A teacher in upstate New York wrote me to say that the state English language arts test for 8th grade (written by Pearson) contained a passage that his students had read a week earlier—in a Pearson 8th grade textbook! The story is “Why Leaves Turn Color in Fall,” by Diane Ackerman. The story appears on page 540 of the Pearson textbook.
Moral of the story: if you want your students to succeed on the state tests written by Pearson, be sure to buy the Pearson textbooks.
The teacher wrote:
I am an 8th grade teacher in Xxxx, NY. On Day 1 of the NYS ELA 8 Exam, I discovered what I believe to be a huge ethical flaw in the State test. The state test included a passage on why leaves change color that is included in the Pearson-generated NYS ELA 8 text. I taught it in my class just last week. In a test with 6 passages and questions to complete in 90 minutes, it was a huge advantage to students fortunate enough to use a Pearson text and not that of a rival publisher. It may very well have an impact on student test scores. This has not yet received any attention in the press. Could you help me bring this to the attention of the public?
Diane Ravitch's blog 
I can’t decide if that was a deliberate scheme on Peason’s part to encourage book sales, or if it were simply sloppiness and lassitude because it is easier to cut and paste than to write new passages.
Either way, what could be a more transparent example of maladroitly encouraging teaching to the test (which CT Gov. Malloy says is great as long as the scores go up)?
If Dannel thinks it’s a good idea, you know it’s cockamamie. It has to be on his laminated Pryor talking points index card or he is lost.
Alan, they have no quality control. They are sloppy. I was a special ed. teacher in 7th Grade, & our kids had accommodations requiring us to read the math and science tests aloud. I believe that the real reason that Pearson doesn’t want us to read their precious tests is not, in fact, for security purposes, but because we will invariably find ridiculous, unanswerable questions, such as the “Pineapple Hare” debacle. I can’t tell you how many math tests I read in the years we had them that had-a.2 correct answers or b.no correct answers, and the same with the science tests (as well as the convoluted selections. Additionally, in the sample prep. booklets, scores were given to extended responses that were totally incompatible with the quality of the essays (such as described in Diane’s much earlier post on computer scoring of said ERs) , flabbergasting all of the ELA teachers. That having been stated, I’ll repeat my oft-repeated comment: these tests are–in no way–“standardized,” as in no way are they valid or reliable.
And yet they are being used to move students into overcrowded schools, open charters, close schools and fire teachers and staff members!! (Although, because we’re getting wise to that, NOW it’s because schools are “underutilized!”)
Opt out of testing.
I’m a 5th grade teacher in Northern NY. On Day 1, Book 1 our kids had a passage titled “How Humpbacks Go Fishing”. This exact passage was in a Ready New York CCLS review book published by Curriculum Associates. The questions were not the same, but the passage is, giving any kid who read it previously a possible advantage. Is Curriculum Associates a Pearson subsidiary?
no it isn’t
I heard from reliable sources the 6th grade exam also had passages from the 6th grade Pearson text; and it’s posted here: http://atthechalkface.com/2013/04/17/new-york-ela-day-2-disaster-fail-pearson-nysed/
Clarify something for me…is this the first roll out of SBAC, PARCC or something else?
After reading some of the comments posted, it’s easy to see why the state requires teachers to remain silent about test questions. The general comments are heartbreaking enough. Not sure if my heart could take much more.
EdReformers have to become more and more clever to reach statistically impossible %gains across US. 190 + systems have been identified as possible testing irregularities.APS & DCS are putting educ in jail for cheating M.Rhee may have to answer for her great deeds. Now what? How can the Big$$$ Reformers get those impossible %gains? Oh, link all test prep materials DIRECTLY to all tests! Yeah! That’ll work! What, ethical violations? Ethical…schmethical! They already have ALL confidential data without parental knowledge and consent, don’t care about learning – only want high %gains. What’s the problem? It is all about compliance! Why don’t we understand that? We must get on board and we will benefit financially too – maybe.
We surely act like slow learners. No wonder the EdReformers think that TFA is brighter and better.
Thanks for posting.
Is this one of the reasons why I have to sign paperwork swearing that I will not discuss the test questions? I teach 5th grade in California.
My child’s teacher told me they are not allowed to see the tests in Louisiana.
As a proctor I was able to walk about the classroom and get a good look at many of the test questions in 4 days last school year. I didn’t have occasion to sit down and leaf through a test booklet, but at 90 minutes for most blocks of testing, there was lots of time to read the material around the room.
That’s not allowed in FL. Teachers can’t look at the test, much less read test items or passages.
In PA we are not allowed to look at the test. That is explicitly stated in our online proctor training from the state.
Retiring teachers at my school read every test they can and share what they read.
In one school, an outgoing but disgusted TFA teacher read the tests and shared the test content.
