Final Project Standardized Testing and Cheating

1. Final Project Standardized Testing and Cheating By: Group 4

2. Why Do Teachers/Principals Cheat on High Stakes Tests? Teachers and administrators choose to cheat on high stakes tests in order to achieve higher test scores as mandated by the “No Child Left Behind Act” (NCLB).

3. Research Question Why Do Teachers/Principals Cheat on High Stakes Tests?

4. Cheating teachers Literary Review • The problem of cheating in order to achieve higher scores and pass rates on high stakes tests has been previously documented in a variety of school systems in both the United States and Australia. Many of the school systems have shown that there was no obvious underlying reason for cheating on the tests, while others have cheated to obtain a stipend as a part of the reason for distorting their scores. In certain states, the tenure of a teacher has been made a motivation for high achievement on the states standardized tests. As a result of these measures there is massive pressure for teachers to achieve proficient test scores set by the state to, in some cases, continue with their current jobs. • To resolve these problems certain states have developed means to identify patterns in cheating such as fluctuation in suspicious patterns of student answers. Some states have developed clear, well publicized anti-fraud policies when test tampering is uncovered.

5. Reasons for Cheating • Pressure from school/school board • Pressure from the State (AYP) • Pressure from parents • Pressure from community • Stipend attached to scores • Job security (tenure)

6. Ways teachers/principals cheat on high stakes tests • Giving tests to different groups • Teaching to the test • Directly giving answers • Group testing (oral answers)New York 2000 • Tracking Students to prevent students from taking tests • Alternative testing (VGLA, VSEP) for those not in need • SPED Read Aloud (answer encouragement)

7. What have schools done to prevent cheating? • Online testing • Proctoring • Taking up all scrap paper • Taking up cell phones • Taking test same day • Strict regulations attached to cheating

8. Data Collection Summary • Use of Internet Articles • Newspaper Articles • TV News Reports • Superintendent Memos (VDOE) • Interviews

9. Methodology • Our methodology consists of research through various journal articles, newspaper articles, superintendent memos from the VDOE, and TV news reports. These variables have already occurred thus are not subject to manipulation. Supporting data for our study significantly shows there is an ongoing problem that must be addressed as long as the current federal guidelines through NCLB are set forth.

10. Summary of Local and Regional Articles Has cheating on the SOL tests occurred near us? Unfortunately, the answer is yes. It has occurred recently in Montgomery County and at William Fleming High School. At William Fleming, the administrator, Susan Willis, was let go by the school board. She denied any wrong-doing, but was accused of switching students around to help test scores. Ms. Willis had the option to release the record from her closed hearings, but declined to do so. In Montgomery County, Nelson Simpkins allegedly switched students around to less rigorous classes when he thought these students would lower test scores. He talked to teachers and counselors about the students who might not pass the SOL tests and then switched their course registration so they would not have to take the test. Sometimes, however, they remained in the same classroom, but under a different registration.

11. Summary of State and Federal Articles • Legislation passed by Virginia General Assembly (22.1-19.1 Actions for violations of test security procedures and 22.1-292.1 Violation of test security procedures: revocation of license) regarding the repercussions of violating test security. See test security guidelines.

12. Legislation 22.1-19.1 • Permitting unauthorized access to secure test questions prior to testing. • Copying or reproducing all or any portion of any secure test booklet. • Divulging the contents of any portion of a secure test. • Altering test materials or examinees’ responses in any way. • Creating or making available answer keys to secure tests. • Making a false certification on the test security form established by the DOE; or participating in, directing, aiding or abetting, or assisting in any of the acts prohibited in this section. • Violating any of the above may give cause for civil penalty.

13. Legislation 22.1-292.1: Violation of test security procedures; revocation of license • Giving unauthorized access to secure test questions. • Copying or reproducing all or any portion of any secure test booklet. • Divulging the contents of any portion of a secure test. • Coaching or assisting examinees’ during testing or altering test materials or examinees’ responses in any way. • Making available any answer keys. • Failing to follow test security procedures established by the DOE. • Providing a false certification on any test security form required by the DOE. • Retaining a copy of secure test questions; and • Participating in, directing, aiding, assisting in, or encouraging any of the acts prohibited by this section.

14. Interview Interview with Chuck Thompson, principal Academic Cheating Interview 1. Why do you think teachers would cheat on a high stakes test? Teachers would do this because they feel pressure just as students do. A student's performance on these tests is sometimes seen as an indicator of what kind of teacher one is. 2. How did someone cheating affect your school? It affected the school because it brings negative attention to your school. However, if handled correctly can be turned into a positive because people should see that you are handling the situation, as it should be. 3. How did it affect your job as an administrator? It is never easy to dismiss anyone from his or her job. The person liked kids and liked her job but made a poor choice. Once the person admitted to the wrongdoing then the decision was easy to make because of the seriousness of the incident. 4. How did you deal with the situation? The teacher was questioned and upon admitting it was escorted from the building. The teacher lost her license as a result of the incident. 5. Did you contact Central Office? How many people from there did you talk to? Yes. There were at least three people who were involved in the discussion.

