The New York Times has written another article about the historic Opt Out movement in New York. Thus far, we know that 150,000-200,000 students opted out of the ELA, and we don’t know yet how many opted out of the math tests. The subject of the article is whether opt out students are treated unfairly when forced to “sit and stare,” rather than going to the library and reading while their classmates take the test. The article raises another point: Are the opt out students “bullying” their classmates who are taking the tests?
While these are interesting points, they seem to be trivial as compared to the reasons why parents opt out. It is not simply to protect their children. Is it not simply to thwart public officials who want data. It is because parents know that the tests provide no information of any value to their child.
I have in front of me a report from this year’s ELA exam in New York. It was for a third-grader. The names of the child and the school are removed. The report gives the child a score and a ranking. Of what value is that for the child or her teacher? How does that show whether the school is making progress? How does it lead to improved curriculum and instruction? The teachers and parents are not allowed to see the test questions and answers, or to know which ones the students got wrong. How can anyone learn from such paltry information?
The parents seem to understand this. Their numbers will grow, and as they do, the threats will grow shriller but more hollow.
Diane Ravitch's blog 
They should bow their heads and fold their hands in silent prayer that the adults in whose charge they are placed will one day return to sanity.
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The more illegitimate the argument, the shriller the voice. The “reform” movement is imploding and everyone knows it. The jig is up.
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“Reform’s gone supernova”
Reform’s gone supernova
And Core is now imploding
The shining star is ova
A deep black hole foreboding
The NY Times is falling
Inside reformer hole
Without a way of stalling
The fated crunching toll
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Diane, re: the sit and stare approach. Actually, there’s an opportunity for the state to enlist the Moskowitz “effort academy” approach; perhaps Andrew can hire Eva to create “effort academies” for the non-conformists. It’s never too late to extend the “kill by skill drill” approach!
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Note that those districts who refuse to provide an educational experience for the children are in violation of a long-established precedent. Over the years, for example, when some parents have chosen not to send their children on one field trip or another, school districts have been expected to provide an appropriate alternative educational experience. This sit-and-stare nonsense is, indeed, bullying. In my long experience as a teacher, no school district could get away with anything resembling “sit and stare,” because parents would let the Superintendents know of their disapproval.
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Great point. Thank you. I am in the East Hampton District and not taking this lying down.
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This is true. We always provided academic alternatives for children whose parents had religious objections to celebrations or trips. I was an ESL teacher in NY, and my students did not take the regular ELA so all the ESL students came to me. Some came with work; others joined my class, or I gave them work or reading to do. We have an obligation to provide meaningful instruction and not waste their time.
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And apparently letting THIS Super, Mr. Burns know about it is likened to bullying.
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And now evidently Arne Duncan is threatening federal intervention if the Opt-out movement (or “the so-called Opt-out movement” according to Real Clear Education) continues. I propose a national contest for communities to win the chance for Arne to come to ” ___(your city here)_____” to explain to all us dumb parents why this over-testing and test-based teacher evaluation laws are so good for our children. Please make us first Mr Secretary. Bertis Downs, Athens GA
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I am against “Sit and Stare.” How can they be prevented from doodling on the test margins or writing commentaries throughout the test booklets. There are a lot of such constructive things they could be doing.
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Most of the testing is online, so the doodling’s not really possible.
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As a parent of 2 children at the East Hampton School District, my children were 2 of 4 refusals in the elementary school, I believe, last year. This year there were more. I am a parent who, along with others, were quietly and happily having our children refuse these assessments.
Having been called into Mr. Burns’ office at his request upon his receiving our refusal letter, he told us he respected our decision and just wanted to make certain we were aware that the ACT’s, etc. in the coming years would be CC aligned. We explained a few of the reasons of the dozens as to why we were refusing. Ultimately, it was a pleasant meeting and we were confident upon leaving, when we asked Mr. Burns if there would be any repercussions for refusing such as non admittance to AP or honors, or if he’d make them (laughingly) sit and stare to which he replied….”oh, no, no.”