I don’t think Pearson really cares one way or the other. Their goal is to sell the tests. Once the test is sold, they don’t really care what is done with it.
In Texas, the passing percentage required to pass some of this year’s tests is as low as 32%.
Why even bother giving the test if a kid who makes a 32% passes?
Answer: Because the test still has to be bought and paid for and that’s what matters.
The test isn’t the only thing bought – so are the texts used throughout the school year – and the text resource materials – and the Prof Dev to go along with the texts. Then there are the actual tests – and the test prep materials to be used all year – and the Prof Dev that goes along with that. ALL OF THOSE earn gigantic profits for Pearson et al. It’s simple. Follow the money. From Bill Gates (who promotes online learning – and what is it that his business sells?…oh yeah – computers!) to Rhee to any of them. It’s all about getting their hands on federal tax dollars. Check the same for ‘charter’ schools that exclude spec ed students or ELL students – but make huge claims about their educational prowess. It all stinks.
If we even look like we are peeking we would be fired and are told the entire school would be punished and all kids have to retest.
I have proctored tests in Louisiana. It’s fairly easy to read over shoulders as the kids are testing. And how is a teacher supposed to ignore what they are reading to the special ed students who need the tests read aloud?
I am starting to think we need to form a “Parent Union Group” that fights for what is right for our children in our own public schools (NOT a trigger group, just a group that recognizes the fact that corporations are preying on our children) and which realizes that what is in the best interest of our children is no longer the mission of public school.
BOE’s are not looking our for us, teachers are silenced, Administrators are preserving their jobs…we need a National Parent Union!
There are plenty of state parent union groups, and I think Save Our Schools is national, with state and local chapters. And then there’s the group Diane and others started recently – I believe it’s the Network for Public Education(?), which is parents, teachers and any and all other interested parties.
Dienne, it is indeed the Network for Public Education. It is not separate from other groups. It seeks to bring them together, aid communication among them to help those who support public education.
Google Parents Across America
Sounds like test doping to me.
Shameless opportunistic creeps!
Politicians & Pearson currently own all of us in public education…children, parents, & educators. Politicians have made a financial ‘deal with the devil’. Pearson is rolling in the the money, while children suffer. As a parent and an educator, I ask, how did we let this happen?
What is the concern? This whole scheme is going according to plan.
I heard a story last year about a parent who insisted that he had a right to see the tests that his child took, as well as his child’s answers and the way that it was scored. After a fight I believe that the parent was given the information requested.
Doesn’t it seem wrong that the state has a right to collect and share a child’s academic and personal information through inBloom inc. but a parent has to fight to see the tests that are used to label their child? Wouldn’t it be interesting if lots of parents decided that they wanted to see their child’s tests? Why all the secrecy??
Why all the secrecy? Because they don’t want us to see the Man Behind the Curtain!
If they can’t stand behind a paper trail, they have no integrity, and are protecting deceit.
This is so unethical and shameless. The problem is that Tisch has a vested interest in privatization, Commissioner King is a tool of Cuomo and no one understands the disaster (an expensive one I might add) this is causing.
Thank you for sharing; am certain we have not heard the last of this.
So…. The most effective teachers will be the ones who use Pearson materials.
Kane, Hanusek, Chetty, Rockoff and Sanders and the hired dolts who work for Eli, have you no shame!
Galton, follow the money.
If you want to be effective on Pearson tests, buy Pearson texts.
New article today in the Atlantic magazine entitled, “Exams Aren’t the Enemy: How Tests Can Help Low-Income Students.” One statement in the piece is as follows:
“So to answer the common question: Is taking a high-stakes standardized test useful for most students? Yes. Part of college and career readiness is getting ready for exams.”
http://www.theatlantic.com/national/archive/2013/04/exams-arent-the-enemy-how-tests-can-help-low-income-students/275091/
The authur is Talmadge Nardi, an English teacher at the Academy of the Pacific Rim (charter school) in Boston. She is an alumna of the Teach Plus Teaching Policy Fellowship, an organization new to me but you might know. I think that you’re currently losing in the educational PR wars if well read magazines prefer to feature such “informational” screeds.
The Atlantic is owned by allies of the corporate reformers. It regularly posts articles by Joel Klein denouncing public schools and teachers. Don’t expect ever to read an article that criticizes high stakes testing and privatization in the Atlantic.
Pearson does $9 billion/year. $100 million from Texas alone and they even have a separate division just for Texas and they consider them crazy but too much money to ignore. What does this tell you? No ethics is one thing, you fill in the blanks_____________________________________________________________________________________________________________________________________________________________________________________________________________
I thank all those that commented on this posting.
🙂
To add one more point: just from a technical point of view, the great advantage that some students and schools had (i.e., using Pearson materials) makes this particular test non-standard, hence any inferences drawn from these test score results for schools and districts are invalid because there is a bias that severely skews the data and the inferences one can draw from the data. The scores are worse than meaningless: they’re misleading and should be thrown out.
