Master teacher suing New York state over ‘ineffective’ rating is going to court

by Valerie Strauss 

A veteran teacher suing New York state education officials over the controversial method they used to evaluate her as “ineffective” is expected to go to New York Supreme Court in Albany this week for oral arguments in a case that could affect all public school teachers in the state and even beyond.
Sheri G. Lederman, a fourth-grade teacher in New York’s Great Neck public school district, is “highly regarded as an educator,” according to her district superintendent, Thomas Dolan, and has a “flawless record”. The standardized math and English Language Arts test scores of her students are consistently higher than the state average.
Yet her 2013-2014 evaluation, based in part on student standardized test scores, rated her as “ineffective.” How can a teacher known for excellence be rated “ineffective”? It happens — and not just in New York.
The evaluation method, known as value-added measurement (or modeling), purports to be able to predict through a complicated computer model how students with similar characteristics are supposed to perform on the exams — and how much growth they are supposed to show over time — and then rate teachers on how well their students measure up to the theoretical students. New York is just one of the many states where VAM is one of the chief components used to evaluate teachers.
Testing experts have for years been warning school reformers that efforts to evaluate teachers using VAM are not reliable or valid, but school reformers, including Education Secretary Arne Duncan and New York Gov. Andrew Cuomo, both Democrats, have embraced the method as a “data-driven” evaluation solution championed by some economists.
Lederman’s suit against state education officials — including John King, the former state education commissioner, who now is a top adviser to Duncan at the Education Department — challenges the rationality of the VAM model used to evaluate her and, by extension, other teachers in the state. The lawsuit alleges that the New York State Growth Measures “actually punishes excellence in education through a statistical black box which no rational educator or fact finder could see as fair, accurate or reliable.”
It also, in many aspects, defies comprehension. High-stakes tests are given only in math and English language arts, so reformers have decided that all teachers (and, sometimes, principals) in a school should be evaluated by reading and math scores. Sometimes, school test averages are factored into all teachers’ evaluations. Sometimes, a certain group of teachers are attached to either reading or math scores; social studies teachers, for example, are more often attached to English Language Arts scores, while science teachers are attached to math scores. An art teacher in New York City explained in this post how he was evaluated on math standardized test scores and saw his evaluation rating drop from “effective” to “developing.”
A teacher in Florida — which is another state that uses VAM — discovered that his top-scoring students actually hurt his evaluation. How? In Indian River County, an English Language Arts middle school teacher named Luke Flynt told his school board that through VAM formulas, each student is assigned a “predicted” score — based on past performance by that student and other students — on the state-mandated standardized test. If the student exceeds the predicted score, the teacher is credited with “adding value.” If the student does not do as well as the predicted score, the teacher is held responsible and that score counts negatively toward his/her evaluation. He said he had four students whose predicted scores were “literally impossible” because they were higher than the maximum number of points that can be earned on the exam. He said:

“One of my sixth-grade students had a predicted score of 286.34. However, the highest a sixth-grade student can earn earn is 283. The student did earn a 283, incidentally. Despite the fact that she earned a perfect score, she counted negatively toward my valuation because she was 3 points below predicted.

Hard to believe, isn’t it?
In 2012-13, 68.75 percent of Lederman’s New York students met or exceeded state standards in both English and math. She was labeled “effective” that year. In 2013-2014, her students’ test results were very similar, but she was rated “ineffective.” Dolan, the superintendent, said in an affidavit:

As superintendent of the GNPS, I have personally known Dr. Lederman for approximately 4 years. I have had the opportunity to meet with her personally. I have also reviewed her record of teaching, particularly the performance of her students on New York State assessment tests. I can personally attest that she is highly regarded as an educator by the administration of GNPS. Her classroom observations have consistently identified her as an exceptional educator. She is widely regarded in the GNPS as someone who brings out the best in her students. She has taught for seventeen (17) years in the GNPS and her record is flawless.

Affidavits of numerous experts supporting Lederman have been filed — including from Stanford University professor Linda Darling-Hammond — and you can see them here. Oral arguments are scheduled to be heard Wednesday, Aug. 12. Should Lederman successfully challenge the New York teacher evaluation system, state officials might have to revamp it.

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