Archives for category: Students

A dozen superintendents in Connecticut issued a manifesto for real reform. It is one that parents and teachers–and students too!–would happily embrace in place of the current stale and test-driven juggernaut that crushes learning and creativity.

They say, in part:

“Our public school landscape is littered with initiatives, while the vision for learning in Connecticut lacks clarity and coherence. In this “vision void” our measures (i.e. test scores) have become our goals, confounding the purpose of schooling and perpetuating yet another round of piecemeal initiatives.

“The path we should avoid taking is the one that implements the NCLB waiver plan as the de facto vision for the education of Connecticut’s children. Instead we should identify a clear and compelling vision for education in our state and employ all of our resources to achieve it. Staying the course of current reform efforts without a deep analysis of the effects in actual classrooms across the state will further cement the system of compliance and “one size fits all” that grips our very diverse school districts like a vise.

“One way to clarify the vision is to answer the direct and simple questions:

“What are the most worthy outcomes of our public education system?

“Are we preparing our students for the world they will enter when they graduate?

“Is our public education system positioned for continuous improvement, as opposed to ranking, sorting and punishing?

“To what extent do our laws increase conformity at the expense of innovation?

“The answers to these questions imply the need to foster the cognitive, social/emotional and interpersonal student capacities for work, citizenship and life. Additionally, they demand a deep analysis of the systemic efforts to continuously improve. Confronting these questions, and others, will require:

“A redefinition of the role of testing,

“An accountability model (mandatory in the NCLB waiver) matched to a clarified vision for 21st Century learning in Connecticut

“Statewide systems that incentivize innovation and a broad sharing of innovative programs…”

“Districts and teachers are suffocating from a “one size fits all”, compliance-based approach to schooling. One size does not fit all in education, no more than it does in medicine, social work or any other endeavor in which human beings are at the core of the enterprise. In an era that rewards and requires innovative thinking to solve complex problems, public schools have endured a stifling of professional autonomy through increased standardization and homogenization. As a result, energy is drained, a passion for teaching and learning evaporates, and many teachers and leaders question the lack of purpose to their work. Some ways to foster innovation include:

“Creating a “Districts of Innovation” program through which the State Department of Education would administer a rigorous process identifying various district approaches to current challenges faced by schools, such as, reducing bullying, improving school climate, evaluating the performance of individual teachers and administrators, etc. These districts would apply for a waiver or modification from state requirements in order to innovate their practices, while analyzing the impact. These districts could be required to partner with a university, commit to sharing their results, and, if successful, serve as a provider of professional development for other districts. The incubation of fresh, innovative ideas, by classroom teachers and administrators would exponentially grow the capacity of educators in the state.

“Working with Regional Education Service Centers (RESC) to develop an “expert in residence” program with area districts. Districts could grant a yearlong sabbatical to individual teachers to share their innovative work and provide professional development to schools across the state.
Pairing schools to work across different districts to collaboratively confront professional challenges. These partnerships could foster such promising practices as “lesson study”, peer to peer observations, and collaborative analysis of student work.”

These are but a few of the good ideas, grounded in experience and research, that these thoughtful superintendents propose. It is a vision for positive reform that should replace the sterile strategy of carrots and sticks.

Joyce Murdock Feilke, a child psychologist, warns of the harm our society is doing to children by subjecting them to 10-12 hours of high-stakes testing. This stress does nothing positive for them. By the time the scores are returned, the children have a new teacher. The teacher is not allowed to see what they got wrong. The tests have no diagnostic value. The only beneficiaries are the testing corporations.

Feilke writes:

“The reformers have created a machine that is turning our children into emotionally desensitized functional robots via spiritual annihilation, and good teachers with moral courage are refusing to participate in “soul murder”.

Dr Shengold, clinical professor of psychiatry at the NY University School of Medicine, describes “soul murder” in his book:

SOUL MURDER: The Effects of Childhood Abuse and Deprivation”.

“To abuse or neglect a child, to deprive the child of his or her own identity and ability to experience joy in life, is to commit soul murder. Soul murder is the perpetration of brutal or subtle acts against children that result in their emotional bondage to the abuser and, finally, in their psychic and spiritual annihilation. In his compelling, disturbing, and superbly readable book, Dr. Shengold explores the devastating psychological effects of this trauma inflicted on a shocking number of children.

