At its annual meeting, the Oklahoma PTA called for a ban on high-stakes testing. As parents and grandparents, no one can remember a world in which standardized testing is as important as it is today, thanks to No Child Left Behind and Race to the Top. Parents in Oklahoma said: Enough is enough.” The following was reported in the Oklahoma PTA journal.
“July 18, 2014 – Tulsa: Over 340 delegates at the Oklahoma PTA’s annual convention voted unanimously to adopt resolutions that call for a ban on policies that force the state’s public schools to rely on high-stakes testing and put an end to mass administration of field tests.
“One in five students suffer from high test anxiety. A further 18% have mid-level anxiety,” stated Jeffery Corbett, Oklahoma PTA President. “Our children are not just a test score. They are so much more.”
“In addition, the resolution calls for elimination of any requirement that teacher evaluations be based on Oklahoma State Assessments and to develop a system of teacher evaluations which does not require extensive standardized testing.
2014 Convention Resolutions (Adopted)
1 Comment to “Oklahoma PTA Demands Moratorium on High-stakes Testing” ADD COMMENT
CJ Rowe July 22, 2014 at 10:43 pm
I want to thank the PTA for taking a stand against the insane state of testing that has developed in our country. I have taught for over twenty years and have seen the toll it has taken on students, teachers, and administrators. To judge the efforts of a school year entirely on one questionable measurement is ridiculous and has caused more harm to education in Oklahoma than anything I have seen in my career. We have turned from placing the focus on developing students who are capable of questioning and thinking and are excited about learning to drilling students on test-taking skills and material tested. Testing used to be a way to tailor instruction and target areas needing improvement in a positive manner. Now it is a stressful nightmare that consumes and drives all aspects of education. We have actually been told not to teach concepts that do not appear on the test, even though they are important in developing a well-rounded learner. When paired with test companies that don’t even set a passing level until all tests are taken and “normed”, how can they be a reliable measure of progress? Especially when test companies have a stake in results being poor so that they can sell remedial products. I taught twice as much to students before this all began and had engaged learners who enjoyed school instead of the burned-out victims of this toxic climate of prep and test for high stakes. It is not the concept of testing itself, but how that testing is being used that is the problem. Thank you for taking a step in changing the test process to one of positive development and collaboration to meet educational needs instead of the punitive. repercussions of the current system.
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The important point is the “NCLB Flexibility Waiver” that the state signed to get out of the ridiculous mandates that were going to hit the fan at the end of the 2014 school year. In the waiver the state has committed to using “college and career ready standards”. They may change the name of the CC to appease parents, but Oklahoma will not be straying far from the new standards.
Since Governor Mary Fallin is the chairwoman presiding over the National Governors Association which owns the copyright to the CCSS, I doubt that Oklahoma will in actuality be abandoning them or the essential testing that goes with the standards no matter what the PTA wants.
Love this. Love the unanimity. Parents are so critical for making the politicians listen.
The Common Core War is not one that will be won in one battle. It will take time. The more organizations, teachers, and parents like this speak out against it, the higher the odds for change. I applaud any organization that goes against the mandates of the state to support the will of the people, especially those representing children. I have written a piece of my little blog based on this: http://exceptionaldelaware.wordpress.com/2014/08/14/delaware-pta-wont-do-what-oklahoma-pta-has-courage-to-do-netde-edude-kilroysdelaware-ed_in_de/
Although I do not know anything about the nature of the “high stakes testing” situation in Oklahoma, I do know much about this type of testing in California through personal experience and research and its concept. My idea and many years(40) of effective instruction behind “high stakes testing” is very positive, if understood and applied correctly. To me and in our math and science programs “high stakes testing” is just the promoting the student by proficiency applying diagnostic-prescriptive(D/P) tests, as the student moves from grade to grade. By this view, “high states testing” is simply promoting students by proficiency in each discipline, which is what the K-12 NCLB(2002) federal law; the NAEP(1990) mandate- our national report card-; three California (1998) laws; and what the PUBLIC EXPECTS, but is not receiving. Unfortunately, the promotion by proficiency via “high states testing” must be done based upon an empirically determined criteria, systematic, AND continuously throughout the grades in K-12. Obviously, much cooperation, understanding, and agreement by the student, parents, teachers, other educators, and school board is required before such an effective model can be defined, implemented, and evaluated. A pilot program in a single school within the district is an important suggestion on how to begin and perfect an effective model. Once successful the pilot model can be extrapolated to the rest of the district and beyond- even to the state level. If the “high stakes tests” are truly diagnostic-prescriptive(D/P) and appropriate to the readiness of the student, “direct instruction” on what is to be taught and learned by the student can occur, effectively. In this way, the “high states diagnostic-prescriptive(D/P) tests” inform the student, parent, teacher and others what the student’s strengths are and what specific deficiencies require additional effective instruction. For your information, our research has defined to date at least ten characteristics of effective learning by proficiency occurring with “High Stakes Tests”. Namely, the learning process is (1) slow, (2) incremental; (3) additive; (4) comprehensive; (5) linear; (6) interactive; (7) inductive; and (8-10) independent of social-economic, gender, and ethnic considerations. Research is rather extensive, as many papers and additional discussion are required to verify the above comments. However, my e-mail is ekangas@juno.com, for comments. Eric Kangas, retired instructor( 40 years) and current researcher.
Now if they would call for an opt out by the parents things might really begin to change-not that this isn’t a positive step.
Exactly. The whole plan falls apart without the data. No tests. No data.
Action plan needed– not passing resolutions with no action required.
This vote is really showing people how parents and family feel about the stress that is put on children due to high stakes testing. It was also good to hear they support developing a system of teacher evaluations which does not require extensive standardized testing. I always love reading about involved family when it comes to the education of their children. Keep up the great work!
Thank you Oklahoma!
Maybe some of your courage will blow down over the Red River into Texas where STAAR abuse has it’s grips on too many cowardly folks!
FB Texas Parents Opt Out
Now that is what I have been waiting to see happen! Thank you Oklahoma! May the rest of America jump on board – I guess it is parents that need to step up and make a stand!