Thanks to Common Core and the federally-funded PARCC exams, children in Ohio schools will be tested 10 hours to demonstrate their proficiency or lack thereof. District superintendents say (as do parents and teachers and students), this is ridiculous!
While Arne Duncan is posting his benign views about testing–and how important it is to compare your child to children everywhere–in newspapers across the nation (so far, the same Duncan op-ed has appeared in the Washington Post, Newsday, and the Denver Post), those suffering under his test-centric, student-hostile regime are not happy about it.
Superintendent Jim Lloyd in Olmsted Falls, Ohio, said the amount of time required by PARCC testing was “an abomination.”
Avon Lake Superintendent Robert Scott agreed, saying that “the big bucks of testing companies, curriculum companies, and software companies” are clouding education debates with their own agendas.
He said: “High stakes testing is driven by a misunderstanding of how to motivate students and schools to achieve and/or maintain high academic results.”
Scott called the testing system a “(dis?)incentive program” that doesn’t help struggling schools and wastes the time of high-performing ones.”
Unlike Arne Duncan, who is not an educator and never taught, the district superintendents in Ohio recognize the disaster that Arne is now inflicting on the children of Ohio and the United States. Duncan will be remembered in the history books as a man who wrought harm on public education and the lives of children.

Arne thinks education is a professional sports. He really wants to be a sports commentator and he will put in place at least 10 hours of testing before each game, which have nothing to do with much of anything. LOL!
LikeLike
When…When…
When in carnation will school system administrators have the backbone to stand up, speak out and refuse the DUNCAN Death March for our children? The Obama Trail of Tears?
Many grumble, some retired admins speak up and blog about resistance, but ALL SCHOOL ADMINISTRATORS should be speaking up openly, in HUGE numbers, share the amount of time testing steals from instruction, the amount of extra time most SWD require per IEPs, the cumulative harm to children and all of Education, and the INSANITY across America…all due to corporate takeover and $M to be made.
When?
What will it take?
How long? Not Long….How long…Not long…🎼🎶
Children are counting on us!
LikeLike
Yes. And yes again. Only fear and intimidation comparable to that in the McCarthy era has sustained this fraud. I hope this superintendent will be joined by others nation wide.
LikeLike
The absolute focus of every decision made…k-12…in Ohio and likely everywhere in the US…is driven by the future of tests and rankings and the State “Report Card”. It is such a sickening approach to teaching and learning. It feels robotic and impersonal, but there is no way around it. When the superintendents feel forced to “play the game” or lose funding, what other options most of them have? Only districts that have little need of funding can easily stand up to Duncan’s demands.
LikeLike
There were a number of articles recently about the new 7-hour MCAT for students applying to medical school. The current one is 4 hours.
Still 3 hours shorter than what we plan to give our youngest students.
http://commonhealth.wbur.org/2014/10/pre-med-stress-hits-new-heights-as-mcat-exam-changes-loom
“The soon-to-be-extinct four-hour exam now tests students’ knowledge of chemistry, physics, biology, organic chemistry and verbal reasoning; and also their nerves, as they watch the clock tick down while struggling to recall obscure equations. Now they’ll have to endure that anxiety even longer: the new test is nearly seven grueling hours long.
LikeLike
In my district in Utah, with the new subject-level tests coming this year, a student in grades 7-12 that is taking a world language will take at least nineteen hours of standardized testing this year. Without a world language, each student takes at least 16 hours of testing.
LikeLike
It’s a good piece. Local leaders of public schools should do more of this. They may not be trusted by all parents but I would bet they’re trusted much more than politicians or national policy and lobbying people.
I’m pleased the Ohio newspaper asked them. Usually we get the opinions of someone from the Fordham group and someone from StudentsFirst. Those two groups are quoted endlessly on Ohio public schools. I think public school parents would much rather hear from local people who actually work in their child’s school than national policy or lobbying groups.
LikeLike
I also think it’s great that the public school advocates have forced politicians to respond on testing, because it focuses attention on what ed reform is doing to existing PUBLIC schools.
Our schools are completely ignored in the charter/voucher debate, which seems to take up 99% of the attention of lawmakers in Columbus and DC. 90% of Ohio kids go to PUBLIC schools. While it’s sad that we have to force our lawmakers to consider the effect of their policies on our schools, it’s about time we heard from some public school leaders.
I don’t really care if lawmakers disfavor existing public schools and their personal preference is to focus on charters and vouchers. They took these jobs with a duty to existing public schools. They should be forced to do that part of their jobs.
LikeLike
Jim Lloyd and Robert Scott are deserving of your Hero designations, Diane.
LikeLike
I thought this was a good piece on the effects of charters on one county in Ohio. The specificity is probably really helpful for voters, because there’s a national “choice” narrative that doesn’t have much to do with reality in Ohio:
“I looked at the figures for the five districts in Athens County. There are slightly more than 200 pupils from Athens County going to a charter school. More than $1.5 million is being taken by the state and given to charter schools.
This is Athens County money leaving Athens County because there are no charter schools in Athens County. We don’t really need that kind of help from the state.
Not one of the pupils from Athens County is attending a charter school with a higher performance rating than the public school in their home district.
Furthermore, 64 percent of the money and 64 percent of the pupils are going to charter schools with lower performance ratings than the school in their home district.
In short, as far as Athens County is concerned, the charter school movement is not meeting its promise. It is not improving education in this county.”