Every parent needs to be able to recognize “the subtle acts against children that result in their emotional bondage to their abusers”. Spiritual annihilation is what is happening to children captive in this dark environment of authoritarianism that has reared its ugly head in schools from mainstream society. Adults who remain silent and allow this to happen to our nation’s children are participating in “Soul Murder”:

Can you recognize this guise in your child’s school? It looks pretty on the outside but it’s dark inside. The only way you can see it is to be able to recognize the signs of traumatic stress in your children (regression, dissociation, anxiety, depression), and when those signs appear, the damage has been done. Stop it Now: Opt Out!”

Common Core Protest Poster: We Should Have Listened to the Lorax

Common Core Protest Poster: We Should Have Listened to the Lorax

Buy from Amazon

This statement was posted as a comment on the blog:



The Rights of the Children


An education is the right for us, the children

And even now here in the USA

More than half of us don’t have enough clothes or food

Please don’t test our educational rights away

Don’t fire those teachers who are on our side

Please don’t make them go away

Just because we couldn’t get those very high scores

Testing us doesn’t help us learn more

Testing us more doesn’t increase our scores

An education is our ticket to our future lives

So our kids won’t come home to what we do now

An empty home, an empty house

No one to help us study or do homework

Because our parents have to work hard and long

They do not care about tests, but they care what we learn

Please don’t test our educational rights away

Don’t fire those teachers who are on our side

Please don’t make them go away

Just because we couldn’t get those very high scores

Testing us doesn’t help us learn more

Testing us more doesn’t increase our scores

An education is our ticket to our future lives

Cynthia DeMone

A suggestion from a very creative and imaginative reader:


Someone suggested attaching hashtags #PARCC and #Pearson, or just using those words, in all tweets. Sharing your Aunt Celia’s mac and cheese recipe? #Pearson. Tweeting about the next big storm coming? #PARCC Congratulating your cousin on his promotion? “Great job, Cousin Joe! You worked hard for this. PARCC!”


Their monitoring system would be overloaded with hits.


Why not add #SBAC and other hashtags that will draw attention from the overseers??

Bob Braun says that Pearson closely monitors students during and after testing, to protect test security. They expect educators to collaborate with the state contract with Pearson.

“Another New Jersey school district–Hanover Park Regional in East Hanover–was notified by state officials that “monitoring”–spying?– by the British test publisher Pearson revealed at least one student had used a social media account to post a forbidden message regarding the PARCC tests. No surprise, really–it’s happening everywhere, including Maryland where a state official said he gets daily reports from Pearson on what students are saying about testing on their social media accounts.

“PARCC has a very sophisticated system that closely monitors social media for pretty much everything (comments like the one you shared, test item questions that students use cell phones cameras and take),” said Henry Johnson, the state assistant education commissioner in Maryland. The state, like New Jersey, has a contract with Pearson.

“We get those reports daily.”

Let’s run that one by you again:

“PARCC has a very sophisticated system that closely monitors social media for pretty much everything….”

The phrase “pretty much everything” aptly describes the broad reach of how this brave new world of testing and cooperation with government works. Pearson will say–as it told the Washington Post–that it is doing it for “security” reasons.

But security is itself a broad term. Here is what the State of New Jersey and Pearson agreed encompassed the idea of security and its possible breach–it’s codified in the testing manual developed by the state and sent out to all the districts:

“Revealing or discussing passages or test items with anyone, including students and school staff, through verbal exchange, email, social media, or any other form of communication.”

Another opportunity for repetition for emphasis here–discussing? Any other form of communication?

So, if children come home from school and their parents ask–”How was your day, sweetheart?” and the children talk about a really dumb question on the PARCC, they will be violating the rules and be subject to whatever punishment is meted out for cheating–as a blogger did who learned from a child who hadn’t taken the test that there was a passage on it about The Wizard of Oz.”

New Jersey is paying Pearson $108 million to run its PARCC testing program

Meanwhile Breitbart reports that a Superintendent in New Jersey confirmed Bob Braun’s initial story about spying on students.

Never have the stakes attached to testing been higher. If a student doesn’t reach proficient on a Common Core test where most students will not reach proficient (a passing mark set artificially high), the student is a failure, her teacher is ineffective, and the school is stigmatized. How to counter this madness?

