Suit: Eval law requires student data

First salvo in LAUSD suit over Stull Act
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Two briefs filed this week in Los Angeles County Superior Court argue that Los Angeles Unified is violating a state law requiring that student progress, including results of standardized test scores, be included in teacher evaluations.

“By failing to assess teachers and administrators based on the progress of pupils and including that assessment as part of the annual evaluation, the LAUSD annually fails its statutory obligations to hundreds of thousands of children, their parents and guardians, taxpayers and the community it is responsible to serve,” states a brief bought by lawyers hired on behalf of seven unnamed parents of LAUSD students.

The suit, filed last year by the Sacramento-based nonprofit EdVoice against LAUSD Supt. John Deasy and school board members, and due to go to trial in June, comes amid debate in the Legislature whether to rewrite and strengthen the state’s 40-year-old teacher and principal evaluation law. Meanwhile, Deasy and United Teachers Los Angeles are battling over using value-added student test scores in evaluations that the district has been collecting for several years. The district is in the midst of a pilot project using test scores, though they don’t count toward actual evaluations.

The thrust of the EdVoice suit is that the current law, known as the Stull Act, though not perfect, is stronger than legislators and educators think; it’s just been ignored – and neutered – by contracts that LAUSD and most districts have agreed to with their teachers unions.

“Indeed, UTLA’s manifesto on the Stull Act states that its position is that ‘standardized test scores should play no part in high stakes decisions such as dismissal,’” the plaintiffs’ brief states. The district’s response is not due until May 1.

The Stull Act specifically requires that evaluations factor in “the progress of pupils” toward the standards of expected achievement at each grade level in each subject area that districts establish. In the late ’90s, when he was speaker of the state Assembly, Los Angeles Mayor Antonio Villaraigosa sponsored an amendment to the Stull Act to reflect the adoption of state K-12 standards and California Standardized Tests. It said that teacher evaluations should take into consideration, among other factors, “progress of pupils toward state adopted academic content standards as measured by state adopted criterion referenced tests” – the CSTs.

In a friend-of-the-court brief filed this week on his behalf, Villaraigosa’s lawyers state, “Possibly the most acute omission in LAUSD’s teacher evaluations policies is the absence of student achievement data. Of the 27 indicators of teacher performance in the LAUSD evaluation, not one asks whether students are making gains toward standards.”

Villaraigosa runs the mayor’s partnership schools within LAUSD and says he wants to improve teacher evaluations, but his schools are bound by the UTLA contract. Two years ago, 99.3 percent of LAUSD teachers got satisfactory evaluations, with all 27 indicators checked off on 79 percent of the evaluations, indicating no need for improvement.

Complying with the Stull Act is a state mandate, yet the EdVoice suit notes that LAUSD has not filed for compensation for teacher and principal evaluations for five years ­– an indication that the district’s records are sloppy, that the evaluations are perfunctory, or perhaps that they’re not being done for many tenured teachers.

The suit seeks to require that the district be required to incorporate measures of student progress, including, in applicable subjects, standardized test scores, and that the new evaluations be given to all teachers. For those teachers rated unsatisfactory, the suit asks that they be given specific recommendations for improvement.

One problem with the Stull Act is that it’s binary: teachers are either rated satisfactory or unsatisfactory. An effective system would include several ratings, so that it becomes a development tool for good teachers to get better. That’s the ultimate goal, said EdVoice President and CEO Bill Lucia.

Lucia said the suit isn’t intended to dictate how much standardized tests or other quantitative measures – local assessments, portfolios of student work, papers – should count toward an evaluation. That’s for local districts to determine, he said, among multiple measures.

But districts, until now, he said, have been “egregiously out of compliance.”

Lawyers for EdVoice quote several times from a deposition of Deasy that would appear to strengthen their case. “We do not currently construct evaluation of teachers by using how students do over time in terms of academic outcomes,” Deasy said at one point.

“It’s not used,” Deasy replied, when asked about using student academic outcomes in the teachers’ year-end performance evaluation.

At this point, the district and EdVoice are not in out-of-court settlement talks, and the district has been contesting plaintiffs’ request for documents needed in the case, Lucia said.

11 Comments

  1. Hi John. Can you post a link to UTLA’s Stull Act, um, ‘manifesto’? Also, I seem to remember an assembly (?) bill that was intended to replace the Stull Act starting next year. Do you know where that went?

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  2. Question: if Villaraigosa is so keen on demanding greater “accountability” from the teachers at “his” schools and the only tool he has is the Stull Evaluation, are teachers at “his” schools receiving the same level of “no need to improve” as the teachers in the rest of the District? He has been running those schools for a couple years now and I wonder if he has been “putting his money where his mouth is.”
     
