The Washington Post has an opinion piece today by Norman Augustine, former CEO of Lockheed Martin, defending the regime of standardized testing and high stakes that has created a vigorous opt-out movement among parents, teachers, and school board members.
This is actually a victory for the critics of high-stakes testing because it shows that those in power now find it necessary to defend their harmful policies.
And defend he does, with a varied assortment of cherry-picked and obsolete data.
He quotes Dan Ariely of Duke, for example, to defend the measurement-matters-most claim, but doesn’t realize that Ariely was a member of a panel at the National Research Council that issued a report critical of test-based accountability. In his writings, Ariely emphasizes the importance of intrinsic motivation, not rewards and punishments. He opposes merit pay. He said that test-based accountability fails because it treats people like “rats in a cage.”
Augustine chooses to cite the 2009 PISA test results but ignores the 2012 TIMSS results, where American students did very well indeed. In fact, eighth-grade black students in Massachusetts performed as well on TIMSS 2012 in math as students in high-performing Finland. But you won’t read that in Augustine’s column.
Why don’t American schools copy the examples of our own top-performing schools, like Sidwell Friends and Lakeside Academy and other elite schools that never give standardized tests? Or copy our top suburban schools where the tests are minimized, and all students have the arts, history, civics, physical education, foreign languages, experienced teachers, and small classes?
Diane Ravitch's blog 
Why does the Washington Post believe that the CEO of Lockheed Martin is qualified to opine on education? Are students ballistic missiles or something?
And, of course, like a good CEO (but a lousy educator), he conflates “standards” with “testing”.
It’s not the Washington Post. He is Chairman of the National Academies’ “congressionally mandated review of U.S. competitiveness.” I did a little scratching around on the website but not enough to form a credible opinion. They do a lot of position papers on various subjects funded mostly by foundations. They are not government funded. I don’t see that he has any qualifications beyond his business credentials that got him this “gig,” but my search was far from exhaustive. It often seems like the most important qualification for these various boards and commissions is social and/or economic status.
Another example of trying to turn every discussion into a false dichotomy. Testing has its place and I don’t know of a single educator that is opposed to the appropriate use of assessments to gauge students’ progress. The misuse of testing data, the overly broad conclusions that are drawn, and the hyperbole used to degrade America’s schools based on test scores obfuscates the real problems we face and prevent us from having reasonable dialogue.
Hopefully, more American citizens will realize the shrill noises coming from people like Mr. Augustine are more about the pocketbooks of the corporations than the children in our schools.
Two years ago, in the Wall Street Journal, Augustine extolled the virtue of high school students doing original research and writing, of an education in history that goes beyond “rote memorization.” I guess that reality doesn’t fit his current political objectives?
Interesting. As a History & Social Studies Teacher, I have had my students doing original research and writing throughout my teaching career of sixteen years, predating Augustine’s bright new idea. I also have them memorize basic historic facts as necessary in order to scaffold up Bloom’s Taxonomy. I believe that all of us do so.
It’s interesting to see the reformers demonize us then argue the virtues of doing that which we are doing!
My favorite:
“Members of this burgeoning anti-test movement fail to grasp testing’s valuable role in motivating and guiding students and teachers”
Tests are motivating? In who’s classroom is this true? I actually laughed at this. And the poor “anti-testers” just can’t SEE the motivation to learn that all of this testing brings. I suppose they must just be blind.
I had a similar reaction.
Motivating? Maybe motivating people to leave the profession or not consider it at all. All those teacher surveys signaling a decrease in morale over the last few years would argue otherwise.
But the first rule of propaganda is repetition. Say something enough times and people eventually believe it.
Hi Amy P,
As an employee in corporate America, I must say that CEOs always use performance standards to “motivate” employees. This might work in a scenario where if an employee works a little harder, a little smarter…he or she might be able to sell one more product, especially when their pay is tied to their performance.
For corporate managers to apply this same tactic to the classroom demonstrates a profound lack of knowledge of how children learn. You can’t teach “harder”…its like trying to push a string. In fact the harder one tries to teach, the more likely it is that the trust between the student and the teacher will be broken…thereby putting the entire learning process in jeopardy. As a Libertarian leaning individual, I find it appaulling that our corporate sponsored government has gained access into our classrooms. (There is nothing more sacred than the classrooms of the young.) This access enables the special interests to influence the future of jobs, wages, regulations and ultimately gives these interests unchecked opportunity to influence and thereby determine our future as workers, as citizens and to a large degree as a species on this planet. Those who determine what a people know, and by when, determine everything! Say no to the Common Core Standards, now!