Consider the following comments by teachers, posted on this blog:

“I would encourage all of my students to post pics of the questions or tweet the questions as they remember them. I did this several years ago when Indiana had just one graduation qualifying exam. I got reprimanded and transferred to a terrible inner city school, but the action did have some impact because the state had to admit that a great deal of the exam questions were wrong or too poorly worded to make sense. I realize that in today’s testing-mania culture I would probably have been fired, lost my license or maybe even jailed, but this stuff is so terrible we need to start some civil disobedience.”

And another:

“Two years ago, a teen in NJ committed suicide after learning that he failed to get a passing grade on the standardized test that would allow him to graduate. He tweeted his despair over the test. I wonder if his Twitter account was monitored by the NJ DOE.”

I wonder if the test had absurd questions and wrong answers. Who was accountable?

A few weeks ago, I heard from Alex Suarez, a medical student at the Perelman School of Medicine at the University of Pennsylvania. He has a B.S. in Bioengineering from Rice University. Alex read my book “Reign of Error” and asked if he could propose an new approach to accountability. He put his ideas on paper, and I am glad to share them with you. What do you think of Alex’s ideas?


Alex writes:





Anyone who has watched “Waiting for Superman” or listened to the endless educational debates will be quick to hear how our public school system is failing. Who’s the culprit in their opinion? The teachers. Contrast that with my own experience of seeing countless dreamers poised with incredible capabilities to inspire and teach, get put into incredibly challenging situations.


Teachers can start in a classroom of 22 students; they don’t fare too well. With the current system based on standardized testing, poor performance strips resources. There goes the budget.


What does that mean? That same teacher struggling with 22 students is now being asked to teach classes of 30. It doesn’t make sense. Diane Ravitch’s Reign of Error sums it up best: Let’s say the national goal is to be 100% crime free. Depending on the severity of the failure, you lose resources. Imagine the inner city of Chicago versus the upper middle class suburbs. After one year, the inner city of Chicago fails miserably at the goal compared to suburbia so the government heavily restricts the resources allocated to their local police. How do you think the crime rate is going to be next year?


We operate on the assumption that any teacher can help any students reach the best score despite anything. No excuses, right?


Let’s take a quick look at the metric of how standardized testing affects motivation of teachers and students. Teachers come in with the idealistic dream of inspiring the next generation to love learning the way they have. Once they enter the school, there’s one goal: high standardized test scores. They get pushed to try to meet test standards that ruin the beauty of learning. You suck out their motivation to teach. It isn’t much better from the students’ perspective. Students enter a classroom and are told, “It’s important to learn.” They then quickly lay witness to why they “need” to learn: to get a high test score. Educators try to plead with their students that learning is more than this.


Educators are right, there should be more. Why is our current education system’s assessment so focused on these standardized tests?


​I would like the opportunity set a few items straight. Many Americans have heard the statistic that public school is broken, that internationally we are fourteenth in reading, seventeenth in science, and twenty-fifth in mathematics. It’s time to sound the alarms and kick our butts into gear.


What if, however, I were to tell you that further analysis of these international test scores sheds a different light on the conclusions that can be drawn? If you took the scores of American kids who were in schools with less than 10% poverty, they would be identical to Shanghai, the number one scorer on the exam.


Further, Martin Carnoy and Richard Rothstein believed there to be a sampling error in the test where a higher proportion of American schools in poverty were evaluated. Adjusting for this, the United States public education system ranked fourth in reading and tenth in math.


Let’s take one-step back, why are these international tests all that important? Reformers say if our students are scoring poorly on international assessments, these future business leaders and our economy will not be able to compete. It makes sense. Right? The data does not seem to corroborate this. Keith Baker, an analyst at the Department of Education, looked at the relationship between how well countries did on international testing and its future GDP. He found that “ the higher a nation’s test score 40 years ago, the worse its economic performance on this measure of national wealth.” We have put all our belief behind a relationship that does not exist.


Now, the one thing that American students have that no country can compete with is our level of creativity and innovation. As we push more and more resources to attaining higher scores on standardized testing, we are sacrificing what makes America great. Look at the many schools that are dropping critical components of a liberal arts curriculum to pour more time and energy towards standardized tested math and reading classes.


​Legislators attempting to change education have this contrived notion that teachers are machines. Representatives argue that better teachers=better results. They treat teachers much like production lines of old. They argue that streamlining the production line for the purpose of increasing test scores is the way.


