TNReady = Common Core = More Failure

The Tennessee Department of Education continues its Huffman-esque tradition of making up its own facts and handing them off to the Tennessean, where clueless interns and corporate reporters copy and paste them up as news stories.  

A couple of weeks ago the big propaganda piece was posted at the Department's website with this lie as a headline: "Tennessee Students Hit Five Year High on ACT."  The Tennessean loyally followed the press release, rather than checking the ACT website (links here), which clearly showed the State was making it up.

The Times-Free Press did check the ACT website and got it right, and the Memphis Corporate Commercial Appeal plastered up Chalkbeat's story, which also printed the State's misinformation (see comment following story).

This morning the Tennessean's chief corporate education reporter from neighboring ultra-white Williamson County was pumping the State's "progress" on getting schools ready (buying PCs and networking infrastructure) to take next year's Common Core tests, which bear the new label, TNReady.

Indeed, it would be impressive if Tennessee were 90% ready for the online testing, as the state's media arm reports.  A school system is deemed ready by the state, however, if it has one station for every six students, regardless of age or condition.

The state is planning its first dry run this fall, with a system "stress test."  The real stress test will come next spring, and we will see how our smallest and most precious biological systems hold up.  Expect huge failure rates and more clamoring for accelerating the segregating charter privatization agenda.

Online Testing, and How Pearson Sent Wyoming Back to Paper

 WaPo has a story on Delaware's decision to go to online testing, so that now testing can happen all year round.  Tests four times a year rather than one, tests to get ready for tests, and tests to prepare for the practice tests:

The online format allows states to give standardized tests — once a week-long ordeal in the second half of the school year — as often as four times a year. It’s an opportunity that early adopters such as Delaware have already embraced.

“This is so thrilling and exciting for those of us who work with schools,” said Joe Willhoft, executive director of the Smarter Balanced Assessment Consortium, one of two groups developing the new tests. “Not only will we have the end-of-the-year test, but we will also have tests that teachers can use throughout the year that can help students.”

Townsend Elementary, which is located in the Appoquinimink School District, gives students additional computer-based tests each year that teachers say are more fine-tuned than the state exams. “It used to be testing week,” said Charles Sheppard, the principal at Townsend. “Now we just test.”

And then there is this from the Hechinger Report on how Pearson screwed up so badly in Wyoming that the online experiment ended after the first debacle:

By Jill Barshay
Technical problems erupted as soon as Wyoming switched to online testing in 2010. Students were unable to submit their tests after spending hours taking them. At times the questions wouldn’t load on the screen. And ultimately the scores were deemed unreliable.

“We had so many poor kids who had to take the test again,” said Gordon Knopp, technology director of Laramie County School District No. 1, the largest school district in Wyoming.

Online testing was such a debacle that voters threw the state superintendent of education out of office and the state sued Pearson, the company hired to administer the test. (The state reached a $5 million settlement with Pearson, but the outgoing governor decided not to sign it and obligate his successor to the deal.) The state went back to old-fashioned paper, which it still uses.

Wyoming decided to be a trailblazer because the state already had a solid Internet infrastructure. Some schools were streaming videos and had shifted their phone systems online. Trial runs at practice test sites went smoothly. Jim McBride, the former superintendent, said he was hopeful that online tests would soon deliver timely results that could be used to improve classroom instruction.

Instead, the network infrastructure collapsed under the weight of more than 80,000 public school students. Knopp explained that there were two cyber traffic jams. The first was that every school was routed through a single pipe to the Wyoming Department of Education. The Department of Education and Pearson had decided to control the raw test data through a single, private network.

The second jam was unique to Wyoming. The sparsely populated, rural state had set up its public Internet system to connect to the outside world through servers in Fort Collins, Colo. The Internet pathway from the Department of Education to Colorado was used by the entire state of Wyoming.

“We were at the mercy of everyone else,” said Knopp.

Wyoming teachers also complained that school schedules were upended to rotate everyone through a computer lab, which could no longer be used for actual instruction. Some cash-poor schools had outdated equipment that didn’t work.

Knopp predicts problems for every state and district across the nation. “If it’s not the network, then it’s something else,” he said.

Kansas, for example, doesn’t have the resources to manage its school computers remotely. To prevent students from, say, searching for the answer on Google during a test, all the computers would need to be manually “locked out” one by one and used exclusively for testing.

Knopp says that to overcome online bottlenecks, education bureaucrats will have to operate a decentralized computer network like those of Google, Amazon and Netflix.  “They don’t make you go to a single testing center,” said Kopp.

Online companies reroute customers to servers where there is less traffic.