PG County School Fake Graduation rates

[Anonymous]

What do you think about this story that came up last night on FOX 5 DC?

http://www.fox5dc.com/news/local-news/262078409-story

[Anonymous]

I may be cynical, but I wouldn't be surprised if it was true.

The question really is, not whether it's happening, but how widespread is it?

[Anonymous]

Anonymous wrote:I may be cynical, but I wouldn't be surprised if it was true.

The question really is, not whether it's happening, but how widespread is it?

As a teacher, I would have no way of knowing this.

But, in a school system other than PG County, I was once ordered to give a "D" to a student that needed my course for graduation. The student was not even close to passing. (FCPS).

[Anonymous]

Drs Maxwell and Eubanks replies:

https://content.govdelivery.com/accounts/PGCPS/bulletins/1a3b5fe

An Open Letter to the Prince George’s County Public Schools Community
Prince George's County Public Schools sent this bulletin at 06/19/2017 09:54 PM EDT
Much to our anger and extreme disappointment, and that of a majority of the Board of Education, a handful of Prince George’s County Public Schools community members have made baseless accusations about our high school graduation rates. Over the last few years, we have worked diligently to raise standards and expectations for our students while implementing multiple supports to keep them on the road to a diploma. Allegations that we systemically engaged in unethical practices are false, play to the worst suspicions about our school system, and disparage all of us.

Earlier this school year, the Maryland State Department of Education (MSDE), at the direction of the U.S. Department of Education, conducted an inquiry into our graduation rates in the wake of an anonymous complaint that alleged the Chief Executive Officer had “forced educators to change the grades of ninth and twelfth grade students in order to boost promotion and graduation rates.” Nothing could be further than the truth. The MSDE investigation drew the same conclusion. As stated in the report, the investigation determined “there was not anything done to indicate grades had been manipulated nor that bullying had been used to ensure more students were being promoted or graduated.” Click here to download the full report.

As PGCPS leaders, our goal is to hold students accountable to the same standards and expectations found in other school districts while providing them with the same supports. Without question, our goal of outstanding academic achievement for all carries the minimum expectation that our high school diplomas reflect rigor and relevance. Through coordinated goals and appropriate supports as early as elementary school, more students are meeting our standards and achieving their dreams.

While there may be valid concerns about our practices, processes and policies, that conversation should seek to uplift students instead of advancing personal or political agendas.

We are proud of all that we’ve accomplished together. We greatly appreciate your continued support.

Sincerely,

Dr. Kevin M. Maxwell
Chief Executive Officer
Prince George’s County Public Schools

Dr. Segun C. Eubanks
Chair
Prince George's County Board of Education

[Anonymous]

file:///home/chronos/u-221110729a95688dc1d9fa9eb3f5c631438c8d60/Downloads/MSDE_ED%20letters%20(1).pdf

In case you can't download the letter here is the text:

January 30, 2017
Mr. Patrick Rooney
Deputy Director
Office of State Support
United States Department of Education
400 Maryland Avenue, S.W.
Washington, DC 20202

Dear Mr. Rooney:

This letter is In reference to a hotline complaint received by your office regarding allegations against
Prince George's County Public Schools (PGCPS). In a letter received in early July, you indicated to State
Superintendent Dr. Karen Salmon, that you were in receipt of a complaint alleging the Chief Executive
Officer (CEO) of PGCPS had forced educators to change the grades of ninth and twelfth grade students in
order to boost promotion and graduation rates.

You provided Dr. Salmon with a copy of the complaint and asked that she investigate the allegation and
let USDE know what was found, the actions that were taken, and the pending or finalized outcome of
the Investigation. The complaint regarding PGCPS was not signed and It was not possible to talk with
the Individual who had made it. I believe it would have been helpful to clarify that person's concerns or
set more information that was specific to the situations noted. It was also not possible to get back to
that individual to communicate findings.

Following receipt of your letter, Or. Salmon did contact the PGCPS CEO, Dr. Kevin Maxwell, to make him
aware of the allegation and to gather information from him regarding those allegations. Or. Maxwell
shared with Dr. Salmon the focus he had set when he became CEO of PGCPS in 2012. His goal was to
improve academic achievement, reduce the dropout rate and improve the graduation rate. His
initiatives were focused on keeping students in school and actively engaged in learning. He would have
expected the rate would have increased in his schools and he was pleased it was doing so. He was
adamant that no one had been forced to change anv grades nor adjust anything on student transcripts.
He did note that the grading policy had been revised recently and that not all people were supportive of
It. He thought perhaps that and some of the lnltlatives targeted at keeping students in school could
have driven the individual to write. Since the letter was anonymous and the PGCPS CEO had adequately
addressed the State Superintendent's concerns, nothing further was done.