They say it’s the corporate way, the American way. They are right, kind of. That was the corporate America… of the mid to later twentieth century. They don’t acknowledge the industrial/organizational psychologists research that is driving the best global companies. Workers are not machines. Workers are human. Motivation is critical. Take these two for example: Google and Apple. Look at their campus. Look at their work schedules. Look at what their culture promotes. It promotes health, inspires creativity, and most importantly sparks motivation.


They understand that workers are humans and are driven by psychological needs.

Now what are these specific “psychological needs”?​
​In his TED Talk, Tony Robbins best highlighted what he feels to be the six universal needs.


The first four are of the body: certainty, uncertainty, significance, and love/connection. The final two are of the spirit: growth and living for something greater than yourself. I believe that if we are able to create an environment that better facilitates public K-12 educators meeting these six needs, we will revolutionize education. How do we go about this?


Change the metric, change the country.


In The Power of Habit, Charles Duhigg recalls Paul O’Neill’s reign as CEO of the Aluminum Company of America (Alcoa). During his first meet and greet with share holders, where CEOs typically declare their vision for boosting profits by lowering costs, he shocked the audience. He set out his vision: making Alcoa the safest company in America. Safety will be an indicator that we’re making progress in changing the habits across the entire institution. All the stockholders were caught aback. They thought the company was going to crumble. Within a year, Alcoa’s profits would hit a record high. Thirteen years later, the net income was five times its original size; its market capitalization had risen by $27 billion. What shareholders didn’t fully understand was that in order to have the safest environment, the company had to establish several procedures. These safety procedures demanded a streamlined corporate structure and a production line that avoided injuries that would slow production. The important thing here to realize is that people operate within a system defined by its metric.


Turning to education, we have seen administrators’ decisions to cut classes of the liberal arts education to solely focus on areas that would be tested by the standardized test. Our metrics are out of whack.


I move for a change in the strived-for metric from high stakes standardized testing to teacher satisfaction.


Teacher satisfaction will be obtained by asking each teacher the following questions. Each of these will be rated on a 1-10 score, with 10 being the highest.


How much pressure do you feel that you could lose your job?


How comfortable do you feel asking for help?


How much autonomy do you feel in the classroom?


Do you feel like you are making a significant impact on your students?


How supported do you feel by your fellow teachers?


How supported do you feel by your administrators?


Do you feel like you have the resources you need to do your best work?


How collaborative of an environment do you have?


Do you feel that you’re becoming a better teacher?


Do you feel that you’re becoming a better role model?


These scores will be tallied and will be the primary determinant of how schools will be evaluated. The school’s score will be made public. Schools that perform poorly will have leading educators come to the school and help the school get back on track.


We will no longer strip resources from the schools that are most in need. If the teacher’s answers to these questions are yes, they will feel fulfilled by their career and intrinsically motivated, the most powerful driving force. Teachers dream about intellectually stimulating the future generation. They want to develop meaningful relationships with children. They want their kids to escape poverty’s grasp. We must create an environment that helps,not hinders, teachers.


Evaluation of teachers will consist of a student questionnaire and student testing. The student questionnaire will read as follows (Note: language will be geared to that grade level; it will be completely anonymous, with the option of the student to right their name if he or she wishes)


​Do you feel safe?


​Do you feel comfortable with your teacher?


​Can you be honest with your teacher?


​Do you feel cared for by your teacher?


​Do you feel understood by your teacher?


Do you look up to your teacher?


​Do you enjoy school?


​Do you feel like you’re learning?


​How much do you think about things learned in school at your home?


​Do you feel that your hard work is noticed and rewarded?


​Do you feel like your hard work is paying off?


​Do you feel if you have an error it is caught?


When it is corrected, do you understand why?


Do you understand how to fix it/ prevent it from happening again?

The questionnaire results will be shared with the school’s principal and the student’s teacher.


The second component will be student’s scores on the exams that are a part of the school’s curriculum. The student’s scores on these will be compared to their standardized testing at the end of the year (in a diagnostic fashion) to ensure the teacher’s curriculum is up to par with national standards. This check is intended to prevent a situation where curriculum exams become super easy and everyone gets As, but at the end of the year all the kids fail to be proficient. In that case, the local school curriculum and tests will need to be made more rigorous.


Low scores on any of these metrics will not be immediate grounds for firing. The teacher will collaborate with other teachers and the principal on ways to improve his or her score much in a similar way as the Peer Assistance and Review program in Montgomery County, Maryland. New teachers with no experience and teachers who receive low ratings on these are assigned a “consulting teacher” to help them improve. The consulting teachers help teachers plan their lessons and review student work; they model lessons and identify research-based instructional strategies. The obvious follow up question is what if this teacher doesn’t or can’t improve?