Say yes to teaching children how to think, not what to think!
And how do these tests “guide students and teachers?” The scores come after the school year is over, the scores are simply a number with no additional information attached, and teachers can’t see the test itself.
My district wants to add a twice-yearly standardized social studies test to the already three weeks of testing that students must suffer. The coordinator keeps telling us that the reasons for this are to rank the schools and to “guide teaching.” I keep telling him (and anyone else who may listen) that ranking the schools is useless, because the richer schools in the district will rank highest. I also tell him that without being able to see the test, there is no way that this test can possibly “guide” anything.
I was kind of marginalized as a youth because I came from Texas to New York. I believe they thought me to be dumb. Maybe I am. But I can spell! (for the most part) and I loved grammar lessons. Not only that, but I loved science but was discouraged from studying it. Now I am a Meteorologist and getting ready to study ‘Quantum Physics’.
There was one teacher that will stand out. I was in sixth grade and his name was Mr Ader. He taught us more than just the ABCs but he taught us to use our brains because the arts do matter. From the chickens being hatched in class to our pretend trials, he made cleaning the chalkboard fun, even though we forgot how to clean when we got home.
This is the legacy of the great teacher and those who toil daily, spending their own money and making sure children have hope. A place where women are not chattel but beautiful in all ways.
Where the poor are not further victimized between the haves and have nots. To understand that bigotry is always wrong and the community coming together to create a better future for all people.
By the way, in spelling and vocabulary, I had no peers. Thank you Mr. Ader and thank you Texas in spite of paddles.
What a great comment stlluna7.
All tests are flawed and can never measure the complexities that make our students unique.
Thanks for sharing.
The former CEO of Lockheed Martin?! Has an investigative journalist already published a piece on the link between the Military Industrial Complex and the high stakes testing industry? The engineered destruction of the public school system certainly benefits the on multiple levels.
Anyone know where this Augustine guy sends his kids to school?
His last line: “Those who argue against standardized testing are not only misguided but are also leading U.S. schools and students in precisely the wrong direction.”
Oh, really? And just how is this so Mr. Augustine??
I guess I should apologize to all here and all of America (sic) for arguing against standardized testing and leading this country down the sewer (didn’t know I had that much power). Now which way is that “right” direction, Mr. Augustine??
Bullshit spewing from the pie hole of a hubristic idiot!
How can someone be so arrogant. Also, why does the Wash. Post publish such this idiotic stuff. Why would anyone respect his opinion about testing school children? Diane, would you and your colleagues please send in an opinion piece to the Post about how to build a better rocket or jet, something. You know, we are all experts in every category now.
a few things come to mind as I think about this article. The last few years has seen the deification of ceo’s and business people as if they and they only have the answers to almost any problem that exists in our country. It also follows than that very wealthy people feel that because of their wealth and influence that they have the know how to make things better, Better for whom , you ask. Well, better for the world as the elites would like to see it. There seems to be no connection between their view of the entire world as a business model and stark reality.
As a retired teacher of close to forty years, I have been able to reflect, in hind sight of course, what was right about my teaching experience and what did not work.
Empathy for the students conditions, teaching them where they were intellectually, and emotionally at the time and incredibly precise and thoughtful preparation on my part , were more helpful than any testing I might have given, The only thing testing accomplishes is to tell if the student has mastered the information taught, It does nothing else (if it is a good test).
I could go on about testing and for profit charters as being one of the last money making schemes of this former mixed economy, which seemed to have worked for most people in this country. Are there problems in the public schools? You bet. But is the answer to dump all public schools.? That would be a huge mistake, as the answer (privatization and testing) seems to be worse than the problem.(Remember Wal-mart complaining that it did not reach its projected sales.? Could it be that low paid workers could not afford to buy their stuff? Just sayin’). We will all suffer if this trend continues.
For each action there is an equal but opposite reaction. It is starting with parents, students and unions. We are so far being ignored, but the stronger the opposing forces are, the greater the chance they will be heard.