In December a staff person in our Department received a call from your office asking the status of the
investigation. Our principle attorney advised that we do a more formal investigation of the complaint
and put something in writing to your office. The State Superintendent asked that I handle the
investigation of the incident. As the new Chief Academic Officer, I had no previous knowledge of the
discussion with the PGCPS CEO and I reached out to him in early December and requested to meet with
him. I explained that I would be investigating the complaint against him regarding changing grades to
improve promotion and graduation rates. It was agreed that he would come to my office on December
12, 2016. Prior to him coming I looked at the graduation data for his county for the past five years and
for the two high schools mentioned in the letter. My conversation with Dr. Maxwell focused on why his
data was improving, although slowly.

When we met, he described the lack of supports for students
when he had assumed the CEO position in PGCPS in 2012. He was dismayed with the lack of
understanding staff had regarding cohorts and how supports had to start as students entered high
school- or before - if graduation rates were to increase. He described the credit recovery system his
team set up for students, the ninth grade initiative they put in place, and the system-wide training done
using Data Wise. He also noted the change in the grading policy and how teachers and parents had been
Involved in its revision. Although all stakeholder groups were involved In changing that policy, he said
that not everyone was happy with the new philosophy and procedures. He also said he knew of no
specific reason the two individual schools had been mentioned. At the conclusion of our meeting I
asked him to identify others with whom I could talk. I asked to talk with the principals' supervisors for
the two high schools, with someone involved in grade collection on transcripts, with someone
responsible for school counselors, etc. Because of the fast-approaching holidays we set up Interview
times to occur in early January.

On January 9, 2017, I traveled to PGCPS and spent several hours interviewing five Individuals. I spent 30
to 45 minutes each with an Instructional Director, a Data Management and Strategy Analyst, a Special
Project Officer, a Deputy Superintendent, and the Chief Executive Officer. The same Information was
asked of each Individual and discussions were thorough, Each Individual was asked the following basic
questions as well as many others that resulted from their responses:

1. What process Is used for grading students? Who is responsible for putting grades on report
cards? Are grades ever changed? Under what circumstances can that occur? Has there ever
been pressure from a supervisor or from the superintendent about changing a grade or not
giving a particular grade? Have you heard of any concerns coming from either of these high
schools? From any other schools?

2. Has the message ever been sent from the CEO that no ninth grader or senior can fall? Do you
think students should be allowed to fail? Why or why not?

3. Do schools provide work packets or allow for online learning? If yes, under what conditions? If
yes, has It helped? Have you seen any problems arise due to the use of work packets? If so,
please describe them.

4. Describe the credit recovery program. Has It been well-accepted? Is it worthwhile? ls onllne
learning a valuable toot? If so, how? How do you see It being used?

5. Was training provided on the new grading system? Are there supports available to staffi'

6. Has your school had an increase in graduation/promotion rates? To what do you attribute those
Increases?

Each of the persons with whom I spoke was very proud of the work being done in the school system.
They felt they had good direction under this superintendent and that from the day he had come in the
school system he had said they were going to focus on Improving graduation rates and keeping students
in school,

Several of the individuals focused much of their discussion on the credit recovery program and how
successful it was. There was also corroboration among those interviewed that work packets had helped
many students keep their grades up. The packets had been revised several years ago and were aligned
with the Instructional program. They were also consistent across all schools, Prior to the last several
years there was inconsistency In how they were utilized.

According to several of the individuals interviewed, there had been much training about cohorts and
how graduation rates were computed. There was a data system established to track students' grades
and to provide teachers and schools with up-to-date information about students' performance. They
have established an Early Warning System so schools can intervene early when students are beginning
to have trouble.

None of the individuals recalled any situations for which there had been complaints that grades had
been changed nor had they ever heard Dr. Maxwell indicate that anyone had to change grades. There
was some discussion of the new reporting system and the fact that not every teacher was In support of
some of the requirements of that revised system.

Following approximately two and one-half hours of discussion, I again spoke with Or. Maxwell. I shared
what his staff had said and looked at his data for his county and for the two high schools. He noted how
pleased he was with the growth his students were making and discussed several of the programs he felt
had led to that Improvement.

