How you measure a school's progress matters. A lot. Just ask Beth Madison, principal of a school that is thriving by common-sense measures and failing by official measures.
George Middle School has made robust gains over the past decade. Over 80 percent of George students receive free or reduced price lunch, and a full 23 percent are special education students. Yet students' test scores are at or above state averages in most subjects.
Still, the school has not made Adequate Yearly Progress seven years running. Why? Because year after year, Madison tells us, it has been a hair's breadth away from meeting its targets for one particular subgroup of students in one particular area, like attendance. Madison is bracing herself for the impact of the H1N1 flu, which could hurt her attendance numbers for yet another year. You can't win.
What does Madison want? In short, some flexibility. She feels her school should be judged for its students' academic growth over time rather than against absolute performance targets. The school has made steady strides despite big demographic shifts that have increased its share of low-income students. But it still falls short of state goals.
Madison is no whiner. She praises No Child Left Behind for pushing schools to do much more for vulnerable children. She believes the extra money she has received for missing performance targets has helped the school improve. But she still feels No Child Left Behind is a "messed up" law.
She can thank her lucky stars that the Portland school district will not throw George Middle School on a Procrustean bed of reform. District leaders will not hobble her by imposing one-size-fits-all reform strategies. (Madison has particularly harsh words for strategies that require struggling schools to fire most teachers. She calls them a “train wreck.”)
The district listens when she describes her school’s success, Madison told us. And the district offers support tailored to her school’s specific needs.
George Middle School is not in thrall to the official version of success. That's good news for teachers and students alike.
Listen to Madison's interview on the Public School Insights podcast (~26 minutes).
Or read an edited transcript:
Public School Insights: George Middle School has made tremendous strides since the early 2000s. But you've missed Adequate Yearly Progress seven times. Could you tell me a little bit about how you see the school’s progress in the light of the AYP issue?
Madison: AYP in Oregon is not a growth-based model. It is a model with many subcategories within English language arts and math in which [the state] judges students' ability based on a RIT score [which is essentially] a simple score of grade level. [AYP also includes student attendance measures, again divided into subcategories].
So regardless of the fact that the kids who come in at very low levels of previous performance may make years and years of growth gains in one year — or at least their testing shows they do — that may not be enough to meet the magic number.
If Oregon used a growth-based model, then I think that we would not have had any trouble making AYP the last three years. But we have a very large population of special education students -- about 23 percent. Many of these kids come in [to sixth grade] with their learning achievement level between Kindergarten and second grade. We have one of the ...