summer on Colorado’s education plan:
The Collaborative for Student Success has the most detailed look at the state’s plan — and is the most critical.
While this organization, which worked with Bellwether Education Partners, praised Colorado for its commitment to rigorous academic standards and data reporting, it raised several red flags that are consistent with some early criticism that the federal education department has shared with other states.
Chiefly: Colorado’s long-term academic goals are based on a confusing percentile system and make no sense.
Instead of setting a goal to increase the number of students reaching proficiency on state exams, the state wants to increase its average test scores during the next six years.
While that sounds simple enough, the goals are muddled because the state has set the same goal for different student populations. Students with disabilities who historically earn the lowest test scores are expected to raise their achievement to meet the state average. Meanwhile, Asian students who historically outperform the state would need to lose ground in order for the state to meet its goals.
The goals, the organization says, are “difficult for parents, educators and the public to understand, (do) not set strong expectations for all schools and all groups of students to improve, and may not be ambitious” enough.
The group also raised serious concerns about the state’s lack of detail in several areas, including how the state would weigh different factors that determine school quality.
Throughout the development of the plan, Colorado officials repeatedly said that they intended to provide limited responses to the federal education department’s questionnaire, which guided the plan’s development.
That’s because they believed the new education law’s intent was to provide states with greater flexibility and less federal oversight. Therefore, Colorado officials reasoned, the federal education department didn’t need an excessive level of detail.
What’s more, the federal law does give states the opportunity to continually update and amend their plans. That’s something Colorado plans to do as it receives guidance from the federal government and the state legislature.
Colorado’s plan continues to garner praise from the center-right Fordham Institute.
The folks at the Fordham Institute can’t say enough good things about Colorado’s plan. The Washington D.C.-based nonprofit came out early with an editorial praising the plan’s development. Now they are giving Colorado strong marks across the board.
Fordham graded state plans in three areas regarding school quality ratings: were they clear, focused on all students and fair to schools that serve mostly poor students?
What really gets Fordham revved up is Colorado’s switch to a normative approach of rating schools. Most states rate schools based on how many students meet or exceed a certain proficiency standard on annual English and math tests. Colorado rates schools based on a school’s average score on those tests. The closer the school is to the overall state average, the better the quality score.
Fordham and state officials believe this move requires schools to focus on the performance of all students, not just those who are near the proficiency line. Critics argue that the measure can be misleading.
Colorado is one of eight states to include a variety of “promising practices.” But it’s not the leading the pack.
A third group, Results for America, took a slightly different approach in critiquing the first batch of state plans. Working with the Council of Chief State School Officers, Results for America identified 13 strategies states could use in their plans as ways to improve student learning.
Strategies include giving federal tax dollars only to schools that are using proven reform methods and creating a state system to support school turnaround efforts.
Colorado’s plan included four of the 13 strategies. Meanwhile, New Mexico is using nine and Tennessee is using seven.
Colorado’s plan was recognized for requiring schools to create annual improvement plans that are based on proven techniques and consolidating multiple grant applications for school improvement work into one.
Chalkbeat is a nonprofit news site covering educational change in public schools.