August23,2015

CommissionerofEducationMaryEllenElia
BoardofRegents
NYSEducationDepartmentBuilding
89WashingtonStreet
Albany,NY12234

Re:3012dPublicCommentEDU271500019P

DearCommissionerEliaandBoardofRegents:

PleaseacceptthiscorrespondenceasNYSAlliesforPublicEducations(NYSAPE)formal
submissionofcommentsinoppositiontotheproposedrulemakingentitled
EDU271500019P,publishedintheNYRegisteronJuly8,2015.Itisanticipatedthatthe
proposedrulewillbepresentedforadoptionattheRegents
September16&17,2015
meeting.
NYSAPEopposespermanentadoptionoftheAPPRregulationandsubmitsthispaperin
objectiontopermanentadoptionoftheproposedregulations.

NYSAPEObjectstoPermanentAdoptionofProposedAPPRScheme

NYSAPE,anorganizationthatconsistsofoverfiftyparentandeducatoradvocacygroups
acrossNewYorkState,firmlybelievesinthepowerofpubliceducationanditsfundamentallink
tothesuccessofathrivingcommunityanddemocraticgovernment.

NYSAPEhaslongadvocatedforpubliceducation.Webelievethatwhilemeaningful
assessmentisanessentialcomponentofaworldclasseducation,theNYSstandardized
assessmentsarealignedwithunprovenreformsthatareneithersupportedbyrigorousresearch

norvettedbyeducatorsandparents,andareharmfultochildren.

Asleadersofanadvocacymovementwhodemandanimmediateendtotheoveremphasison
harmfultestingpractices,weassertthattheproposedAPPRregulations,EDU271500019P,
shouldberejected.

Parentshavebecomeincreasinglyfrustratedwiththealarmingchangeshappeningtotheir
childrenandtheireducation.ConcernslodgedbyparentstoStateandeducationofficialsabout
thedevastatingimpactthattyingtestscorestoteacherandprincipalevaluationshavehadin
publicschoolshavebeenignoredandrebuffed.Asaresult,theseparentsexercisedtheir
parentalrightstohavemorethan220,000childrenrefusethe2015stateassessments,and
teachersofconsciencebravelydefendedtheirprofessionfromflawed,harmfultesting
practicesandbadpoliciessanctionedbytheState.

WhileSEDtakesthepositionthatstateassessmentsmustbetiedtoteacherevaluationsfor
accountabilitypurposes,webelievethatNewYorkStatesAPPRschemeisneitherareliable
noraccuratewaytoassessNewYorkStateteachers.Initscurrentform,theteacherand
principalevaluationschemesubjectsNewYorkStatepublicschoolchildrentoanegregiously
flawedtestingregimethatnotonlyharmspublicschoolchildrenandteachersbutthreatensthe
veryfabricofourpublicschools.

WeurgetheBoardofRegentstorejecttheAPPRregulationsproposedforpermanentadoption
andtovoteNoattheSeptembermeeting.WerespectfullyrequestthattheRegentsutilizeall
avenueswithintheirpowertodemandthatboththeLegislatureandtheGovernoramendthe
educationlawanddecoupletestscoresfromteacherandprincipalevaluations.

TheAPPRRegulationProposedforPermanentAdoption
isPatentlyFlawedandShouldbeRejected

Aspartofthe201516budgetbillasitrelatestoeducation,theStateincreasedtheimpactof
thevalueaddedmeasure(VAM)onteacherandprincipalevaluationstoawhopping50%(and,
insomecases,morethan50%).Thishasraisedgraveconcernsabouttheimpactthatthis
policywillhaveonteacherandprincipaleffectivenessoutcomesastiedtostudent
assessments.Forthatreason,andamongothers,theNYSAPEBoardrecentlymetwith
CommissionerMaryEllenEliatodiscussourconcernsrelatingtotestingandevaluations.

Dr.CarolBurris,therecentlyretiredprincipalofSouthSideHighSchoolinRockvilleCentre,
participatedinthatmeeting,heldAugust4,2015,betweentheNYSAPEBoardand
CommissionerElia.Dr.Burrisrecountedtheratingsofteachersatverylowperformingschools
inBuffaloinordertodemonstratethatmanyoftheteachersinthoseschoolshadreceivedhigh
studentgrowthratings.Thensherecountedthestudentgrowthratingsofteachersatthe
highperformingScarsdalepublicschoolanddemonstratedthat,bycontrast,anextraordinary
proportionwereratedineffective.CommissionerEliaagreedthattheseresultsmadenosense.

