A Texas Takeover
You may have heard that the state of Texas is taking over responsibility for teaching and learning in the Houston Independent School District (HISD) due, in part, to poor academic performance. While some argue that this takeover is political, we can all agree that every child deserves a quality education. According to www.houstontx.gov “Houston-area independent school districts operate with the basic premise that every child can and should learn.” So why aren’t all children learning?
Many factors can influence test results for individual students, but systemic failure can’t be blamed on the kids. Looking ahead, Texas might want to review what is being taught in HISD schools, what is being assessed at the state level, and effectively mesh the two into a comprehensive plan: one that designs and delivers a high-quality, standards-aligned learning experience to all of its students. But where do you start?
The Need for Quality Materials and Training
Ironically, the same week that Texas announced this takeover, EdReports shared its findings of a serious void in standards-aligned teaching materials in schools, as well as a lack of teacher training to effectively implement quality programs. Could there be a connection here? While these findings are not specific to Houston, all stakeholders responsible for improving education can learn from this report.
https://cdn.edreports.org/media/2023/03/EdRpeports_Data_Snapshot_Science_Materials_031323.pdf
Quality Input + Quality Process = Quality Outcomes
EdReports reviewed 80% of core science curricular materials used in grades 6–8 and discovered that only one program met alignment expectations. For K–5, EdReports reviewed 46% of materials used. None of the K-5 programs met expectations. (Note the use of the term “materials” and “programs” which will be discussed in more detail.) While this one report focuses specifically on science, student performance can certainly be affected if instructional materials are not aligned to standards and state assessments.
Let’s set aside the focus on student learning for a minute. Can we all agree that data-driven outcomes, of any kind, are only as successful as the data we enter and the efficacy of the process by which those data are input? If so, then can we also agree that if students aren’t receiving rigorous, standards-aligned instruction (input), and teachers aren’t being trained to identify and implement standards-aligned programs and materials (process), then success in state assessments (outcomes) is difficult to achieve?
When surveyed by EdReports, a total of 96% of teachers responded that standards-aligned instructional materials were either “extremely important” or “somewhat important.” EdReports sums up the need by writing, “When it comes to available programs, there are very few that meet EdReports criteria for alignment and usability. The vast majority of teachers do not have access to the resources they need and deserve.”
Materials and Programs Do Not Replace a Curriculum
In an earlier blog post titled, “What is the Purpose of a Curriculum?” I wrote about how this term is often misused as an interchangeable one with “programs” or “materials.” By conflating “programs” or “materials” with “curriculum,” schools risk falling prey to marketing scams that waste thousands of dollars on products they are told will fill a curriculum void. But do these products really do what they promise?
Many years ago a team of remarkable teachers and I spent four years working with a colleague who was a curriculum expert with the Department of Education. We designed, implemented and continually revised our own standards-aligned curriculum. She was an outstanding mentor and taught us how programs and materials support a curriculum; they don’t replace it. One of her goals was to make us good consumers of instructional products, believing that most pre-packaged kits and mass-marketed programs were expensive and unnecessary. She not only took the time to have us understand the content within the academic standards, but offered us quality training that gave our team the confidence to teach to the standards.
Teacher Education and Training are Critical
At the time, I had accepted a position as the Coordinator of Curriculum and Instruction for a local charter school in Philadelphia, only to discover that there actually was no curriculum to coordinate. I also learned that while the PA Department of Education requires schools to have a curriculum aligned to state standards, the curriculum design process is left up to each school district or charter school. There is no state-mandated curriculum. While I understand the politics behind this, I’m not sure I agree with this policy. Curriculum design requires an exceptional team of educators willing to take the time to write, research instructional materials, analyze assessment data, and then revise the curriculum each year based on student outcomes. While it is an extremely effective process, it is one that requires time, talent and resources.
For our team, the focus was always on the whole school as a K-8 system. Teachers planned together and concepts were built upon each year. Essential questions were crafted and quality learning experiences designed that engaged students and encapsulated the content outlined in the Pennsylvania Academic Standards – the same standards on which students would then be assessed. Teacher training was targeted and specific to curriculum goals. The teachers became content experts able to dissect standards and decipher quality materials from which to teach the overall curriculum. Our students excelled and the school and staff won numerous awards for achievement.
Assessing Schools – Not Students
Another topic mentioned in a prior blog post is the PSSA – the state assessment in Pennsylvania, which will be administered again this spring. As a reminder, the acronym stands for the Pennsylvania System of School Assessment. Contrary to what some may believe, this test is not an assessment of a student’s ability to learn, but rather an evaluation of a school’s efficacy to teach academic standards. In Pennsylvania it is the responsibility of each school and district to ensure that all public school and public charter school students are receiving standards-aligned instruction and achieving in a standards-aligned learning environment.
Fixing the Problem
Why is this important for Texas and for everyone who wants a quality education for children? In their findings, EdReports tells us why and reminds us who is responsible for getting it done. “It is vital for all stakeholders to have a better understanding of the materials market, including what’s available, what’s in use, and how states and districts can support educators to use high-quality curriculum that makes a difference in classroom practice and the instruction students receive.” To this end, EdReports reminds districts and leadership of their role, “The first step is to understand the additional lift placed on teachers when there is not a core curriculum in place.”
The Houston Independent School District supports 13,000 teachers and educates about 200,000 students. The State of Texas and Governor Abbott will now be responsible for HISD’s success. They are equally accountable for future failure. Most state takeovers don’t succeed. The students, the teachers, the families and taxpayers of Texas need to have confidence that this takeover isn’t just politics as usual. My advice to Governor Abbott? Take a good, hard look at what and how you teach. Every child can learn.
Yes, Houston, you do have a problem. Fortunately, this one is fixable.