On September 4, I posted two things about Marc Tucker’s latest accountability proposals. One was a brief summary of his ideas. I was especially impressed by the point he made that no other advanced nation tests as much as we do.
The second was a critique of Tucker’s accountability plan by Anthony Cody.
Cody wrote the following:
““We need to learn (and teach) the real lesson of NCLB – and now the Common Core. The problem with NCLB was not with the *number* of tests, nor with when the tests were given, nor with the subject matter on the tests, or the format of the tests, or the standards to which the tests were aligned.
“The problem with NCLB was that it was based on a false premise, that somehow tests can be used to pressure schools into delivering equitable outcomes for students. This approach did not work, and as we are seeing with Common Core, will not work, no matter how many ways you tinker with the tests.
“The idea that our education system holds the key to our economic future is a seductive one for educators. It makes us seem so important, and can be used to argue for investments in our schools. But this idea carries a price, because if we accept that our economic future depends on our schools, real action to address fundamental economic problems can be deferred. We can pretend that somehow we are securing the future of the middle class by sending everyone to preschool – meanwhile the actual middle class is in a shambles, and college students are graduating in debt and insecure.
“The entire exercise is a monumental distraction, and anyone who engages in this sort of tinkering has bought into a shell game, a manipulation of public attention away from real sources of inequity.
“We need some accountability for children’s lives, for their bellies being full, for safe homes and neighborhoods, and for their futures when they graduate. Once there is a healthy ecosystem for them to grow in, and graduate into, the inequities we see in education will shrink dramatically. But that requires much broader economic and social change — change that neither policymakers or central planners like Tucker are prepared to call for.”
For some reason, Tucker decided that Cody and I are one and the same person, apparently using different names when it suits our purpose. Cody wrote the second piece, and I quoted it.
I actually think that Tucker agrees with Cody, and I agree with them both, on the main issues at hand. We all agree that our schools would have higher test scores if there were less poverty. I think I can safely say that we believe that more testing and higher stakes won’t reduce poverty. I think I can say we agree that teachers should have better preparation for their work, more mentoring and support, and higher salaries. (Marc, correct me if I am wrong.)
Maybe where we diverge is on the value of high-stakes standardized tests. I don’t think they are necessary to improve teaching and learning. If they were, we would surely see them used at Sidwell Friends, Lakeside Academy, Groton, Dalton, Exeter, and Deerfield Academy. Instead, these institutions have small classes, respect their experienced teachers, have extensive programs in the arts, a well-stocked library, and assure that all students have a full and balanced curriculum. These schools do not judge their teachers by value-added metrics based on test scores. They are not faced annually with the threat of budget cuts and layoffs.
That’s what I want for all children. Marc, let me know where we disagree.