Re-thinking Newsweek and U.S. News Rankings - 0 views
www.bethesdamagazine.com/...rethinking-rankings.php
school rankings achievement montgomery county newsweek U.S. News bethesda measuring top schools best schools
shared by jbdrury on 18 Sep 09
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Re-thinking the Rankings
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B-CC had been ranked as the nation’s 64th best high school on the 2008 Newsweek list, but it was missing from U.S. News’ top 100. One parent e-mailed: “Should I be worried?”
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In the 2009 Newsweek rankings, released in June, four county schools (Richard Montgomery, B-CC, Thomas S. Wootton and Winston Churchill) were ranked among the nation’s top 100, with two others (Walt Whitman and Walter Johnson) narrowly missing
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Not to detract from MCPS, but I have often wondered if the fact that the designer of the index happens to live in the Bethesda is at all a coincidence?
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Most years, Montgomery County Public Schools (MCPS) has more schools in the top 100 of both lists than any other school system in the country
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rankings validate that the school system is “seeing the benefits of providing the academic support that allows our students to aim high and achieve at the highest levels.
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But do the rankings really mean much?
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I feel obliged to question the validity of the methods used to rank high schools.
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This is the basic explanation for how Newsweek ranks its schools; interesting to note that it is based almost solely on a sort of "preparation for college" mindset
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Newsweek ranks schools based on the Challenge Index, which was developed by Washington Post education reporter (and Bethesda resident) Jay Mathews. A school’s Challenge Index score is the number of Advanced Placement (AP), International Baccalaureate (IB) and Cambridge tests taken by all students in a school year divided by the number of graduating seniors. (AP courses are well-known; IB and Cambridge also consist of rigorous courses for which students can receive college credit. Like AP, their standardized exams are graded by outside examiners.)
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Mathews’ goal is to improve students’ academic preparation, especially in lower-and middle-income neighborhood schools. His solution is to expose more students to challenging course work, and he unapologetically describes his purpose as “advocacy as well as evaluation.
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He says the Challenge Index’s key attributes make it the singular best measure of a school’s quality: It can be easily understood; it points directly to implementing positive change through rigorous course offerings; and it can be applied meaningfully to all schools—unlike quality evaluations based on traditional measures such as test scores, which, he says, are inherently biased toward schools in wealthier, upper-middle-class neighborhoods.
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As a side note; this is my former social studies teacher and the person I credit most with making me want to become a teacher
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Walter Johnson Principal Christopher Garran
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Critics
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have attacked the Challenge Index for not effectively capturing what it purports to measure (school quality), in part because it doesn’t gauge student achievement, only the number of rigorous course exams taken.
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for ignoring graduation rates and achievement gaps among socioeconomic and ethnic segments.
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U.S. News also uses its own "college prep" index, but includes standardized test results, and takes socio-economic and racial differences into account
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U.S. News’ approach
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far more computationally complex
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a school must do significantly better on standardized state English and math tests than statistically expected given its economic makeup; be in the top half of its state (approximately) in the performance of its minority students
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“College Readiness” formula combines two components: the percentage of 12th-graders who had taken an AP or IB exam during or before their senior year; and the percentage who passed at least one exam—equivalent to an AP test score of 3 and an IB score of 4.
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U.S. News project, cites three ways its methodology is superior: “We measure success [tests passed]—not just quantity of tests taken. We factor in how well schools do in serving economically disadvantaged students and minorities. And we recognize schools within their respective state.”
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The U.S. News rankings have been attacked by education experts for intermixing highly selective “elite” schools, such as Thomas Jefferson High School for Science and Technology in Alexandria, Va.—currently their top-ranked school in the U.S.—with schools having open admissions
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Unlike U.S. News, Mathews eliminates some academically elite schools, setting the cutoff at the level of the highest average SAT/ACT scores of any “normal enrollment” school in the country.
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“It would be deceptive for us to put them [schools above this threshold] on this list [because] the Challenge Index has been designed to honor schools that have done the best job in persuading average students to take college-level courses and tests. It does not work for schools that have no, or almost no, average students.”
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As of 2009, schools with AP exam pass rates lower than 10 percent (schools that would have made the list in previous years) have also been eliminated from the main Newsweek ranking. Most of these schools, which are typically located in low-income neighborhoods, have recently introduced their students to academically challenging courses as a form of “shock therapy.”
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Just as the Challenge Index is too limited in its concept of best schools, the U.S. News procedures try to cover too much. The crux of the problem is combining three essentially different criteria (college readiness, overcoming economic disadvantage and minimizing ethnic group disparities) into one ranking. Schools that excel in one aren’t necessarily those that excel in the other(s). Some schools that do the greatest job of preparing their minority students might not have total-school achievement scores that are among the best. Other schools characterized by superlative overall college readiness might score only slightly above average relative to their economic profile. In trying to incorporate “economic disadvantage” and the reduction of ethnic group (minority) achievement gaps together with schoolwide high achievement, the U.S. News ranking risks confounding different educational objectives. Depth and breadth of performance, and exceeding expectations, should be reported separately, rather than conjoined. Separate rankings would be easier to understand, more informative and less disputable—although perhaps less likely to help sell magazines.
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Several principals, including Whitman’s Goodwin, noted how nonacademic programs that help students succeed and are a huge part of some students’ lives (arts, music, sports, civic activities, etc.) are not examined.
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comparing large and small schools can be misleading
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eferring to the many qualitative features that go into making a great school, Doran says, “The rankings are measuring the brain of the school—not the heart of the school.”
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Having grown up in Bethesda, I am well aware of the preoccupation with the ranking of U.S. schools. This article shares some insight into how two of the more popular (or circulated) ranking systems come up with their results.