The next week I received a text as an fyi…that “upper administration” had decided to subject refusals to sit and stare. At the same time, other parents had been made aware of this. And, other support groups as well. Apparently he received many complaints, passionate complaints from parents passionate about the welfare of their children and their rights. My husband went to District Office at 745 am for Mr. Burns to ask him directly about this sudden and surprising (and completely unnecessary/unrequired) implementation of this policy. He first said he “wouldn’t call it that” (sit and stare), and that my kids would have to sit until the first student was done, then could read. Then, when my husband asked…sit and what…? Think? Meditate? He suggested we just don’t send them in. Next thing we know, the policy is changed from sit and stare to sitting and reading school provided reading material in the testing room to students being moved to an alternate location to read age/grade appropriate reading material of their choice. With many a reference to AIS in this letter sent to parents of refusals.
This…all within 24-48 hours.
In this article, Mr. Burns comparing “pressure” to change sit and stare to simply being able to read, as bullying, is as ridiculous as it gets. The bottom line is the welfare of ALL students. One student who allegedly made a “snarky” comment does not represent the other 99.9 per cent of refusals. And yes, he’s damned straight any parent goes to one of these 3 schools in our District when there is recurrent or abusive bullying and there has been. I am offended he used that term. The children of parents who left the District or committed suicide because of bullying should be incensed…it is nonsensical at his level. Yes, they were in the school many times…within minutes.
I am not born and raised in East Hampton though my husband was. My hometown district of East Islip was over 60 per cent refusals. I’m proud of them.
Last, apparently Mr. Burns had you, Ms. Ravitch, as a professor at Columbia. How Ironic is that? I think he needs to read more of your blogs!
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Perhaps you might share some of the posts that appear on the blog with Mr. Burns!
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Even after we finished a four-hour test window, students were forced to sit in silence. The only options they had was to sit and stare, or read a book. As long as the tests are in the room, quiet must be maintained. Try doing that three days in a row.
It’s just as crazy here in Texas.
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It’s preparing them for the bar exam, didn’t you know? Lol.
Actually, no laughing matter. It’s as bad as it gets.
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The tests are paid for by tax paying parents. We own them, not Pearson. The idea that the state, who also is paid by the tax paying parents, and presumably work for the interests of the parents, keep the tests secret from these stakeholders, is a strange position to be in. Particularly since such a significant percentage (20%?) are opting out.
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This article is from Capitol Confidential:
http://blog.timesunion.com/capitol/archives/232746/cuomo-remember-teacher-evaluation-tests-dont-count-for-kids/
In it Gov. Cuomo states that, “The grades are meaningless to students,” and that they are only being used for evaluating teachers. He also adds that the tests won’t count for students for at least 5 years.
Really and truly. I have never heard anything so INANE in my life (Well, I have, actually.) This man is a complete idiot. Parents, why would you have your children take a test which ONLY rates their teachers? Why would you have them sit through HOURS of test prep only to take tests which are fundamentally flawed and full of inappropriate, bogus and ridiculous questions? First we’re told by Chancellor Tisch that the CC tests are a “snapshot” of how students are doing in school and now our governor is saying that they are meaningless. I would call the two of them the “Ministry of Intelligence” a la Orwell. They must really believe that the people of this state are totally stupid.
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I don’t think Cuomo is that stupid. It is his way of confessing to the ‘inaneness’ of the tests and the fact that he has another agenda. Or am giving him too much credit?
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I don’t think Cuomo cares about the tests or the students. The goal of the tests is to make more schools and teachers fail with his rigged test and formula so he can fire teachers and take over schools.
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Also Cuomo must know that these scores are used for middle and high school admissions across NYC which is why the opt out rate is so low here. And yes, NYC kids are horribly stressed about the impact of the exam because it impacts them directly!
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This is a damning comment by Cuomo. Parents should be more enraged and defiant than ever now that the truth is out.
BILLIONS of taxpayer DOLLARS to produce MEANINGLESS test SCORES.