Infact,CommissionerEliawentontoconcedethatthefactsDr.Burrisbroughttoherattention
areutterlyindefensible.

Thisindefensiblephenomenaiseasilyexplainedbytheunintendednegativeconsequences
attendanttousingstudentassessmentscorestopredictstudentgrowthforthepurposeof
teacherevaluationsitproducesunpredictableandirrationalvariabilityinstudentgrowth
scores.Indeed,theVAMbasedteacherandprincipalevaluationschemethatisbeing
proposedforpermanentadoptionattheSeptemberRegentsmeetingisanindefensible
schemeinandofitself,onethatgreatlyprejudicesteachersandprincipalsand,ultimately,the
studentsintheircharge.

TrustedassessmentandeducationpolicyexpertsagreethatthereisdangerinusingVAMfor
highstakesdecisionsaboutteachersjobsandpay.TheAmericanStatisticalAssociation
issuedareportin2014onVAMandsaid:VAMsaregenerallybasedonstandardizedtest
scoresanddonotdirectlymeasurepotentialteachercontributionstowardotherstudent
outcomes.(See:http://www.amstat.org/policy/pdfs/asa_vam_statement.pdf)

Indeed,theuseofstudenttestscorestoevaluateteachersusingVAMmethodologyhasleadto
somepreposterousresults.InNewYorkCity,anartteacherwasevaluatedbasedonmath
standardizedtestscoresandsawhisevaluationratingdropfromeffectivetodeveloping.

Meanwhile,teachersinE.M.BakerSchoolreceivedascoreofineffective,21percent
developingand57percentwereeffective.Justtheyearbefore,notoneteacherreceivedan
ineffectivescore.

In2013,26percentofRochesterteacherswereratedasineffectivebasedonstudent
performanceonthestatetests.Justoneyearlater,thenumberofineffectiveteachersdropped
to4percent!Inthesameyear,thepercentofteachersinYonkerswhogotineffectivegrowth
scoresfellfrom18percentto5percent.

Inthespanofoneyear,thepercentageofteacherswithineffectivestudentgrowthscoresin
topperformingScarsdalewentfrom0percentto19percent,anditjumpedfrom0percentto13
percentinaffluentRoslynonLongIsland.Thoseineffectiveratingshaveevenslippedinto
topperformingandaffluentJericho,NewYork,where8percentofthoseteachersarenow
consideredineffective,notwithstandingthat81percentofJerichostudentswereproficienton
theCommonCoremathtests,farexceedingandmorethandoublingtheStateaverageof35
percent.

Therearealsodisparitiesinthescoresofhighlyeffectiveteachers.In2014,10percentofthe
teachersinBrooklyn(KingsCounty)gothighlyeffectivestategeneratedgrowthscores.By
astoundingandabsurdcontrast,notoneteacherinRoslynorScarsdaledid.Yetoneyearprior,
13percentofScarsdaleteachersgothighlyeffectivescoresfromNYSED.

Alsoin2014,44percentoftheteachersintheFoxMeadowSchoolinScarsdalereceived
growthscoresthatsaidtheywerenoteffectiveteachers,with22percentratedineffective.
Yet61percentoftheschoolsstudentswereproficientinEnglishLanguageArts,and75
percentwereproficientinmathmorethandoubletheStatesproficiencyrate.

SimilarresultswerefoundatthehighachievingHarbourHillElementarySchoolinRoslyn,
where36percentofitsteachersreceivedgrowthscoresthatlabeledthemineffective.

TheLincolnSchoolinRochesterisaschooldesignatedasapriority/failingschoolbytheState.
ItsproficiencyrateontheStateassessmentswaslessthan3%.In2014,100%ofitsteachers
receivedeffectivestatescores,with7percentbeingratedhighlyeffective.

AttheMartinLutherKing,Jr.SchoolinUtica,NY,aschoolfacingreceivership,60percentof
theteachersreceivedeffectiveVAMscoresand40percentweregivenVAMscoresofhighly
effective.