    [Since it is presumed that educational achievement is the goal at "his" schools, let's just pick one: Santee Educational Complex. For 2011, about 15% of its students were "proficient and above" in ELA and in the single digits in math. Its 2011 API is 565, up from 552 in 2010, 451 in 2009, 414 in 2008, 429 in 2007, etc. Not bad, but still far from the mythical 800 demanded by the SBoEd. Is this lack of educational achievement due to the teachers being ineffective or to poverty (in 2011, 87% of students are defined as socioeconomically disadvantaged) or to the very high number of them being English learners (76% in 2011)? Would a tougher Stull make a difference? I hear that it is not easy to teach there, and I suspect that including the CSTs in the evaluation process would cause the faculty retention rate to plummet. But, hey, we want accountability, no?]

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  3. Thank you Manuel. I actually found that this morning when Johns story first posted  but could not find the wording he referred to and thought he must have been referring to something else. John, was there something different? Thx

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  4. A Google Search for the wording brought the top 3 hits  for – UTLA “standardized test scores should play no part in high stakes decisions such as dismissal”
    Per request above, actual wording is… “Therefore, standardized test scores should play no part in high stakes decisions such as dismissal or entry into PAR.”

    [PDF]
    Policy Statement Supporting Better Teaching and Learning:

    www.utla.net/system/files/te_dp.pdf
    File Format: PDF/Adobe Acrobat – Quick View
    Nov 17, 2010 – system, but we also need to take care to ensure that we do not replace it throughout their careers (such as enriched teacher preparation and induction for beginning standardized test scores should play no part in high stakes decisions such as dismissal or entry into UTLA/AALA/LAUSD oversight body.

    [PDF]
    Teachers’ Plan for Teacher Effectiveness

    www.utla.net/system/files/te_dp_full.pdf
    File Format: PDF/Adobe Acrobat – Quick View
    UTLA. 1. Definitions of Terms. AALA – Associated Administrators of Los Angeles. The union assume non-administrative leadership positions such as coaches and can only be dismissed for cause (e.g., incompetence, …. standardized test scores should play no part in high stakes decisions leading to dismissal or

    [PDF]
    A Working Draft Teacher Evaluation and Development Based on

    www.utla.net/system/files/te_d.pdf
    File Format: PDF/Adobe Acrobat – Quick View
    Based on UTLA’s Ten Principles An Improved Teacher Effectiveness System must: 1. Standardized test scores play no part in high stakes decisions.

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  5. “Take into consideration” is not necessarily at all the same as “has a determining factor” or “uses ‘value-add’ analysis.”
     
    I can’t imagine any principal going in to evaluate a teacher without flipping through the CST results, just for grins if nothing else. Just to give herself a sense of what she might be looking for, and at.
     
    I regularly look at the results for my daughter’s elementary school. I have been in the classrooms of all the teachers and I have walked away impressed many times. But the data is incredibly noisy. Looking at the % proficient, I see for one teacher a range in math scores of 35% proficient last year and 72% proficient this year. This is an experienced teacher and very skilled and capable – there’s no way that her performance varied by a margin that large. Last year, her class had the lowest scores; this year, her class had the best scores. What the heck kind of number-only hire/fire conclusion can you draw from data like that?

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  6. “. Looking at the % proficient, I see for one teacher a range in math scores of 35% proficient last year and 72% proficient this year.”

    You can’t assess by test scores without breaking down by incoming ability first. I taught Algebra I last year. All but a few of my students had taken algebra the year before (as was true for the other teachers). My students’ incoming CST score from their last year of taking Algebra was a full 30 points lower than one of the teachers, and 15 points lower than the other two. Without that information, what earthly good does it do to talk about how many students achieve proficiency?

    And even then, what about the difficulty of teaching a class in which over 60% of the students came in with below or far below basic scores from the year before, as opposed to a class in which 50-60% of the students took algebra the year before and scored Basic or higher?

    With those caveats, I *want* to be assessed by test scores and am wondering if I should insist on it.

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  7. Until I see an assessment process that also factors in socio-economic factors and parent involvement in the process, I (as a School Board Member) will have a hard time pushing for teachers to be held accountable to any substantive degree for student test scores.  I agree that it should be part of the mentoring and skill development discussions between a principal and teachers.  And until the State of California does an even passable job of funding education, there is no way I will support this given class sizes, shorter school years and fewer necessary classes and resources.

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  8. @Cal, I see substantial variations even within the same class. That is, I can trace one class through the school and one year the scores are way up and one year they’re way down. Then, I can trace another class through and see the same thing, but with different teachers. That is, Class A went up in 4th and down in 5th, and Class B went down in 4th and up in 5th.
     

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