That question brings up the idea of tenure and how to remove a teacher. Now, I believe K-12 “tenure” plays an important role in meeting the teacher’s psychological need of certainty. Much in the same way that you wouldn’t be able to focus on reading this article if the ceiling above you could cave in at anytime, the teacher struggles to take innovative risks with the thought that he or she could get fired at the end of the year based on high-stakes standardized tests. However valuable I believe tenure to be, I do believe that some districts make it a near impossibility to remove a poor performing teacher. In those districts, it should change.


I support the PAR model for removing poorly performing teachers. A panel of teachers and administrators at that school reviews the performance of the new and experienced teachers who have received one year of PAR support. The panel decides whether to offer another year of PAR, to confirm their success, or to terminate their employment. This method of teacher evaluation has the support of teachers and principals in schools that have adopted this model. In Montgomery with PAR, they have fired over 200 teachers with this new model; in the prior decade to PAR’s implementation, only five teachers had been removed.


A few additional principles will get us back on track and help us achieve this new metric of teacher satisfaction.


• I call for classroom sizes to be 12 students. Low socioeconomic students need attention. In Daniel Coyle’s Talent Code, he explores why some environments keep producing unbelievably successful talents. He breaks it down to three key characteristics that are needed: deep practice, ignition, and coaching. Deep practice is the process with which people focus intently on trying to achieve something and every time they fail, they acknowledge why they failed, how to correct it, and go about it another time. Classrooms need to be small to allow for the teacher to execute this oversight. The coaching relationship is key, and I think it’s pretty evident in the questions that are on the kid’s questionnaire above. Having a mentor who you trust and can provide a meaningful relationship is also something that I believe can only be fostered on this scale. I want to take a quick moment to expand on how important a role model can be.


According to Paul Vitz’s discussion on “The Importance of Fatherhood” in Eric Metaxas’s “Socrates in the City,” there are plenty of poor environments where the fathers are present and there is no criminality: “We think of criminal behavior as somehow related to ghettos or the inner city or something like that. When the social scientists take out whether the father is present and whole issue of the stability of the family, there are no ethnic, racial, linguistic, or cultural factors related to criminal behavior. There have been examples of people who have been step-in fathers that have achieved the goals a father should for their kid.”


I think the heart of education for lower socioeconomic children is providing meaningful and trusting relationships with teachers so that they can guide them out of their troubles. Additionally, the classroom of size of twelve students can be broken into pairs or groups of 3, 4, or 6 to compete in challenges and activities.


• As for Coyle’s ignition, students need to be surrounded by triggers that further their drive to learn. They need to be exposed to what can happen if they work hard in the classroom. As one example, I recommend after school programs where students have the ability to paint murals in their hallways of prominent historical figures. Even hanging up pictures of people nominated for Time’s People of the Year with a short descriptor below could do the trick. One of the telltale signs of a great school is its relationship with its community. I also wish to support bringing in prominent community members who can serve as role models for these kids and further ignition.


• Getting a higher percentage of teachers trained for a year or two before starting in the classroom.


• All schools should be staffed with a child psychologist, health care worker, social worker, and school counselors as recommended by the teaching staffs.


• Education should include physical education, health, literature, history, music, etc. (all the strong pillars of a liberal arts education).


• Teachers should be well paid. Payment should follow a curve similar to an enzymatic curve of saturation. Payment should be a function of three things: overall years of experience, how many years you have been at that one school, and performance. Let’s say a teacher has been at a school for 10 years, and wants to change schools. There should be some deterrent for having the teacher leave schools. Potentially, her pay will be lowered (to 8 years of experience [subtract 2]) with the aim to keep teachers at a particular school over the course of career. Low turnover is an important factor for students.


Now, there may be many contentions to what I have offered. One of the main ones against smaller classroom sizes is the cost. Administrators know teachers are the highest cost to education, yet they are the most valuable. People say we can’t spend this amount of money on education. This argument hits at one of the human rules of thumbs that tend to make us err as stated in the book Nudge. “According to economic theory, money is “fungible” meaning that it doesn’t come with labels. Twenty dollars in the rent jar can buy just as much food as the same amount in the food jar. But households adopt mental accounting schemes that violate fungibility for the same reasons that organizations do: to control spending.”