ThedramaticdifferencescitedaboveaptlyillustratehowusingtheVAMformulatoevaluate
teachersandprincipalsmanifestsinirrationalstateproducedteacherscores.Toboot,these
irrationalevaluationscoresarebasedontheflawedNewYorkCommonCoretests.Such
disparateoutcomesshouldcomeasnosurprisetoSED,theRegentsorStateofficials.
ResearchersandexpertshavelongcautionedthattheVAMmethodologyisaninaccurateand
flawedmeasureofindividualteachereffectivenessand,accordingly,havelongcautioned
againstusingVAMtomeasureindividualteachereffectiveness.

TheAmericanEducationResearchAssociation,andtheNationalAcademyofEducation,both
addressedtheseflaws,statingthattheflawscompromisetheteacherevaluationprocesssothat
theformulaisrenderedunstableandvirtuallyirrational.(See:
https://edpolicy.stanford.edu/sites/default/files/publications/gettingteacherevaluationrightchall
engepolicymakers.pdf)

Yeartoyearvolatilityofthescoresisalsowellestablished.TheNationalAcademyofSciences
(NAS)andtheAmericanStatisticalAssociationhavebothstatedthattheVAMmethodologyis
notreliableenoughtobeusedasamajorcomponentofanyteacherevaluationsystem:

ThereportstronglysupportsrigorousevaluationsofprogramsfundedbytheRacetotheTop
initiative.Theinitiativeshouldsupportresearchbasedondatathatlinksstudenttestscoreswith
theirteachers,butshouldnotprematurelypromotetheuseofvalueaddedapproaches,which
evaluateteachersbasedongainsintheirstudents'performance,torewardorpunishteachers.
ThereportalsocautionsagainstusingtheNationalAssessmentofEducationalProgress,a
federalassessmentthathelpsmeasureoverallU.S.progressineducation,toevaluate
programsfundedbytheRacetotheTopinitiative.(See:
http://www.nap.edu/catalog/12780/letterreporttotheusdepartmentofeducationontheracet
othetopfund)


Likewise,theAmericanStatisticalAssociation(ASA)opined,inrelevantpart:

VAMsshouldbeviewedwithinthecontextofqualityimprovement,whichdistinguishesaspects
ofqualitythatcanbeattributedtothesystemfromthosethatcanbeattributedtoindividual
teachers,teacherpreparationprograms,orschools.MostVAMstudiesfindthatteachers
accountforabout1%to14%ofthevariabilityintestscores,andthatthemajorityof
opportunitiesforqualityimprovementarefoundinthesystemlevelconditions.Ranking
teachersbytheirVAMscorescanhaveunintendedconsequencesthatreducequality.(See:
http://www.amstat.org/policy/pdfs/asa_vam_statement.pdf).

AstheASApointsout,usingVAMscorestoimproveeducationrequiresthattheyprovide
meaningfulinformationaboutateachersabilitytopromotestudentlearningbutthisis
accomplishedonlyindistrictsinwhichVAMsareusedforlowstakespurposes.(emphasis
added).

Infact,theASAstronglycautionsagainsttheuseofVAMforhighstakespolicyanddecision
making:

Itisunknownhowfullimplementationofanaccountabilitysystemincorporatingtestbased
indicators,suchasthosederivedfromVAMs,willaffecttheactionsanddispositionsofteachers,
principalsandothereducators.Perceptionsoftransparency,fairnessandcredibilitywillbe
crucialindeterminingthedegreeofsuccessofthesystemasawholeinachievingitsgoalsof
improvingthequalityofteaching.Giventheunpredictabilityofsuchcomplexinteractingforces,
itisdifficulttoanticipatehowtheeducationsystemasawholewillbeaffectedandhowthe
educatorlabormarketwillrespond.

ProfessionalconsensusabouttheuseofVAMinevaluatingteachersandprincipalsisthatVAM
isinappropriateasaprimarymeasureforevaluatingindividualteachers.Itstandstoreason,
raisingthepercentageofAPPRplanto50%isirrationalandpatentlyabsurd.Astheevidence
clearlyshows,thecurrentformulahasyieldedahugeandirrationaldisparityacrossschoolsand
districtsofthegainscoresinthecurrentformulawhichdemonstratesthattheproposedAPPR
regulationslatedforpermanentadoptionisutterlyinappropriate.