The lesson that there is strength in numbers if we stuck together and fought hard enough was learned but forgotten, and is being relearned again.
solidarity forever,
Judy
Judy,
“The only thing testing accomplishes is to tell if the student has mastered the information taught, It does nothing else (if it is a good test).”
Overall very thoughtful post but I will have to disagree with you on that point. Any test result, grade, score, even teacher made, doesn’t tell us anything about the student. It is just a very simple statement about the very human interaction of a student with the assessment device, about that particular interaction at that particular time. Now we extrapolate from the event (logically wrongly) that the student supposedly “mastered information” but we have no way of verifying what is in the students consciousness, leaving our extrapolation, in reality, a falsehood.
Let’s keep protesting! Maybe retired or other teachers who were let go would be willing to pass out Opt Out forms to the general public. I think a lot of parents around the country are tired of the testing but not everyone is aware of the option to Opt Out and not everyone is aware of the dangers of high stakes testing.
If we could reach out to poor parents and show them what private school kids are getting (recess, arts, play) and being shielded from (testing), the poor parents would lead the charge on behalf of their children.
We must SHOW poor parents what rich kids get. Until they see it, they will believe the charter operators and the rhee-formers.
If you read this article, take a look at David Coleman’s socks in the photo.
More from David Coleman: changes to the SAT…
You can dispense with all the distractions and ask one question first and foremost. If the reforms are so all fired great, why has the market driven private school sector shunned them like a rotten fish head? Why aren’t the rich and well educated parents of high performing suburban school districts clamoring for their implementation? Why are those for whom cost is no object, those who are best positioned to be able to provide the very best for their children not demanding this new fangled reform?
I have wondered the same thing for years.
instead of being reactionary or always reactive, we need to get out in front of these major issues. The issues of increasing assessment quality, cost of developing new “innovative” (their corporate word is “exciting” “Sexy”) assessments, lack of state funds in the budget (more being passed onto local school) , and increased amounts of testing (HOURS that are needed for time on task in practice) all hit me and I feel the blows. Georgia has expressed concern that new assessment designs are costing them too much (developed by the two new assessment consortia SBAC and PARCC). The New York regent tests were absolutely fine for their purposes and the standardized achievement tests we used traditionally were fine for many purposes. The states need to be as cost-effective and efficient as possible (except for those that can afford new stadiums at public expense) . Arne Duncan beating up on Georgia is just more of the carrot/stick approach and it does not help to demean the faculty in the schools and tell them how superior the technology world is; it is arrogant and elitist and they think it is “sexy”. There are R&D costs that the test groups are passing on to the local school district (it has been devolved from state responsibilities)…. School Boards do not have the expertise to examine these issues and make reasonable conclusions A planning guide for school districts is necessary … I called Governor Patrick’s office and told them that we should respect Georgia’s decision instead of criticizing and offer them support. This competition between countries and among/between states and local districts is horrendous and not the best way of using resources. The winds that blow through the political forces (5 commissioners in 3 years FL) are another wave of beatings that the schools are taking daily.instead of being reactionary or always reactive, we need to get out in front of these major issues. Let me know how I can help.
Does Boeing pass on to Delta the experimental R&D costs of building a new “Innovative” (read “sexy”) airplane design? Can my local district afford to buy one wing? or, the reduced size bathroom? What do you get for your $30 Benefits of PARCC ? What are the local district costs to participate/ What are the states spending from the state budget? In difficult economic times these development costs seem (to me ) to be exorbitant…. and you have only promises of things that will work out in the future. As a fiscal conservative, traditional educator I would go with the proven standardized tests, or in Massachusetts MCAS (required) and selected achievement tests or in NY the regents. The theory is that collaborating together the costs are lower and states will “save money” (cost avoidance). This is not a true statement because it does not prove out and problems with technology and uncertainty (chaos theory) of the worth of these “innovative” tests represent opportunity costs as well (cf. Michael Scriven). The desire to be the first kid on the street to have the new bike is what is driving some of the participating states/districts; the desire to get one’s name in the headlines is another motivator (ego driven) and realistic analyses are condemned (I am sceptical but not a luddite). If you review your history, look at the Volkswagon in it’s very earliest stages of development (probably before it was called a Volkswagon) and the costs assumed by individuals in very lean times in Germany pre-World War II.