"Don't you have a future?" she asked him early on.
George Scott: "The only time they acknowledge the test is not good, they are justifying the new test."
"Not at this moment," he says he responded.
Now 21, Farrington graduated from high school at 18, and to do that, of course, he'd had to pass all his end-of-course tests, which he says he did. Only trouble is, he couldn't read or do math well enough to hold down a job.
Unlimited Access Educational Systems Inc.
According to Billy Reagan's research, HISD Hispanic and African-American students in the elementary and middle-school grades are increasingly scoring below the 40th percentile on the Stanford reading tests. (NCE, or Normal Curve Equivalents, is a method used by U.S. educators to standardize student scores similar, but not identical, to a percentile rank.) Click
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Unlimited Access Educational Systems Inc.
STUDENTS ON AVERAGE READ BELOW GRADE LEVEL AT MOST CAMPUSES
"While a few campuses show very strong reading scores, most are clearly in trouble. More than 2 out of 3 HISD grades reported scores below the 50th percentile in 2013. The reading issue is widespread across the district, at all levels at both the elementary and middle schools.
Only 29% of elementary school students read at or above grade level." Click
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He had transferred from Willowridge High (too large, too difficult to focus, he says) to the Brazos School for Inquiry and Creativity — Southwest, a state-approved charter school, where, he says, the principal liked him. "I never got in trouble. She always told me, 'If you always try your best, I'll pass you.' I got along well with others."
Reading and math had always been difficult for him. "I was so frustrated with teachers. They'd call me out [to read in class], and I couldn't read what was on the page. The words was getting little and big and getting bigger." He says he got some help from the charter school teachers, but there were other students they were helping as well and they couldn't see him as much as he wanted. Some teachers, he says, just give up on kids too quick.
Before and after graduation, he appealed to his family for help. His mother turned him down flat; a brother tried working with him and ended up telling him: "You ain't never going to be able to do this." A sister told him, "I can't believe they let you graduate," he says.
His fiancée was more proactive. She got online and found Literacy Advance, a nonprofit designed to help adult learners. They set him up first with a math tutor, but reading teachers were in short supply. Farrington actually found his own tutor, a retired teacher living in his neighborhood; he brought her to Literacy Advance, and she's now part of the program there.
As Literacy Advance Program Director Kathryn Bauchelle puts it, it is unusual that Farrington found his own tutor, but the fact that he was given a diploma in spite of insufficient reading and math skills — that's not rare at all; there are plenty of adults that has happened to, according to her. "There was something about the way they were taught that didn't work for them," Bauchelle says.
Farrington says learning to read better would really do a lot for him. "I don't feel as stuck as I used to. I've got nephews not being raised by their mom and dad. I want to teach them. I can read them Dr. Seuss."
Mostly, Farrington sees reading as a direct path to a better, less embarrassing life. If he applied for a job, he says, "I wouldn't have to get the application and go home and have my [fiancée] help me. I could fill it out there and give it right back to them."
Asked if he felt optimistic about his future, he asked what that word meant.
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Confronted with the discrepancy between the Texas state test scores and the Stanford results, Debbie Ratcliffe, spokeswoman for the Texas Education Agency, said that the TEA doesn't look at Stanford scores. "No, we don't. That's a test only Houston gives. I'm not sure any other Texas district gives that."
Asked then how the agency makes sure its tests are valid, Ratcliffe responded: "Tests are based on our state curriculum, which is put together with the assistance of a lot of teachers who teach that particular subject at that particular grade level, and then approved and revised by the State Board of Education, and then Texas educators help us create the state test.
"There are teams of educators who look at the state test questions and tell us this is appropriate to test at this grade; this question would be better in fifth grade. Once we field-test our test questions, Texas educators and psychometricians (test experts) look at them to see if the questions were valid; is there any bias, race, gender, ethnicity? Every test question goes through a lot of scrutiny."
Test questions are developed by teachers who are then given performance reviews (and, in HISD, bonuses) based in large part on whether their kids can pass those tests and improve on previous years' scores. Somehow, that seems a huge disincentive to making the state tests particularly rigorous.
Ratcliffe did confirm the point that George Scott makes in his analysis that HISD's state test numbers more closely match those of the other standardized tests if you plug in the actual recommended passing rates.
"We are phasing in the passing standards on the STAAR. You are probably looking at the passing rates under our initial standards. If we had fully implemented the passing standards in one year, the failure rates, unfortunately, would have been higher," she said.
And how many parents are going to know that?
According to the veteran teacher, not many. "A lot of these parents are oblivious. All they know is their child passed, and they're happy; they don't care. They're not working with them enough at home to know this can't be right."