SubstantiveArgumentAgainstPermanentAdoptionofAPPR

TheRegentsareabouttopermanentlyadoptaVAMmethodologyinwhichstudenttestscores
willcountfor50%(ormore,dependingonthematrix)ofanindividualteachersorprincipals
overallrating.Accordingtothecomprehensivetextoftheproposedruletobepromulgatedby
theNewYorkStateEducationDepartment(seememofromKenWagner,datedJune15,2015,
totheP12Committee
http://www.regents.nysed.gov/common/regents/files/meetings/Revised%20Subpart%20302%2
0303_0.pdf),themethodologythattheNewYorkStateEducationDepartmentproposestouse

tomeasurethestudentgrowthcomponentofindividualteacherandprincipalevaluationsisso
scientificallyflawedandunsoundastobeunreasonableandunreliable.Itproducesunintended
negativeconsequencesthatwillassuredlyjeopardizeandpossiblyendthecareersofmany
outstandingandcompetentNewYorkStateteachers,aswellasharmthelearningexperiences
ofmillionsofNewYorkStateschoolchildren.TheStateEducationDepartmenthasan
affirmativedutytothechildrenoftheStateofNewYorktopreventdetrimentalmeasuressuch
asthisfrombeingpromulgatedthisproposedrulemustnotbeallowedtopass.

Insupportofthisassertion,wereferyoutoalloftheevidentiaryexpertaffidavitsthatwerefiled
onbehalfofthePetitionerinthecaseofDr.SheriLedermanv.JohnB.King,Jr.,etal.(Index
No.544314).InitialaffidavitsofexpertsDr.AudreyAmreinBeardsley,Dr.CarolBurris,Dr.
LindaDarlingHammond,Dr.BradLindell,andDr.AaronPallascanbefoundhere:
https://www.copy.com/s/t%3AgINOBAtg3zIEAJjA%3Bp%3A%252FLederman%2520Article%25
2078/Affidavits%20(Prof%2C%20Parent%2C%20Student)%3Boid%3A74.
ReplyaffidavitsofDr.AaronPallas,Dr.BradLindell,Dr.AudreyAmreinBeardsley,Dr.Carol
Burris,andDr.LindaDarlingHammondaswellasinitialaffidavitsofDr.JesseRothsteinand
Dr.SeanPatrickCorcorancanbefoundhere:
https://www.copy.com/s/t%3AhfUPvSmzK3MdHG3G%3Bp%3A%252FLederman%2520v.%252
0King.

GiventhatofficersoftheNewYorkStateEducationDepartmentweredirectpartiestothis
litigation,NYSEDingeneralisalreadyonconstructiveifnotactualnoticeoftheentirecontents
ofthesevariousaffidavitsallofwhichwereuncontrovertedbyNYSEDduringthematter.We
herebyincorporateintothiscommentforyourreviewandresponseeachandeveryaffidavit
referencedabove,intheirrespectiveentireties,especiallyfortheirdiscussionofthestudent
growthmeasurecurrentlyinuseandbeingproposedbyStateEd.

Inaddition,wesubmitafurtherexplanationoftheaffidavitthatwassubmittedbypsychologist
Dr.BradLindell,asfollows:

"IamDr.BradLindell,oneoftheaffiantsintheSheriLedermancasewhowaspresentatthe
oralargumentsonWednesday.Itwastrulysomethingtoobserve.Yougotthefeelingthatgood
waswasgoingtocomefromthegreatworkofSheriandBruceLedermanandfromtheexperts
opinionsinsofaraschangingthisbrokenVAMsystem.Yougotthesensethatthejudgewas
listeningtothescienceaboutVAMandnotjusttothepoliticalrhetoric.

Justwanttofillyouinonsomethingthatwaspresentedinmyaffidavitmodifiedtogiveaclear
andunderstandableexampleoftheeffectsofpoorreliabilityonafullscaleWISCintelligence
test.IfthesametestretestreliabilityfromtheteacherassignedyearlyVAMscores(.40)was
appliedtotheWISCfullscaletodeterminethe90%confidenceinterval,therangewouldbe
ridiculouslylarge.

Examples

IfastudentscoredafullscaleIQof100(average)thenthe90%confidenceintervalwouldbe
an81to119.Thisindicatesthattherewouldbeawiderangewherethescoresfromrepeated
administrationsoftheWISCwouldbeexpectedtofallforthisstudent.Onecouldnothave
confidenceinthevalidityofaintelligencetestwithlowreliability.Withoutadequatereliability,
therecannotbevalidity.ThissameholdstrueforVAMscores,whosereliabilitieshavebeen
foundtobenotoriouslow.

