San Antonio Express-News
Cynicism is the predominant reaction to the news that Texas schools cheat on high stakes tests.
An analysis of student answer sheets from the spring 2005 Texas Assessment of Knowledge and Skills found evidence of "irregularities" (commonly known as "cheating") in 702 of the state's public school classrooms.
Not that anybody cares.
The months-long analysis was conducted by Caveon, a first-class, Utah-based firm that specializes in test security.
Not that anyone is impressed.
The expert analysts found testing irregularities in 609 of the state's 7,112 public schools.
Not that this caused any concern in Austin.
The yawning response to the findings was pretty well summed up by the low-key headline on the Associated Press report of the Caveon analysis buried on Page 5B of last Wednesday's Express-News: "Unusual results on TAKS raise suspicions; State officials dispute that the findings are evidence of cheating."
In an official "Response to the Caveon Report" released by the Texas Education Agency last week, the state's highest education muck-a-mucks advised:
"Caution is warranted about how much action should be considered based on this single report."
Translation for readers who aren't familiar with the education establishment's eternal, see-no-evil response to reports of standardized-test cheating:
"We will read it, file it and hope everybody soon forgets it."
Get used to it, ladies and gents. Cheating will forever be tolerated in Texas public schools. And any official response will be accompanied by winks and nods that cheaters will easily understand as permission to continue their "irregular" ways.
(If you're curious about what falls under the heading of "irregular," the analysts made their judgments on the basis of (a) similar student test responses, (b) unusually high increases in scores, (c) multiple marks or erasures and (d) aberrant response patterns.)
The establishment's current wink-and-nod leader, Commissioner of Education Shirley J. Neeley, downplayed the latest cheating numbers and, quite incredibly, used the release of the Caveon report to pooh-pooh previous similar findings by a Dallas Morning News investigation.
Neeley: "Last year, one newspaper accused 400 schools of having suspicious scores and essentially placing (sic) a scarlet 'C' for cheating on the schools. Ultimately, wrongdoing was found at only a handful of those schools, but the damage to their reputation was done."
What Commissioner Neeley conveniently failed to mention: The schools with "suspicious scores" were not cleared of wrongdoing by any outside, independent and objective investigators, but by officials within the "suspicious" districts who faced negative consequences if they confirmed the cheating!
Now a year later, an outside, independent and objective study by a highly qualified test-security firm has found ... not 400 schools ... not 500 schools ... but 609 schools in which cheating likely occurred. And what is Neeley's response?
She throws an evil-newspaper red herring into the analytical mix, knowing that the more confusion she creates the quicker the Caveon report will be forgotten.
And if that isn't enough to ruin your Memorial Day weekend, lambkins, put this in your taxpayer pipe and smoke it ...
From Page 19 of the Caveon report:
"Because the tests of hypotheses in the analysis of schools and classrooms are very conservative, it is possible that testing irregularities in a few schools and classrooms have not been identified in this report."
Translation: 609 schools and 702 classrooms are MINIMUM numbers.
Caveon nailed only the classrooms where flagrant cheating occurred. Subtle cheating flew under the analytical radar.
Not that any of this matters.
I saved my favorite wink-and-nod dodge for last:
In their response to the Caveon report, Texas Education Agency officials said that if a school is identified as having statistical test "anomalies" and is also named in an "irregularity report" from some other source, the double black eye "might warrant further investigation."
Boy, that should scare the bejabbers out of the state's sneering, snickering cheats.
"A child's learning is the function more of the characteristics of his classmates than those of the teacher." James Coleman, 1972
. . .a pupil attitude factor, which appears to have a stronger relationship to achievement than do all the “school” factors together, is the extent to which an individual feels that he has some control over his own destiny. James Coleman, 1966
Sunday, May 28, 2006
More test-cheating proof found (but nobody cares)
at 10:27 PM
Peter Campbell is an educator, academic technologist, and parent. He holds a BA from Princeton University and an MA from New York University. He has been involved directly or indirectly in education for more than 25 years. He currently works for Blackboard, Inc. as a Regional Sales Manager in the Collaborate division. Before joining Blackboard, Peter served as the Lead Instructional Designer and the Director of Academic Technology at Montclair State University in New Jersey. Immediately prior to his job at Montclair, Peter served as the Product Manager for an educational start-up (Learn Technologies Interactive). In this role, he oversaw the design and development of a K-12 learning management system, e-learn.com. His passion for education was forged back in 1987. He began teaching for The Princeton Review, then moved to Tokyo and taught English at a Japanese high school for two years. He later moved to New York City, where he worked as an adjunct in the speech department at Manhattan Community College. He went on to teach writing at the U of Missouri in 1995, and it was there that his interest in educational technology was born. Views expressed here are solely those of Peter.