Not sure? Think I’m exaggerating? Read Daniel Koretz, MEASURING UP: WHAT EDUCATIONAL TESTING REALLY TELLS US (2008). He is not just a numbers/stats person but has literally been involved in designing, administering and evaluating standardized tests.
If the passage and associated items are embedded field test items, they can be removed from future usage and not impact student scores. Additionally, if the items are embedded field test items they do not affect students’ scores. Field test items are designed to do just that, ‘test’ out how the items actually function first before assuming that a student should receive an actual score for the item. However, this isn’t an explanation for why it would have appeared in the assessment in the first place.
So if they were embedded filed test questions, and some students have read and worked on the passages before, just what are they field testing? What would be the point? I will save my general opinion of embedded field test questions for another discussion.
These tests are NOT field tested anywhere…a big part of the problem.
Wow! Thanks for bringing this to the light. This certainly gives some test takers an unfair advantage. And yet, each of us are held accountable to how students perform on these tests. This is making me wonder about the PARCC assessment.
In Florida teachers are FORBIDDEN to read the annual test. If we read it we risk losing our job. Could this be the reason why?
According to this article in the NY Post, Pearson has started placing corporate spots in NY state English exams this year, but they seem to justify it by saying the companies featured had no idea they were included in the children’s required reading. Here in TN, teachers aren’t even allowed to look at the tests, so how would they be able to report such abuses? I totally support parents opting students out.
This wrong on so many levels.
http://www.nypost.com/p/news/local/learn_abc_ibm_VZNV1GuerwMfPVezW2BuRP
Lionel Bart: “These trappings, these’ ta’ers, these we can just afford–what future what matters? We’ve got our bed and board. . It’s a fine life!”
I’ve had similar, though not identical, problems with the 3rd grade test. With all the money that Pearson received, couldn’t they come up with original material. All of the passages were taken from other books. There was a distinct advantage for, might I suggest, more affluent native English speaking children, several of whom said, “Oh, I read this already,” when they opened their books. Somehow, I can’t think this is a “standardized” test, when some kids begin it with an edge. Is it really that hard to write boring passages for a test?
I was thinking exactly the same thing. If I was involved in the contract, and I had to pay for the development of passages and questions and this is what I get, it would appear to be a breach of contract and I’d want my money back.
I just checked with the Georgia DOE about the possibilty of this happening here. I was assured that Georgia uses Comissioned texts for testing as opposed to Permissioned texts. My understanding is that means texts for test are written specifically for that purpose and not drawn from other existing materials. Looks like the Peach State gets it right on this one!
Not necessarily. Just because it’s commissioned doesn’t mean that the passages in the Pearson texts weren’t also commissioned. That would mean, theoretically, that they could pull those from the texts.
I’ve always wondered if this type of stuff went on. It figures.
Let’s not be naive. Many anthologies from a variety of publishers use the same selections. If you have concerns about test fraud, or use of a specific selection in an assessment – report it on the state site: http://www.highered.nysed.gov/tsei/
Well, that will certainly be a wakeup call for Commissioner King, who lives by testing.
we left a school district last year because they weren’t teaching my daughter in special ed and i didn’t really see them teaching the general ed students much either yet they were a highly regarded school district. i would attend board of ed meetings and the superintendent of curriculum NEVER discussed curriculum and just made mention of last year’s state tests by saying, oh, these tests are so much work… we have to carry boxes and count out the tests. they basically laughed off the tests. i then had an end of the year meeting at the school and the room we used was piled floor to ceiling with boxes of brand new pearson books. something seemed so fishy to me. over the summer, the superintendent of curriculum and her husband were in a plane crash and the superintendent tragically passed away. but it was revealed that the husband was a bigwig at pearson. then i knew why that school didn’t “sweat the tests” and i am sure they will be doing well this year with all their new pearson common core books.
In Florida, we are not allowed to look at the FCAT. So if a teacher noticed something like this, s/he couldn’t say a word because the scores would be invalidated since the teacher didn’t follow procedure. The teacher would face disciplinary action.
So, because our small rural school has not purchased new reading materials in the last ten years, our kids are at a disadvantage? Also, how interesting since NYS has been touting their “modules” on engageny.org because they will be FREE TO PRINT!
We just keep seeing the truth to “money talks and bullsh*t walks”.
When my colleagues who are dedicated, caring teachers walk down the hallway looking dejected and saying “I didn’t do enough to prepare my students” I can only assume that someone in Albany is cheering because these tests will PROVE that public schools are failing (NOT!) and start pushing for STATE CONTROL of our schools.