ThereliabilityoftheWISCisgenerallyinthe.80to.90range.The90%confidenceintervalsare
generallyinthe+\6range.Sothissamepersonwitha100fullscaleIQwouldhavea90%
confidencerangeof94106.Quiteasmallerrange.

Thisiswhyreliabilityissoimportant,whichhasrepeatedlybeenshowntobelowlike.2to.4for
yeartoyearVAMscores.ThisisalsowhyteachersyeartoyearVAMscorevaryso
considerably,likeinthecaseofSheriLederman.Withoutreliabilitytherecannotbeadequate
validity."

Dr.Lindell'sexplanationcanbefoundhere:
http://dianeravitch.net/2015/08/21/apsychologistspeaksoutaboutthelowreliabilityofvamsc
ores/

ProceduralArgumentsAgainstPermanentAdoptionofAPPR

TheNoticeofProposedRulemakingisfatallydefective,asitfailstoidentifytheunderlying
scienceandresearchtosupporttherules.NYState'sAdministrativeProcedureAct(SAPA)
requiresthatthe"NeedsandBenefits"sectionoftheNotice'smandatory"RegulatoryImpact
Statement"specificallyidentify"acitationforandsummary...ofeachscientificorstatistical
study,reportoranalysisthatservedasthebasisfortherule,anexplanationofhowitwasused
todeterminethenecessityforandbenefitsderivedfromtheruleandthenameoftheperson
thatproducedeachstudy,reportoranalysis."SAPAsection202a(3)(b),
http://law.onecle.com/newyork/stateadministrativeprocedureact/SAP0202A_202A.html.
(Withthisinformation,thepubliccancommentinameaningfulway,withanunderstandingof
whatunderlyinginformationsupports(ordoesn't)theproposedrule.)

ButtheNoticeofProposedRulemakingglossesoverthiscriticalrequirementtheNotice's
responsetothe"NeedsandBenefits"sectionadmitsthatexpertinputisrequiredbylawbut
thenfailsentirelytoidentifyanystudy,reportoranalysis,ortheproducersofthosereportsor
thecitations,allinviolationofthelaw.TheNoticesaysonlythat"Thestatuterequiresthe
Commissionertoadoptregulationsnecessarytoimplementthenewevaluationsystemfor
teachersandprincipalsbyJune30,2015,afterconsultingwithexpertsandpractitionersinthe
fieldsofeducation,economicsandpsychometrics."NewYorkRegister,July8,2015
http://docs.dos.ny.gov/info/register/2015/july8/pdf/rulemaking.pdf(page24).

Notonlyisthisomissioninplainviolationofthelawdeprivingthepublicofitsstatutoryrightto
givemeaningfulcommentbuttheomissiongoestotheheartofthepublic'sconcernsabout
therules.Thepublichasbeendeeplytroubledbytheapparentarbitrarinessandlackof
scienceinpriorAPPRplansaswellasinthenewone,somuchsothatover25,000New
Yorkers,includingourstate'smostrespectededucators,signedapetitiononthispoint:
http://form.jotformpro.com/form/51403613544952.

Theneedforthescienceandresearchisalsoimperativeandlegallyrequiredassomeof
themostcontroversialelementsoftheruleswerenotdecidedbythelegislature,butinstead
werespecificallydelegatedbythelegislaturetoSEDandtheBOR,andtheirmaterialsare
essentialtotherules'validity,aswellasforpubliccomment.

Forexample,theETAstatesthat"TheCommissionershalldeterminetheweightsandscoring
rangesforthesubcomponentorsubcomponentsofthestudentperformancecategorythatshall
resultinacombinedcategoryrating.TheCommissionershallalsosetparametersfor
appropriatetargetsforstudentgrowthforbothsubcomponents...."(ETAp.128,
http://www.harrisbeach.com/files/2015/EducationTransformationActof2015.pdf)