We’re allowed to ask this. We’re allowed to ask how ed reform is benefiting existing public schools. Ohio education officials work for us. They should have to answer this very good question: “how do any of your reforms benefit Ohio public schools?” ANY public schools- urban, rural, suburban. They should have to show the benefits, because that’s what they sold to voters. Not charters and vouchers. Improve public schools.
http://www.athensohiotoday.com/blogs/guido_stempel_iii/better-to-stay-at-athens-county-schools-than-charter-alternative/article_9e9b4997-6436-5249-b2e3-765c1785818c.html
LikeLike
Not only is there the time involved in testing, but everything can get held up because of the technology. We get emails like this one:
Yesterday, we sent a message about actions that the NCDPI and Pearson teams are taking to resolve the single sign-on issue we are experiencing. Despite best efforts, those actions are not yet complete, and the Active Directory Federated Services (ADFS) server farm has not yet been migrated as planned. We believe that in order to ensure that you do not experience possible issues with single sign-on, LEAs should delay any new benchmark testing using Schoolnet today and tomorrow until Pearson is able to get the ADFS server farm migrated. Even after Pearson took proactive steps to resolve the issue by adding Computer Processing Unit (CPU) capacity to the ADSF server, many LEAs continue to have issues. The NCDPI has heard from many teachers and others this morning indicating that they are unable to get students logged in to take benchmarks. Pearson is still in the process of migrating the ADFS server farm and will be increasing the server farm capacity by more than double. Pearson intends to have the work for this long-term solution completed no later than this weekend.
LEAs who are already logged into the system and administering benchmarks today may continue to do so, but we are asking that LEAs and charter schools delay giving students new benchmarks in Schoolnet until NCDPI sends out a notice stating that it is okay to proceed with benchmark testing.
We sincerely apologize for the frustration and disruption caused by this issue, and we thank you for your patience as we work to fully resolve it.
or this one from Pearson themselves:
Due to the recurring login failures with Home Base that occurred this week, we are recommending that the
North Carolina Department of Public Instruction encourage public school districts to suspend the
administration of benchmark assessments to students until Monday, October 27, 2014. This will provide
Pearson with the time necessary to build and test a larger, more resilient identity service that can scale to
more concurrent users predictably and with increased performance. We recognize that this disruption is a
burden to school districts, and are committed to correcting the underlying technical issues and restoring the
quality of the product.
As you know, some school districts across the state experienced difficulty this week when attempting to log
into Pearson’s Single Sign On solution for Home Base to administer benchmark assessments to students.
The cause of the login and related performance issues is attributable to a significant increase this week in
the demand for those assessments. The server that supports the instructional management system was
unable to sustain the volume of users. While we attempted a fix to increase capacity, the underlying issue
required a more substantial correction. Accordingly, we have now built a larger identity service that we are
deploying today. However, to ensure that this service is accurate and delivers the results we expect, we
will need to continue testing through the weekend. Our goal is to have this new solution in place and
available for use by school districts on Monday, October 27.
I want to assure you that Pearson remains committed to the success of Home Base, including the Schoolnet
and PowerSchool systems. We appreciate the inconvenience that this week’s delay causes to the school
districts and especially to the teachers and students, and apologize for that disruption. Pearson team
members will work throughout the rest of the week and weekend to ensure the new hardware is in place,
fully tested, and operational for Monday morning.
The use of Schoolnet to support data-informed instruction and provide high quality curricular content
aligned to your state’s standards is instrumental to your mission – which we support – of providing all
students with a world-class program of instruction. Again, I am sorry for the breakdown in the systems that
occurred this week. We are committed to working tirelessly to fix this problem and continue to support
your important work to improve education for all students.
Sincerely,
Claire Murphy-Ernst
Vice President, North America School Services
LikeLike
And this problem involves just one state – how in the world will all states be able to test during the same time frame?
LikeLike
and don’t forget this email is just from their North America division office because, well, I guess they are planning to take over the world or something. ? kind of.
LikeLike
Our district has used Pearson’s “Successmaker Math” for several years. We had only 15 site licenses. So, we had to rotate students through the programs, 15 at a time, depending on our class size, and let them do other math games, etc. during the other 15 minutes of our lab time.
Successmaker Math has issues. Some of the “tools” are difficult to use (like finding the perimeter …click and drag and LOSE the stupid line segment, etc.)
Some of the answers are incorrect. The choice of math algorithm often makes no sense when they must type in the hundreds, then tens, then ones, even though that is not how they worked the problems on the virtual scratch paper …
On top of that, the server would go out; students would sit there waiting and be timed out; and sometimes their scores didn’t include all their work. This data was stored. If students were slow workers, they didn’t seem to be making much progress, esp if they had issues with using a keyboard and the math tools.
Some terminology was different from anything I had ever seen (and I have an elementary math masters degree).
In any case, there is just a huge chance that the PARCC tests will clog up the server or the local hub when these tests are taking place districtwide, let alone nationwide. And, how normed and “fair” is this if students are taking the tests at a later point in the “window of opportunity” than others?
I am not anti-technology, but I am anti-poor-implementation. And, I am anti-usage-of-this-test to determine student success or teacher skill.
Without proper time to implement and practice tech skills, terminology understandings, and confidence, this test will do nothing to change American education for the better.
LikeLike
This is kind of a nice story about how public school leaders are going UNDER the state and federal narrative of “public schools suck!” and reaching local people directly, using Twitter:
http://www.freep.com/story/news/local/michigan/2014/10/27/michigan-superintendents-increasingly-tweet/17972851/?fb_action_ids=356820984495809&fb_action_types=og.comments
I’m glad they finally figured out they won’t get any support for their schools at the state and federal level 🙂
LikeLike