takingnote | With the indictment of former Atlanta School
Superintendent Beverly A. Hall and 34 other public school employees in a
massive cheating scandal, the time is right to re-examine other
situations of possible illegal behavior by educators. Washington, DC,
belongs at the top of that list.
Michelle A. Rhee, America’s most famous school reformer,
was fully aware of the extent of the problem when she glossed over what
appeared to be widespread cheating during her first year as Schools
Chancellor in Washington, DC. A long-buried confidential memo from her
outside data consultant suggests that the problem was far more serious
than kids copying off other kids’ answer sheets. (“191 teachers
representing 70 schools”). Twice in just four pages the consultant
suggests that Rhee’s own principals, some of whom she had hired, may
have been responsible (“Could the erasures in some cases have been done
by someone other than the students and the teachers?”).
Rhee has publicly maintained that, if bureaucratic red
tape hadn’t gotten in the way, she would have investigated the
erasures. For example, in an interview
[1] conducted for
PBS’ “Frontline”
before I learned about the confidential memo, Rhee told me, “We kept
saying, ‘Okay, we’re going to do this; we just need to have more
information.’ And by the time the information was trickling in back and
forth, we were about to take the next year’s test. And there was a new
superintendent of education that came in at the time. And she said,
‘Okay, well, we’re about to take the next test anyway so let’s just make
sure that the proper protocols are in place for next time.’”
At best, that story is misleading.
The rash of “wrong to right” (WTR) erasures was first
noticed by the DC official in charge of testing, who, after consulting
with the test-maker, asked Rhee to investigate, in November, 2008.
Through her data chief, Rhee turned to Dr. Fay G. “Sandy” Sanford for
outside analysis.
I have a copy of the memo
[2]
and have confirmed its authenticity with two highly placed and
reputable sources. The anonymous source is in DCPS; the other is DC
Inspector General Charles Willoughby. A reliable source has confirmed
that Rhee and Deputy Chancellor Kaya Henderson discussed the memo in
staff gatherings. Sanford came to Washington to present his findings in
late January, 2009, after which he wrote his memo.
In response to my request for comment, Rhee issued the
following careful statement: “As chancellor I received countless
reports, memoranda and presentations. I don’t recall receiving a report
from Sandy Sanford regarding erasure data from the DC CAS, but I’m
pleased, as has been previously reported, that both inspectors general
(DOE and DCPS) reviewed the memo and confirmed my belief that there was
no wide spread cheating.” After receiving this statement, I sent her
the memo; her spokesman responded by saying that she stood by her
earlier statement.
Chancellor Henderson did not respond to my request for a response.
Sanford wanted the memo to be kept confidential. At the
top and bottom of each page he wrote “Sensitive Information–Treat as
Confidential,” and he urged, “Don’t make hard copies and leave them
around.” (
The memo.)
The gist of his message: the many ‘wrong to right’ erasures
on the students’ answer sheets suggested widespread cheating by adults.
“It is common knowledge in the high-stakes testing
community that one of the easiest ways for teachers to artificially
inflate student test scores is to erase student wrong responses to
multiple choice questions and recode them as correct,” Sanford wrote.
Sanford analyzed the evidence from one school, Aiton,
whose scores had jumped by 29 percentiles in reading and 43 percentiles
in math and whose staff–from the principal down to the custodians–Rhee
had rewarded with $276,265 in bonuses. Answer sheets revealed an
average of 5.7 WTR erasures in reading and 6.8 in math, significantly
above the district average of 1.7 and 2.3.
[3]
Sanford, a Marine officer who carved out a post-retirement
career in data analysis in California, spelled out the consequences of
a cheating scandal. Schools whose rising scores showed they were
making “adequate yearly progress” as required by the federal No Child
Left Behind Act could “wind up being compromised,” he warned. And what
would happen to the hefty bonuses Rhee had already awarded to the
principals and teachers at high-achieving schools with equally high
erasure rates, Sanford asked? And, Stanford pondered, “What legal
options would we have with teachers found guilty of infractions? Could
they be fired? Would the teachers’ contract allow it?”
[4]
While Sanford’s memo doesn’t raise the issue, falsely
elevated scores would deny remedial attention to children whose true
scores would trigger help. Just how many children could only be
determined by an investigation.
Michelle Rhee had to decide whether to investigate
aggressively or not. She had publicly promised to make all decisions
“in the best interests of children,” and a full-scale investigation
would seem to keep that pledge. If cheating were proved, she could fire
the offenders and see that students with false scores received the
remedial attention they needed. Failing to investigate might be
interpreted as a betrayal of children’s interests–if it ever became
public knowledge.
Fist tap Big Don.