A teacher in Philadelphia wrote a terrific article explaining why her school is “incredible.”
The state labeled it “low-performing.”
Now her students will be allowed to “escape” to another school.
But, she points out,
A staggering 95 percent of our students come from poor families, nearly 30 percent are learning English, and at least 16 percent have special needs. You will never hear me use those numbers as excuses, though. I tell anyone who will listen that my students are some of the most intelligent, engaging, enthusiastic, and resilient children in Pennsylvania.
She describes the many successes of her students, each of whom has achieved a personal triumph this year and concludes:
Each and every child in my classroom had his or her own successes. Will those successes be reflected in their test scores? I hope so. But even if they are not, that doesn’t diminish their triumphs.
Yet when these students come back to school in September, they will hear that they go to an underachieving school, and that they can go to a “good” school. What message will they take away?
It would never cross my mind to call a student “bad.” But now the state is labeling entire schools — and, in turn, communities — “bad.” That is distressing not only because I know my colleagues and I are committed to excellence, but also because it will be one more way society is telling our students they are unworthy.
“. . . it will be one more way society is telling our students they are unworthy.” As if they haven’t gotten that message by the time they enter kindergarten into falling down dilapidated buildings. Why our society insists on doing this sorting and separating, with “winners” and “losers” is beyond me. Oh, I forgot the rich deserve what they have and the poor are just to stupid to be rich!
I discovered the educational consultants that one of our “change agents” used to lead the school to adopt ACT college readiness standards. Now, my students didn’t even register on their standards; they had no standards for them, but I was supposed to be teaching them using those standards. A large number of the students enrolled in my reading classes did not meet the entry requirements, but I adapted the material for them as necessary. Surprise, surprise! They didn’t meet the growth goals the program said would be typical. Everyone of my students “grew.”
“Each and every child in my classroom had his or her own successes.”
Unfortunately, the ones who made decisions only looked at data points. Did I miss something?
If it is okay for an entire school or school district to be labeled a success or failure based on a single measure, such as state test results, then would it be okay if I gave my students one test in the spring to determine whether or not they have passed my course for the school year?
I want to do the right thing as a teacher. Should I follow the example set forth by the leadership of my local school district and the state department of education?
I’m certain that if I used a single assessment measure, I would be called “ineffective”.
Ergo …