A generation of elementary students forced to work just to rate their teachers.
Why should the burden of teacher employment be placed on the backs of 8 year old children.
Public school K to 8 learning environments upended to produce MEANINGLESS test SCORES.
This comment by Cuomo should be his undoing in the court of public opinion and the court of law. Makes me wish I was a lawyer.
Using MEANINGLESS test SCORES to EVALUATE teachers and schools.
What kind of governor wages war on teachers using MEANINGLESS test SCORES?
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If these tests scores are MEANINGLESS for students, how can he believe that their only meaning is for evaluating teachers? Nope. You’ve given yourself away, Mr. Cuomo. You might as well come right out and say in plain English that you are using the tests to discredit & fire teachers and destroy the teaching profession. If these tests are MEANINGLESS to students as you say, how can you be the children’s advocate? You’re forcing them to do something MEANINGLESS. Keep opening your mouth and blatantly contradicting your Regents Chancellor and you will continue to look like a fool.
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The really important question is,
Why are the tests meaningless?
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The grades are meaningless to students,” and that they are only being used for evaluating teachers. He also adds that the tests won’t count for students for at least 5 years.’
This is little more than a strategy to keep parents from opting out so that Cuomo and Tisch can keep the test scores rolling in for firing teachers.
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Hey, students! How much do you like your teacher? Your teacher’s job hangs in the balance. This test is meaningless for you, but you get to do all the work. Do you think your teacher tried to prepare you well for this test? Of course your teacher tried to do so since his or her livelihood rests on what you do on the test. You’d better take it seriously. Don’t worry. There are NO CONSEQUENCES for you – only for your teacher who paid to go to school and gain experience in this profession. Now, pick up your pencil and amidst the questions with more than one answer, reading-level inappropriate questions, ridiculous vocabulary, etc. and give it your all! I’m sick of this whole DAMN system!
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Its a losing strategy. Cuomo is telling taxpayers of NY that we were charged $32 million dollars for meaningless tests. Parents should be more enraged than ever.
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Agreed!
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‘Its a losing strategy.’
That may be, but it’s pretty clear that that was the purpose.
To be quite frank, I think Andrew Cuomo is one of the dumbest governors NY has had in a long time.
He simply does not know when or even how to shut up.
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In my school we had students admit that they tanked the [meaningless] tests so that teachers that they didn’t like would get fired.
Talk about corrupted learning environments. These Common Core tests are now a very expensive joke. Heckuva job Andy!
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Andrew Cuomo couldn’t pass the 8th grade math or ELA tests. He is just a thug lucky enough to share his father’s name.
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Great comments the last few days! Opt-out parents learned a lot about who is really in charge in a democracy! (Maybe from their social studies classes?)
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That are now being cut because the whole focus of school is on only reading and math?
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Diane,
I wish we could welcome those opt-out students in the library. Alas, the libraries are usually closed during testing because our libraries are used as testing sites. Moreover, the school librarians are used as additional test administrators. This goes on for weeks on end. Testing closes school libraries!
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I’m happy to hear those parents have received a report on the current test. Here in Louisiana we are told that we may have the scores and school reports from the Spring test by early Fall, if everything goes as planned. Now that will be some really useful information…NOT! How will getting this information after the next school year has already started make it useful for any decision making? What a waste of time and tax payer money. I hope Louisiana parents will wake and speak up.
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Even with the appalling scores on last year’s Utah CC tests, opt outs have actually decreased in Utah. I’m living amidst a bunch of sheep!