This is not what I signed up for 25+ years ago……………
It happens all the time. Here is what I want… I want full access to see and review the validity of the FCAT test made by Pearson that my 8 year old daughter was required to take for 3 hours a day, 4 days this week.
I am entitled to full access to her records. I want laws or statutes that allow this… I am entitled. Why keep Pearson’s dirty little secret for them? Accountability goes both ways… I want to see the tests. I think all parents should demand the same.
Thank you! When parents are allowed to see what is being perpetrated on their children, all in the name of ‘teacher accountability’, they will demand an end to the waste of our public resources to enrich private corporate coffers.
Correction … my 8 year old tested 70 minutes a day for 4 days… my 8th graders tested for 3 hours a day for 4 days. Way too much, either way, and who knows what passages they are given … or what questions they are being asked by Pearson. How much do you want to bet that the passages are the same from their Pearson text but the questions are different on the Pearson standardized test. That would give the child who did the assignment out of the book a disadvantage. They would accidentally pick the answer they knew to be correct from the class and text, but may be incorrect on the standardized test. I would not put that pass Pearson and their billionaire bushes, woops, I mean boys…
Pearson and politicians…what a combination!
http://thejoyofteachingblog.wordpress.com/2012/10/10/what-would-socrates-or-annie-sullivan-or-albert-shanker-say/
Pearson + Politicians = a scary union
http://thejoyofteachingblog.wordpress.com/2012/10/10/what-would-socrates-or-annie-sullivan-or-albert-shanker-say/
Last year in Massachusetts our 6th grade students (11 and 12 year olds) were asked to analyze Robert Frost’s poem “Nothing Gold Can Stay” in an open response. This is a poem traditionally introduced in eighth or ninth grade due to its complexity yet accessible themes. My kids were angry with me, their teacher, because they felt that they should have been able to understand the underlying meaning of the poem on their own because it was on the test.
It’s frustrating.
I’m guessing Pearson paid teachers to create items for the test. Those teachers have textbooks, many of them developed by Pearson. They opened those texts and found an interesting table or graph. They used it. Also, many texts cycle through different companies largely unchanged even though the authors change. So, they might have pulled it from a a non-Pearson text and yet it ends up in a Pearson text. I don’t see anything that surprising here. “Dirty little secret” involves incredible numbers of assumptions… fun to get angry about, but if you ask teachers to write the tests, they will pull from the resources they have and those are their texts and other educational resource materials. Who develops those? Many of the same companies that also create assessments.
You are assuming that teachers write these test questions. That is a false assumption… we do not. It is Pearson’s dirty little secret…
Todd Farley (author of Making the Grades: My Misadventures in the Standardized Testing Industry) responds to this post, “As for Pearson’s exploits today, of course it is not surprising. I wrote about this at Huffington Post, but the whole industry is always recycling items, passages, everything. It’s cheaper, and they’re all about cheaper.”
Lol. Cheaper for them, yes. But not for any college students using their materials. And it isn’t consistent from book to test sometimes, either.
This may be why test administrators are now not allowed to be the same teachers who teach the subject, and are told NOT to read the tests themselves. This way, the overlap between Pearson tests and texts is less likely to be noticed.
Well, cheaper does mean more profit and Pearson is all about profit. That is why they are in business. The other sad part of all of this is that this could very well have been a “test” or pilot question, like the “vertical” passages that appeared in multiple grades stuck in there so that they could decide whether it should be used next year. Of course that means that children took valuable test time to read and answer questions that didn’t count towards their scores so that Pearson could “try out” future questions. All of the teachers i know have indicated huge numbers of children who did not have time to finish their tests as they flipped back and forth checking out paragraphs in passages 2-3 pages back in order to answer questions. To have lost minutes on “trial” questions is criminal.
This is a very interesting discussion about something I barely ever thought of. It really questions the integrity of testing.
A standardized test on this subject matter tells us as much about a taker’s intelligence as an isolated argument tells us about a pair of lovers’ complicated and nuanced relationship. Intelligence is not a sport. It can’t be measured by one jump or a free throw. Actually…now that I think about it…these things should not be the indicators of an athlete’s overall value or prowess.
Agreed…State tests should be available to the public. What are they afraid of…that people will get smart and demand an end to high stakes testing?
There are two things that anyone who is interested in this topic should see. The first is a video:
http://www.upworthy.com/what-lots-of-teachers-thin…
The second is a mock state test written by an 8th grade girl in the Adirondacks. She says it as well as anyone could:
http://atthechalkface.com/2013/04/14/a-middle-scho…
They did the same on the 6th grade test. I sent this info to the Wall Street Journal Online, and received no response. I have spoken with John Hildebrand from Newsday about the State’s inconsistencies with reliability, validity and reporting, and got no coverage. For whatever reason, the press either does not care, or they are intentionally avoiding this. It is unethical.