SED'sproposedruleincludesthesescoringrangesandweights,detailingwhatpercentageof
studentsmeetingtargetswillequatewithaparticularscoreof120.SED'sproposedrulesalso
setforththecutscoreslayingoutoutwhatnumbersfromthe120scorerangeequatewith
eachofthe4ratingcategories,i.e.highlyeffective,effective,developingandineffective.For
example,toreceivearatingofeffective,atleast15outof20pointsarerequired.
SeeProposedRuleatp.3334,
http://www.regents.nysed.gov/common/regents/files/meetings/Revised%20Subpart%20302%2
0303_0.pdf.Notethatsomescoreshavesignificantlywiderbandsthanothers,e.g.,thescores
of13and14,whichwouldnotyieldapositiverating,havewidebands,of6and7points,but
higherscores,like18and19havebandsasnarrowas2and3points.Id.Andyet,SEDfailsto
provideanysupportwhatsoevertocorroboratethesescoringrangesandweights.Thepublic
cannotpossiblysubmitmeaningfulcommentonthismostimportantaspectoftherule,
delegatedtoSEDandBOR,withoutbeingalertedastowhatsupportsthesefiguresandcut
scores.Assuch,therulesshouldbewithdrawn,andifdesired,anewNoticecanbeissued,that
meetsallofthelaw'srequirements,andanew45daypubliccommentperiodcancommence.

Alternatively,itmaybethatinfactthereisnosupportinscienceorresearchfortheseranges
andweights.Shouldthatbethecase,thentheproposedrulesshouldwithdrawnforhavingno
supportablebasis."StandardsforEducationalandPsychologicalTesting,"("Standards")
consideredthegoldstandardintestingissues,andevenreferredtospecificallyintheproposed
rules(seep.25,
http://www.regents.nysed.gov/common/regents/files/meetings/Revised%20Subpart%20302%2
0303_0.pdf),couldnotbeclearerabouttheimportanceofdetailedresearchtosupportcut
scores:"Cutscoresembodyvaluejudgmentsaswellastechnicalandempiricalconsiderations.
Wheretheresultsofthestandardsettingprocesshavehighlysignificantconsequences,those

involvedinthestandardsettingprocessshouldbeconcernedthattheprocessbywhichcut
scoresaredeterminedbeclearlydocumentedandthatitbedefensible."(p.101,2014edition)

Inaddition,theproposedrulessetthedivisionofweightiftwotestsareusedforthestudent
growthcomponentat50%/50%.Intheoriginalemergencyrule,discussedandadoptedatthe
June2015BORmeeting,theratiowas80%statetestand20%local.Followingdiscussion,the
weightswerechangedto50%/50%.(Seeproposedrules,p.33,
http://www.regents.nysed.gov/common/regents/files/meetings/Revised%20Subpart%20302%2
0303_0.pdf)Butthediscussiononwhethertousethenewdivisionincludednoreferencesto
studiesoranalysessupportingordismissingeithersetofnumbers.

Again,"Standards"isspoton:"whenevaluationsoraccountabilitysystemsrelyonmeasures
thatcombinevarioussourcesofinformation,suchaswhenscoresonmultipleformsofatest
arecombined...therulesforcombiningtheinformationneedtobemadeexplicitandmustbe
justified.Itisimportanttorecognizethatwhenmultiplesourcesofdataarecollapsedintoa
singlecompositescoreorrating,theweightsanddistributionalcharacteristicsofthesourceswill
affectthedistributionofthecompositescores.Theeffectsoftheweightinganddistributional
characteristicsonthecompositescoreshouldbeinvestigated."(p.210,2014edition)

Becauseofthefailuretoidentifyanyscience,research,analysis,orreport,theproposedrule
mustberevoked.Thefailureisagainstthelawasstatedabove,SAPAspecificallyrequires
thisinformation,andSEDchosetoignorethatlaw.

Thefailurealsoimpedesdemocracy,asthepubliccannotmeaningfullycommentwithoutthe
requiredinformation.Thepubliccommentismandatorybecausetherulemakerswere
appointed,notelected,andthecommentistheonlyinputthatthepublichasontheserules.

Thefailurealsomayindicatethatinfactthereisnosupportfortheserules,thatnoscienceor
researchsupportsthis.Ifthisisthecase,thentherulesmustberevokedonthatbasis.

Forthereasonssetforthmorefullyhereinandabove,weurgetheBoardofRegentstoreject
theAPPRregulationsinitscurrentformattheSeptembermeeting,refusetopermanently
adoptthesameandtoutilizeallavenueswithintheirpowertodemandthatboththeLegislature
andtheGovernoramendtheeducationlawanddecoupletestscoresfromteacherand
principalevaluations.

RespectfullySubmitted,

NYSAlliesforPublicEducation
By:APPRPublicCommentSubcommitteeMembers,
AnnaShah,Esq.
DeborahAbramsonBrooks,Esq.

cc:AssemblyEducationCommitteeMembers