After reflecting on the data, the concerns in the letter, the responses of the Individuals I interviewed and
the conversation with the CEO, it Is my belief that there was not anything done to Indicate grades had
been manipulated nor that bullying had been used to ensure more students were being promoted or
graduated.

If you require further assistance, please do not hesitate to contact me at carol.wlllam~[e-mail]~
or by phone at [phone]. I will be happy to assist you.

Respectfully,
Carol A. Williamson, Ed.D.
Chief Academic Officer
Office of the Deputy for Teaching and Leaming

[Anonymous]

If Board members know of specific instances where teachers were pressured to change grades they need to make those allegations known.

But this seems to me to be backlash against the new grading policy that came out this year essentially saying students need to be given the opportunity to make up exams (retake the test -- it can be a different test) if they have failed.

If that's what teachers are protesting -- they have no argument.

If they are saying even with the retest the students are still failing... and the principal has changed the grade? Then we need to hear about that, but it can't just be anonymous accusations.

[Anonymous]

Does anyone know what the two high schools were? I'm curious what the standardized test scores showed over the last several school years.

[Anonymous]

A letter from the HS Principals.
It must be very demoralizing to have these allegations thrown around. If there are specific schools that have reported problems then they should be named. No need to disparage everyone in the entire district.

https://content.govdelivery.com/accounts/PGCPS/bulletins/1a41c48

Statement from Prince George's County Public Schools High School Principals Regarding Graduation Rate Allegations
Prince George's County Public Schools sent this bulletin at 06/21/2017 08:40 AM EDT
The 2016-17 high school principals in Prince George’s County Public Schools released a statement Tuesday, June 20 regarding graduation rate allegations. The full text is below.

For more than 20 years, Prince George’s County Public Schools has been caught in a political tug-of-war. With eyes on our approximately $2 billion budget, elected officials and aspiring politicos have sought control over the system – the largest recipient of county funds – by any means necessary. The system has bounced between governance structures and leaders with little to no stability from year to year.

Not surprisingly, achievement has lagged. Chaos has been the only constant. Superintendents have come and gone – some for school systems that prioritized teaching and learning over political games. The system has lost many parents who chose educational options beyond PGCPS.

Now, just when the system is gaining positive momentum, our schools, teachers, students and leaders are again a casualty of unfair, ugly scrutiny. Ongoing conflict between the administration and a few school board members threatens the entire system.

Our schools are ground zero. Our teachers, faculty and support staff do the hard work that gives parents confidence in our system. They are the ones who work untold hours to make our programs thrive. It was through their efforts that our academic progress steadily climbed, culminating in this year’s record-high graduation rates.

There’s nothing magical about our methods and no shortcuts to our success. Here’s how we did it: High schools have goals that support a laser-like focus on ninth-grade promotion and graduation rates. Teachers and staff are using the proper systems and supports in place, such as our grading and reporting policy, to promote student achievement. Neighboring school districts have had similar policies in place for many years. Our Multiple Pathways to Success program, also widely used by other school systems, allows learners to have a second chance at mastering course content and earning required credits. Our systemic Quarter Learning Modules give students who were close to passing a chance to be re-taught and reassessed on course content.

Principals monitor our student data through early warning indicators, which utilize multiple sources of data to identify interventions and supports tailored to each student’s needs. PGCPS developed and implemented specialized teams to closely monitor student withdrawal data, so that we could help youth get through high school successfully.

A high school diploma is why students come to school and stay in school. It is what they spend four long years working towards. It is a school system’s ultimate measure of success. It is the gateway to better life outcomes. It is the evidence of ancestors’ dreams.

A high school diploma should never be used as a political pawn to twist the perception of an entire school system.

Parents who choose PGCPS do not deserve the constant barrage of negativity about their children’s abilities and accomplishments. Our students do not deserve a narrative that turns a skeptic's eye towards success, viewing it as an anomaly rather than the expectation.

These accusations are insulting to the professionals throughout Prince George’s County Public Schools who have dedicated themselves to educating high school students and supporting their success. They cause unspeakable damage to our school system, far beyond an election cycle or the news of the day. No one will remember the story that concluded allegations lacked substance, only the stories with screaming headlines of scandal, corruption and lies.

Any of us could have left Prince George’s County schools a long time ago if we’d wanted an easier career path. We’ve stayed because we believe in this work and in the people doing it. We’ve stayed because we believe in the students and families we serve.

