New York’s Governor, Andrew Cuomo, has decided to double down on a misguided effort to increase the weight of state assessments in a teacher’s evaluation from 20% to 50%.
I’m going to spare you the “corporate reform” and “hedge fund buddies” angle on this; instead, I contend that this single-minded focus on test scores is simply bad strategy.
The focus of this blog has been on teasing out the metaphor of a school as an ecosystem, and elaborating on the theme that managing complex systems requires moving beyond linear thinking.
Here’s a relevant quote from Steve Denning (which we’ve examined before) on the principle of obliquity:
Efforts to impose linear thinking on complex situations have often led have the opposite of what was intended. As a result, the principle of obliquity becomes relevant. Where explicit articulation of a goal will result in the complex environment pushing back in the opposite direction, oblique goals will often be more effective, e.g. the goal of delighting customers may make more money than an explicit goal of making money.
What would be the opposite of what was intended in this situation (if Cuomo gets his way)? Well, if every teacher in the state is conscious that their evaluation is heavily determined by their student’s performance on that state test — then the problems of focusing mostly on ELA and math and shallow skills-driven test-prep will most likely be exacerbated. And kids that most need access to rich literature and knowledge across the domains of history, music, arts, science, and technology will instead continue to be given drivel. And teachers and schools may be more likely to engage in cheating.
I generally assume best intent when assessing the decisions of others. So to be fair to Cuomo, he is pushing for a simplified accountability system because the current system of 20% state, 20% local, and 60% principal observation may lead to the problems of over-testing and inflated scores.
But moving to increase the weight of the state test scores as a leverage over teachers is not the right move to resolve these issues. Instead, this maneuver is much more likely to compound deeper issues, rather than achieve the goal of increasing student and teacher performance.
It would be great if our elected representatives could move beyond linear models when making critical decisions on how to improve our system of education.