I would do something differently. That would be my second thought after, "Oh no..."
If my students did not do well on a test or assignment, and 82% of them received a failing grade, you had better believe that I would be changing my strategies, my instructional delivery, and would be making some accommodations to assist my students to do better when we tested again. I would also expect my colleagues, as a community of professionals, to help me get better and do more for the sake of kids.
As an administrator, if my teachers had 82% of students failing, I would be providing all of the support needed to help the teacher address the rate of student achievement, including helping the teacher teach the content or finding someone who could assist the learning community. No more are the days in which we can dismiss lagging student achievement as "kids being lazy." What needs to be wrestled with is how we motivate the unmotivated learner. This takes some work. We need time to get to know our kids, what they enjoy, and how to make what they are learning apply to what they perceive to be critical for survival. It might be outside of our comfort zone...but we will survive. Teachers and administrators know this.
When it comes to student achievement and accountability, we cannot forget the important role of relationships- parent and community involvement as well as supporting and encouraging teachers. Connecting with parents and community resources is necessary not only for maintaining good rapport with our shareholders but also for creating some excellent learning opportunities for the students and allowing parents and community to interact within the structure of a school day. Communicating the successes and challenges of the school as a whole or your classroom is something that we can do for our parents and community shareholders. Address what is great and going well. Reflect upon areas for growth and how we can work together or are working to strengthen our instructional program. What remains important is that the relationship is cared for and given the attention it needs. Put information about your student achievement data in sports and arts event programs so that as your community pages through to see who is playing first base or singing a solo, they can also see that your 11th Grade reading scores increased to 85% proficiency. Allow people to interact with the data and provide a summary of what the scores mean. Keep student achievement at the front of the minds of your community.
I mention 82% failure rate in light of today's news from Education Secretary Arne Duncan, that this many American schools could be failing as measured by high stakes tests and increasing standards. So I return to my original thought..."Oh no." Followed by, "now what?" NCLB has been a difficult dance partner since it became law. In particular, as I reviewed our district data, I chuckled at the fact that schools are supposed to go from 80% proficient in 2010 to 100% by 2014. Meanwhile, we have been allowed to improve at small increments every four years from 2002 to 2010. Apparently something magical is going to happen in the next four years.
The call for education reform has been loud and growing louder for years. I happen to agree that effective instruction and assessment tools are necessary, along with a rigorous and relevant curriculum. The answer is not to fire the administrators or half of the teachers, or close the school and reopen as a charter. Those are not solutions. Those are reactionary band-aids to a serious problem. We don't need to kick troubled schools while they are down. Perhaps providing the necessary tools, like funding and resources such as professional development and increased supports for struggling schools from the local, state, and federal level would do more. "We don't have the money" the states will cry. What else would we expect, especially since NCLB has yet to be properly funded? Perhaps as administrators, we do more frequent and beneficial observations and provide timely and effective feedback. Through this action, we are able to identify struggling or ineffective teaching techniques and can provide the assistance these teachers need to improve in their craft.
Addressing achievement is critical. There needs to be a real conversation with all sides respectfully participating and being focused around common goals: helping kids learn, achieve, and succeed. However, passing the blame to teachers and administrators, especially at a time when teachers (and other public employees) are being stripped of bargaining rights and given little respect for their time, talent, and dedication, is unnecessary and counterproductive.
If you are one of the 82% I guess the sarcastic-optimist in me says, "Hey, at least you aren't alone." Hopefully you won't be alone as you work to strengthen student achievement and the quality of your instructional program.
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