http://www.sltrib.com/news/2426364-155/school-districts-say-number-of-utah
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Up to NY Teacher at 7:09 PM–the tests are meaningless (always have been, always will be) because they do not test REAL educational skills. The tests are NOT (never have been, never will be) “standardized”–they are neither valid nor reliable. There is NO overseer or quality control of the testing company (Pear$on, in particular)–never has been, never will be–& the test questions/answers continue to be as faulty as the day before & day of discovery of The Pineapple Question. The tests do NOT, in ANY way, shape or form “inform” better instruction by explaining a child’s areas of strengths (so that we don’t bore kids w/learning what they already know) & weaknesses (so that we can teach to those areas to bring each child to his/her optimal learning level)–scores, alone, are five–numbers–and nor in a timely manner–in fact, the next school year. test “security” is tighter than ever, not really for fear of “cheating” (&, after the Atlanta convictions, WHO is going to cheat?!), but because Pea$on doesn’t want us to see that ALL of their questions are–still–Pineapple Questions! That is to say–the tests aren’t worth the paper (such environmental waste!) they’re written on–or the computers, for that matter–AND, speaking of which, the computerized tests test more for hand-eye coordination, transference & visual-motor capabilities rather than testing math and reading.
Of course, I could go on & on, but I’m pretty sure I’m preaching to the choir. YThe only ones gaining anything from this insane testing is Pear$on (& their stockholders). Oh, & perhaps–no, most certainly–people like the Waltons & the Kochs who want “other people’s children” to be (not)college, but career ready–for a “career” as a Walmart Associate, or as a pet coke harvester, making minimum wage & not questioning authority, thank-you-very-much-may-I-have-another, sir?
Did you know that Pear$on bought out the co. that published the GEDs, & now there is a much, much higher rate of failure (same kind of CCRAP tests, meant to fail young adults, too).
When I gave a test (either from the textbook publisher or teacher written), I would always add a question (for extra credit, I might add–& I gave everyone the e.c.), “Why do you think I gave you this test?” (There were some really great–& funny–answers!)
Of course, the ones I hoped to get was, “You wanted to know what I’d learned so you could help me more,” or “You wanted to know how you could teach me this stuff so I could learn it better” or something akin to that.
Now THAT’s the meaning of tests–real tests, that is.
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In my school district children that refused the test were required to sit in their classroom and read. Some put their heads down and slept. The children taking the tests felt that the tests were really not that important because everyone was not required to take them. Many who took the tests were unwilling to put in the effort because the testing was seen as an option. Some of the test takers, especially those in rooms where close to half of the students refused, chose to go through the motions of testing so that they could finish quickly and read instead.
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The tests are a joke. The scores have no credibility. Evan Cuomo has recently admitted they are meaningless.
Details of contemporary large-state American life are embroidered upon a description of an annual ritual known as “the Testing”. In a large state of about 3,000,000 students, the reformers are in an excited yet nervous mood on April 14. Children gather number 2 pencils as the adult teacher-folk assemble for their annual event, which in the local tradition is practiced to ensure “college and career readiness” (The newer administrative-folk are still holding to the old proverb: “Testing before June, data be heavy soon”), though there are some rumors that nearby communities are talking about giving up the Testing.
The story ends as children are still tested to death while parents bemoan the unfairness of the situation.
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Two stories from Rochester: a parent from nearby Pittsford complained that parents who opted their children out, and maybe some of the kids as well, treated the kids who took the tests badly. But at Rochester’s World of Inquiry School, students who took the tests returned afterwards to their classes only to be met with warm respect and interest in how the experience was for them, what the tests were like. (So few students, about 18%, at WoIS took the tests that the rest of the school simply continued regular classes.)
What’s the difference? Planning and community. At WoIS teachers and administration were quite concerned that the testing and refusing could create a split in their community. First, they worried that higher socioeconomic families would be more likely to opt their children out, leading test-takers to feel resentful that their parents weren’t savvy enough to have figured out how to do it. So the faculty and parents made sure all families had proper information on opting out procedure. The result: no such split, as opting out occurred across the board. Perhaps there is a lesson there about the value of free and full information to democratic communities. Second, the staff talked about how to handle the days of the tests, with an eye toward maintaining, and even further building, school community.
The Pittsford parent wrongly resented the refusers, apparently concluding that taunting, bullying, and feeling superior or inferior were natural consequences of the taking of moral and ethical stands. But not so, as the caring community at WoIS beautifully demonstrated.
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