Now, as I respect any public official’s attempt to have a balanced budget, it’s important we realize the impact on our budget if we don’t do anything. We will continue to spend over $30,000 per inmate per year, yet $10,000 per student per year. Why do we continue to invest our money and efforts to far downstream of someone’s life?


​To meet the class size, we will need more teachers. Economically speaking, we know one thing: a strong middle class yields a strong economy. Increasing the strong middle class jobs (number of teachers) with reliable income will only be good for the economy. They will purchase goods and spend their money, thereby keeping the money in the economy.
​In general, it is my belief we need to spend more money on human capital that will be present in kid’s lives at the school. People and relationships make the differences in kids’ lives.


​Overall, the recommendations presented will create a profession that will be respected and desired. This will promote high caliber individuals entering the field. Right now, 40% of teachers leave the profession sometime in the first five years. I am confident that changing our metric would decrease high teacher turnover and burnout, which are highly problematic for struggling schools and more importantly struggling students. It will drive highly motivated individuals towards teaching. The metric will finally allow instructors to inspire curiosity and the love of learning in all their students. Instead of castigating teachers, let’s help them. Crazy idea?

Bill Ashton, an English teacher at Jacqueline M. Walsh High School in Pawtucket (RI), has been suspended for telling students about “OPT-Out” and other aspects of the Common Core-inspired PAARC test. The students and many parents in the school are protesting his suspension.

Students of Mr. Ashton have created a Facebook page to demand his return. It is called BRING BACK MR. ASHTON.

This is a time for truth and courage. Mr. Ashton joins our honor roll for living in truth.

The Network for Public Education released a statement supporting students, teachers, and administrators who opt out or support it.

A reader (nextlevel2000) left a comment with a link to the social media guidelines of the Smarter Balanced Assessment Consortium. What is amazing is that the guidelines tell school officials how to monitor their students on social media sites like Twitter and Facebook to see if they are violating test security.

Privacy is truly dead.

Mercedes Schneider saw the same guidelines and appropriately skewers them.

How do you feel about a testing company encouraging educators to spy on students’ online exchanges?


Smarter Balanced Test Security

Maintaining test security during administration of the Field Test is critical to preserving the integrity of test items and validity of the test itself. The Consortium is closely monitoring social media networks for security breaches and escalating to states when appropriate. These guidelines provide recommendations for monitoring social media and we hope you find them helpful.

Test Administration Procedures

It is important to be vigilant before, during, and after testing for any situations that could lead to or be an impropriety, irregularity, or breach. Please remember that only individuals who have been appropriately trained and whose presence is required may be present during the administration of the Field Test.

To get ahead of the problem and reduce the number of security breaches on social media, we encourage you to refer to the Smarter Balanced Test Administration Manual (Appendix B) for detailed information on the impact and definition of incidences as well as the timeline for reporting these activities.

Sites to Monitor

Twitter (

 If your school has a Twitter account, you can take advantage of following your students by requesting their @username and/or encouraging them to the follow the school Twitter account.

Following @SmarterBalanced will also help you to monitor our news feed.

 To search for conversations and posts about the Field Test, consider the following search queries:

o #sbac or #smarterbalanced
o #[insert name of school] or @[insert school Twitter handle] o “smarter balanced” or “sbac”
Facebook (
 If your school has a Facebook page, invite your students to join.
 If your students have public profiles, you can also search their news feed and photo gallery for
security breaches.
 Similar to Twitter, you can conduct searches by entering “smarter balanced” or “sbac” or “[insert
name of school]”
Statigram ( )
 Statigram is a webviewer for Instagram and allows you to search and manage comments more
easily. You will need to create an account for yourself to search comments on Statigram. If you
have a private account, you can use this information to login and review information.
 To search for posts about the Field Test, use the same search queries recommended for Twitter.

What to look for

 Images of the computer screen that show ELA or math test items
 Any photographs that appear to be taken in the test administration room. These can be images
students have taken of themselves or their classmates as well as pictures taken by test
administrators of the testing session.
 Tweets that indicate test security policies are not being upheld.

Bob Braun’s controversial article about Pearson spying on students’ social media accounts is online again, after having disappeared last night for some hours in a “denial of service.”


I hope Bob Braun is able to get to the bottom of the matter and tell us why his website was “suspended” last night. Was he hacked? Did the site crash because of the number of users trying to access it at the same time? I hope we find out.


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