15. Interview continued 6. Was the media contacted? I do not recall. 7. Did you have a meeting with the Faculty? If so a brief description of what was said? A reminder of proper protocol and procedures was discussed. 8. How did you resolve the issue of someone cheating in your school? Interviewed proctor, teacher, and students. Contacted DOE to notify and awaited their response. Contacted central office and notified the DDOT, personnel director, and superintendent. Students were given the opportunity to re-take the test. Teacher was dismissed. 9. Did you contact the parents of the students involved? Yes. 10. Did the students re-take the test? Yes. This occurred after contact with DOE.

16. Summary of Blog Responses • The main reason for cheating is the intense pressure that is put on high stakes tests. • School accreditation relies largely on these tests which is also linked to federal dollars. If a school does not receive the funding from the government then the school must cut needed instructional materials, extra-curricular activities and possibly instructional jobs. • As an educational leader it is your ethical and civil duty to report any violations of cheating that occur.

17. Frequently Asked Questions • A. How will “your problem” impact your work as new school Leaders? • As a new school leader I would have to be held accountable for cheating in the building of any teacher, not just in one classroom. I would need to monitor testing activity to make sure all of the procedures are being implemented correctly and that nothing suspicious is occurring. If a problem does arise I would need to immediately report it to Central Office and the Department of Education.

18. Frequently Asked Questions • B.How will “your problem” impact the role of teachers who work with students with disabilities? • The teachers who are testing students with disabilities will need to be sure that they have read and understand that child's IEP in order to carry out all of the testing accommodations correctly.

19. Frequently Asked Questions • C.Which ISSLC’s can help you improve the issues associated with “your problem” and why? 1.4 Steward a Vision a. Candidates demonstrate an understanding of the role effective communication skills play in building a shared commitment to the vision. 2.3 Apply Best Practice to Student Learning a. Candidates demonstrate the ability to assist school personnel in understanding and applying best practices for student learning. 2.4 Design Comprehensive Professional Growth Plans a. Candidates design and demonstrate an ability to implement well-planned, context-appropriate professional development programs based on reflective practice and research on student learning consistent with the school vision and goals.

20. Frequently Asked Questions C. continued: 5.1 Acts with Integrity a. Candidates demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions. 5.2 Acts Fairly a. Candidates demonstrate the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others. 5.3 Acts Ethically a. Candidates make and explain decisions based upon ethical and legal principles.

21. Frequently Asked Questions C. continued As an administrator, one must first have a plan of action that aligns with the schools vision when it comes to administering high stakes tests. He must continue to set high standards for his staff and students while keeping a two way line of communication between them. He should create a good rapport with his faculty in such a way that they will feel comfortable maintaining the schools vision with a sense of support from their leader. Showing his staff that he understands the importance of the tests and that he is also as responsible for the scores will aide with a sense of accountability for their actions when administering tests. An effective educational leader will also provide sufficient professional growth activities that would reinforce the importance of administering these tests fairly and ethically.

22. Frequently Asked Questions • D. How can the implementation of technology assist you in reducing the threat to the loss of instructional time/focus because of “your problem”? Utilizing online testing for these high stakes tests can reduce the tendencies to cheat. The online testing provides an audio accommodation that takes the place of the teacher read aloud accommodation for IEP students. Although this does not eliminate the cheating possibilities completely, this technology seems to aide in alleviating cheating possibilities. In terms of reducing the threat of the loss of instruction, other than cameras in the testing area there would be no way to utilize technology to reduce cheating without face to face meetings.

23. Frequently Asked Questions • E. As an assistant principal or principal how can you help resolve the issues identified in your problem not only in your school but within the school division and school division leadership? • Uphold a high moral standard as an administrator, which is inline with your school’s vision. • Making students and teachers accountable for being ethically sound as members of each school. • Create or use the policy for academic dishonesty. Make sure there is information about high stakes testing and the consequences for cheating.

24. Frequently Asked Questions • E. continued • Consistent fair action with all parties involved with academic cheating. • Punitive action for teachers and students that are not upholding the academic honesty policy. • Communicate with other administrators in the school division about the policy and reactions to academic dishonesty, particularly with testing.

25. Frequently Asked Questions • F. How will you communicate to all stakeholders “your problem” and your recommendations? • I would like to involve the community stakeholders with making and upholding the policy with academic dishonesty and high stakes testing. Collaboration is essential for a successful school and community relationship. • I think expressing what is going on with this “problem” with stakeholders is important to do. Stakeholders need to be aware of the situation and what the reaction is going to be from the administration. • I believe in the forward and honest approach is the best to use in this situation.

26. Frequently Asked Questions • F. continued. • Using media outlets would help in getting the word out about the problem, and expressing the schools or school division’s action is important. With the up-most anonymity for the parties involved. • Any type of decisions that affect the students and faculty should also be communicated with stakeholders, because the community is also being affected.

27. Bibliography: • Casey, Dan. "Gaming the SOL system a dangerous gamble - Roanoke.com." Roanoke.com: Breaking news, sports and weather from The Roanoke Times newspaper. N.p., n.d. Web. 14 Oct. 2010. <http://www.roanoke.com/columnists • "Former Montgomery principal needs to go - Roanoke.com." Roanoke.com: Breaking news, sports and weather from The Roanoke Times newspaper. N.p., n.d. Web. 14 Oct. 2010. <http://www.roanoke.com/editorials • LexisNexis. (2010). Virginia school law deskbook. Charlottesville,VA: Matthew Bender & Company.