“Something there is that doesn’t love more bubble testsAnd students bubbling and learning how to bubbleWhen they might be making robots or reading Frost….”
“As expected, given the announcement that one member had reversed her position in the face of a massive, disinformation campaign by the Superintendent, the Lee County School Board just voted 3-2 to override its previous decision. However, four of the five board members spoke out against “test misuse and overuse” as well as “the punitive use of standardized exams.” The two Board members who opposed the original motion (allegedly due to the lack of an implementation plan) pledged to take their concerns to a meeting of the Florida School Boards Association, which is holding a statewide conference beginning tonight, and one threatened a lawsuit against unfunded state testing mandates.“After the vote, several Board members said that there would be a public workshop next week to discuss how to move forward to reduce testing overkill, and two members pledged that they would make implementation motions at the Tuesday night, September 9 regular Board meeting.The hundreds of parents, teachers, students and taxpayers who packed the room viewed the decision as a temporary tactical setback, not a long-term defeat, for the assessment reform movement.”
“Over the past year or more, many of us have heard from some students, teachers, and parents who expressed their concerns about over-testing in our schools. We share their concerns, and we want to take action on this matter. None of us wants to test students too much, and each of us can consider ways to streamline the assessment process, to eliminate assessments that do not advance teaching and learning, and to ensure that we use assessments to help us make good decisions about instruction. If assessments do not give us information that informs instruction, we should not administer those assessments.”
Something’s coming, something goodIf I can waitSomething’s coming, I don’t know what it isBut it is gonna be great{{4}}.
[[1]]1. He sent virtually the same message to Diane Ravitch. [[1]]
[[2]]2. Full disclosure regarding my own relationship with Deborah Gist. She was State Superintendent when Michelle Rhee was Chancellor, and it was her office that detected the unusual patterns of ‘wrong to right’ erasures that strongly suggested cheating. Instead of taking direct action, Gist exchanged memoranda with Rhee for months, during which time Gist applied for and got the Rhode Island job. Because I believed then–and still believe–that the public ought to know Gist’s version of those machinations, I begged her to speak to me on the record. She refused. When Rhee’s organization, StudentsFirst, rated state education programs, Rhode Island received the top score, which some interpreted as Rhee’s way of thanking Gist for her silence. [[2]]
[[3]]3.It’s also possible that Secretary Duncan’s friends and handlers in the White House have realized they need the votes of teachers in the midterm elections, just two months away.[[3]]
[[4]]4.As most of you no doubt know, “Something’s Coming” is a love song of joyous anticipation from “West Side Story.” More here.[[4]]
John
Here is an article I wrote back in January that is especially relevant today
The underlying issue here is that the number one priority of the NEA and other unions is to preserve the jobs of their members. Anything that challenges this structure is resisted, and they are expert at finding fault, as Ms Ravitch so avidly shows.
Lets get away from this so typically American controversy that so delights the lawyers – of polarizing defense versus prosecution. Lets stop trying to measure teachers with regimented tests; instead lets use frequent online quizzes to check whether each student has actually grasped the concept -= and if not immediately provide remediation.
Ms Ravitch inveighs against poor results for disadvantaged children. My own experience is that well designed computer programs are actually better at adapting to the individual capabilities of each child better than one harassed overworked teacher.
Lets anchor the target ratio of 24 students per teacher; but instead set online classes at say 60 per class, with 24 in each face to face class; that allows 15 minutes each week for one-on-one with each teacher.
Lets start training teachers to personally modify online programs so they are not unwilling prisoners to a fixed program. Instead of sending disruptive students to the Principal’s office, send then to a separate online cubicle, where they can still learn without causing havoc in their class.
Lets target giving every child a tablet computer for use in school and to take home. Running only on the school network it is not a target for theft, and provides an educational alternative to mind numbing TV. That same tablet could provide video conferencing parent teacher discussion – something non-existent in the inner city; and yes pay the teacher for her time.
One answer to the drop out rate is to pay a bonus to the mother when her child graduates. Everyone talks about the importance of family support. Lets create a carrot that shows we believe in its importance.
Sadly Ms Ravitch is an inspired advocate of the miserable status quo, when there is so much to offer and so many young lives are at stake.
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I am curious to hear what you see as a vision that schools should be striving for. It seems like getting rid of excessive standardized testing and empowering teachers brings us back to the kind of schooling that existing in the 70’s where the quality of education in schools varied dramatically, but none could be considered great. Is that the best we can hope for with the current model?
What do you think schools should generally look like?
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John: I teach GED classes in reading and writing based on the Common Core to adults. I am impressed and surprised by the challenging material and by the rigor and expectations of the program. I’m a big supporter of the tougher standards and the motives behind them even though I question the degree of difficulty for someone who may only read at a fifth or sixth grade level. Interpreting a passage from Faulkner or Melville is asking a lot for many who didn’t make it through the Philadelphia school system — and even for many who did. I applaud the Feds for upping the standards and the states for adopting them. l oppose efforts to repeal but I understand the criticism and angst this is causing. I’d like to see a solution that preserves the higher standards, perhaps with some adjustments and time to adapt.
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I am in agreement, John. The Common Core is suffering collateral damage from the testing obsession, it seems to me. But the federal government’s insistence that the scores be used to evaluate teachers creates a huge problem, because some of the CC’s skills–such as ‘speaking persuasively’ and ‘working cooperatively’ CANNOT be evaluated by a machine-scored test or by any test at all. Teachers are required, which means teachers must be trusted.
But if the scores are going to be held over teachers’ heads, then those teachers will teach only the stuff that can be measured on the tests….so say goodbye to ‘speaking persuasively’ and ‘working cooperatively.’
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I should have expanded in the original piece above on the idea of a moratorium. What precisely is going to occur during this period of time, whether it’s Arne’s one year or Bill Gates’s two years? Will there be a concerted effort to 1) count the number of tests, 2) add up the time spent taking and preparing for them, and 3) tabulate the real costs in dollars?
Will some people band together to talk seriously about ways to evaluate schools, students and teachers?
Will we have a national conversation about the purposes of schooling?
Let’s hope…
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This evening I had a conversation with a teacher who works as a reading specialist in a California school with a predominantly low income, hispanic student body. When she read the Common Core standards she was enthusiastic. But the reality she already sees as teachers try to inplement them is at least as great an emphasis on test readiness as she saw before. No matter that CA has taken a more cautious approach than, say, New York. Teachers are very clear that test scores, which will only catch a miniscule part of what the standards were meant to address, are very much the name of the game. With each protest I read about I have more hope that people will not let this next generation suffer the way public school students in many parts of the country have had their school years “downsized” in the NCLB era. But I also share your skepticism. Words from the likes of Duncan, Gates, and Gist have a way of being just that. We need to keep our eye on the prize: an engaging education that will produce adults who can participate fully in our democracy.
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