By Kate Taylor | The New York Times

“Less than a year ago, Gov. Andrew M. Cuomo of New York proclaimed that the key to transforming the state’s education system was tougher evaluations for teachers, and he pushed through changes that increased the weight of student test scores in teachers’ ratings.

Now, facing a parents’ revolt against testing, the state is poised to change course and reduce the role of test scores in evaluations. And according to two people involved in making state education policy, Mr. Cuomo has been quietly pushing for a reduction, even to zero. That would represent an about-face from January, when the governor called for test scores to determine 50 percent of a teacher’s evaluation.”

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By Carl Campanile | New York Post

“More than 150 low-performing schools where less than 10 percent of the students passed this year’s state math and English exams claimed sky-high pass rates for class work in the same subjects, according to a study released Monday.

Officials at StudentsFirstNY, which compiled the study of 167 schools, say the conflicting results show grade inflation is rampant in the school system.

‘There are scandalous levels of grade inflation going on across the board at New York City public schools, and the de Blasio administration must address it,’ said Jenny Sedlis, the group’s executive director.”

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By Joseph Spector | Politics on the Hudson

“With a key deadline come and gone, about 90 percent of school districts in New York received a four-month reprieve on the state’s new system for rating teacher.

In this past weekend’s Gannett newspapers, we took a look at the vast majority of school districts that are still working to strike a deal with their local teachers unions to implement the state’s new system, which puts a heavier reliance on student test scores.”

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StudentsFirstNY

“To hear Mayor Bill de Blasio tell it, New York City’s failing schools are few and far between, and improving quickly. Better yet, New York City’s students are passing their math, science, social studies, and English courses with flying colors. In reality, hundreds of schools – and the majority of students – are failing state tests, a truth that is masked by rampant grade inflation within NYC Schools. This report reveals that schools across the city are misleading parents by giving students high marks on school coursework even though the students are performing below grade level. The vast majority of students are passing their classroom work while failing state tests. The findings of this analysis underscore why state test results play a critical check and balance function – it’s only by reviewing both school coursework and state test results that parents have the full picture of how their children are performing. To address this across-the-board grade inflation, StudentsFirstNY is calling for an independent audit of school coursework in NYC public schools to ensure that it is on grade level.”

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Newsday

“For the vast majority of teachers in New York, there was never going to be a new evaluation system this school year for 2015-2016: At least 90 percent of districts have been granted waivers by the state. And now, education experts and government officials say there will almost certainly be a multiyear moratorium during which evaluations aren’t linked to student testing.

In theory, districts with waivers revert to the last ‘new’ system, basing teacher evaluations 60 percent on classroom observation and 40 percent all on state tests, or 20 percent on state tests and 20 percent on local measures. That’s the system that infuriated everyone already.”

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By Lane Filler | Newsday

“It is highly likely that teacher evaluations won’t be linked to student test results in New York for the next two to three years, according to education sources.

Any such agreement to the change would represent a huge triumph for New York State United Teachers. The news is a speed bump for State Senate Republicans, Gov. Andrew M. Cuomo, the Board of Regents, and the state and federal education departments.”

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By Matt Barnum | The 74

“A pair of recently released reports that each find serious flaws in the two most common methods used to evaluate teachers — observing them in the classroom and trying to pinpoint how much they affect individual student achievement — could leave policymakers wondering where to turn next.

A Nov. 10 statement released by the American Educational Research Association (AERA) and picked up by national news outlets calls into question the use of what are known as value-added models. The group cites studies that show flaws in value-added — statistical measures that attempt to isolate a teacher’s impact on student growth — including inconsistency from year to year and the shortcomings of standardized tests in gauging student learning.”

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