8/10/2019 Testing Funding Questions

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Q. How are testing and funding connected, if at all, in MN's public schools?

A. There arent direct funding implications relating to test scores for schools and districts. The

states most struggling schoolswith test scores being one of several determining factors

receive additional support from the state to help raise achievement. This support comes in the

form of a School Improvement Grant and/or direct support from the state s Regional Centers of

Excellence.

Q. Does MN's waiver from NCLB include bonuses or grant money that can be awarded to

schools based on test scores That is, if a school's MCA scores go up, does that make the

school's staff eligible for bonuses?

A. No.

Q. Do a certain percentage of students still need to take the MCAs for federal funding

purposes?

A. No. In order to receive an Adequate There is a minimum participation rate of 95 percent in

order for a school to be eligible for receiving a Reward or Celebration school designation.

[Needs verificationalso AYP?]

Q. If a significant number of students opt out of the MCAs, is funding impacted in

anyway?

A. No.

Q. Are there any funding considerations with other tests, such as the MAP (NWEA) or

OALP?

A. No.

Q. Is it your understanding that very few, if any, schools in MN are actively using test

prep and test-taking strategies to get students ready for standardized tests?

A. Minnesota is a local-control state. Districts make local decisions about curriculum and

instruction for their schools, including getting students ready for success on standardized tests.

Q. Is it your position that schools should not be using test prep or test-taking advicesessions to try to improve student performance on the MCA tests, or any other

standardized test?

A. The department does not promote, encourage or endorse any form of test preparation other

than encouraging students to get a good nights sleep and a complete breakfast on the morning

of the test. The state sets standards which local districts use to develop curricula. When

standards, curricula and teacher instruction are aligned, students will be prepared for the

Minnesota Comprehensive Assessments.

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Q. Are standardized test scores a useful, valid, or fair way to evaluate teachers?

A. Minnesota statute requires that districts begin evaluating teachers in the 2014-2015 school

year, and 35 percent of the evaluation must come from valid and reliable assessments.

Just as standardized tests are useful as one tool in the toolkit for evaluating student

performance, they are useful as part of the toolkit for evaluating teachers and principals. Since

spring 2013, the department has been partnering with 18 Minnesota school districts and charterschools to pilot an example teacher evaluation model. The model consists of three components

for evaluating teachers: teacher practice, student engagement, and student learning and

achievement. Districts may choose to use the example model piloted by the state, or develop

their own model.