When those elected to serve aim for higher office on the backs of students, they bring down every school, teacher, faculty member and principal. They make a mockery of the people behind the headlines.

We deserve better treatment from those who claim to be working on our behalf. Students and families deserve representatives who care more about a child’s future than scoring political points.

For all of us in Prince George’s County Public Schools, especially our students, this tug-of-war must end.

Sincerely,



Prince George’s County Public Schools High School Principals, 2016-2017

[Anonymous]

Anonymous wrote:What do you think about this story that came up last night on FOX 5 DC?

http://www.fox5dc.com/news/local-news/262078409-story

I'm a teacher in the county (though I don't teach high school) and I have kids in PGCPS schools.

I think it is irresponsible for these school board members to go public with accusation but no specifics.

The news report claims "record numbers" in graduation rates, but I froze the video to see the increases, and in many schools the increase in graduation rate was between 1 and 4%. A small increase, but yet something to be proud of .. I don't think an increase in graduation rate of 2% in a year is a reason to suspect widespread fraud in grading.

Here is a link to all the rate increases:

http://www1.pgcps.org/Communications/Press-Releases/2016---2017/January/PGCPS-Graduation-Rate-Reaches-Record-High/


Surratsville and Gwynn Park High both have very high rates of increase in graduation. I could see looking into those two a little more carefully.

Sure, if there are specific complaints that an administrator forced a teacher to change a grade -- that absolutely needs to be investigated.

[Anonymous]

Have the four BOE members, who initiated the complaint, commented since the findings have been reported?

[Anonymous]

Anonymous wrote:Have the four BOE members, who initiated the complaint, commented since the findings have been reported?

There were two different complaints. It looks like, last July, someone sent an anonymous complaint to the US Department of Education. That complaint said that the Chief Executive Officer (CEO) of PGCPS had forced educators to change the grades of ninth and twelfth grade students in order to boost promotion and graduation rates. The US Department of Education sent it to the State of MD Dept of Education to investigate.

Now, the Board of Education members are making the same complaint. They sent a letter to the Governor of Maryland. Nothing yet has come from this letter of complaint.

[Anonymous]

I don't doubt it all.

[Anonymous]

Graduation rates are going to plummet, no matter what, in three years.

In the 2019-2020 school year, the pass score on the PARCC exams (a few are required for a MD diploma) will be raised from a 3 to a 4 by the MD State Board of Education.

Right now only 44% of PGCPS 10th graders scored a 4 or a 5 on the PARCC 10th grade English test. Let's say another 20% manage to score a 4 on a retake or after intensive summer school intervention and credit recovery (funding for this coming from... I'm not sure where.)

That brings us to 64% who can pass the 10th grade English PARCC. Leaving 36% who shouldn't receive a high school diploma at all. Including, probably 90% of certain high schools.

[Anonymous]

Anonymous wrote:Graduation rates are going to plummet, no matter what, in three years.

In the 2019-2020 school year, the pass score on the PARCC exams (a few are required for a MD diploma) will be raised from a 3 to a 4 by the MD State Board of Education.

Right now only 44% of PGCPS 10th graders scored a 4 or a 5 on the PARCC 10th grade English test. Let's say another 20% manage to score a 4 on a retake or after intensive summer school intervention and credit recovery (funding for this coming from... I'm not sure where.)

That brings us to 64% who can pass the 10th grade English PARCC. Leaving 36% who shouldn't receive a high school diploma at all. Including, probably 90% of certain high schools.

WOW! Though increasing Standards is a good thing. Hopefully the standards of the curriculum before they get to High school increases as well

[Anonymous]

Anonymous wrote:Graduation rates are going to plummet, no matter what, in three years.

In the 2019-2020 school year, the pass score on the PARCC exams (a few are required for a MD diploma) will be raised from a 3 to a 4 by the MD State Board of Education.

Right now only 44% of PGCPS 10th graders scored a 4 or a 5 on the PARCC 10th grade English test. Let's say another 20% manage to score a 4 on a retake or after intensive summer school intervention and credit recovery (funding for this coming from... I'm not sure where.)

That brings us to 64% who can pass the 10th grade English PARCC. Leaving 36% who shouldn't receive a high school diploma at all. Including, probably 90% of certain high schools.

I know in Virginia they can retake it as many times as they need too. They have alternatives so not sure if that will change anything.