Chalkbeat in Colorado reports that school authorities are worried about a mass opt-out by high school students in Boulder and in Douglas County and possibly other districts. The students say they have been tested nonstop during their entire school careers, and “enough is enough.” They are right.
This letter just in from a student leader in Colorado, who attends Fairview High School in Boulder, the epicenter of the student revolt. When the students organize and push back, they will change the national climate. Students are the true victims of our nation’s obsession with high-stakes testing and standardized testing. It is they who are losing a real education while their schools are compelled to administer test after test, taking away a month or more of instruction, dropping the arts and other subjects that encourage creativity. When teachers and administrators protest, they can be fired. The students cannot be fired. They are powerful because they are free to voice their opinions without fear of retribution. If this time of national test mania should ever subside, it will be because students like these in Colorado stood together and demanded real education, real instruction, instruction meant to recognize their talents and to inspire them to ask questions, not to check the right boxes. As the scholar Yong Zhao writes in his last book about Chinese education, standardized tests are inherently authoritarian; they require students to give the answer that the authorities demand. These students reject authoritarianism; they want an education that challenges them, inspires them, brings out the best in them. And they are right. They are the Tom Paines of our time. May their numbers multiply. They act in the authentic American tradition of revolt against distant and oppressive authorities.
For their intelligence, their courage, and their resistance to mindless demands that destroy their education, I name these students to the honor roll of the blog. The adults are “just following orders.” The students are taking an active role in their own education.
Hello Ms. Ravitch,
My name is Jennifer Jun and I am a senior at Fairview High School in Boulder, Colorado. I’m writing to tell you that the senior class of our school, along with several other schools, is planning a protest of the Colorado Measures of Academic Success (CMAS) test that is expected to take place this Thursday 11/13 and Friday 11/14.
I have been following your blog and updates to educational issues for some time now, and I simply wanted to reach out and let you know. It would be an honor to have our event recognized by a key individual in the national education reform dialogue like you.
After extensive and research and discussion our senior class has decided that the implementation of this test did not take into account student opinions, and also does not accurately reflect the Colorado social studies and science curriculum. Therefore, we students have decided to opt out of the test and gather by the school during the testing hours to protest the lack of student voice that goes into such educational reform.
The students have been actively initiating dialogue with school administration, the district, and intend to find other channels to talk to policy makers and individuals that are involved in implementations of such tests.
Students have made a 3-minute informational video about the protest, which outlines additional details about the event: https://www.youtube.com/watch?v=38zAfVOu1tw&feature=youtu.be . We have also written an open letter discussing our opinions of the test: https://docs.google.com/document/d/1tbDg-SEqpYrBUwixGh4wuMu6B0YYnfftt6u-cI5dWmQ/edit?usp=sharing
The protest was just released to the public today, and here is one of the several articles outlining the event: http://www.dailycamera.com/boulder-county-schools/ci_26910001/boulder-valley-seniors-plan-protest-state-tests-this
Thank you for your time and for being such an active voice for the students and the betterment of education.
Sincerely,
Jennifer Jun
Fairview High School
jenniferjunfhs@gmail.com
Diane Ravitch's blog 
Bravo, yes, but I hope these students know what they might be up against. The rephormers know that public pressure is mounting against them and they don’t plan to go down easily. In particular, they are going to want to make examples of any students who dare to defy them because once a critical mass is reached, they know it’s all over. These students should be prepared to have their grades, attendance, course credits and graduation threatened, among other things. They should start now to find a lawyer to represent them against whatever may be thrown at them.
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This kind of protest is the scariest thing for the Reformers…because this is the kind of thing that could spread!
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Exactly.
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Here’s the video regarding the CMAS protests:
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“These students should be prepared to have their grades, attendance, course credits and graduation threatened, among other things.”
None of that is true. All students who opted out did so through the school’s administration. If a student did not opt out, and was a no show, they receive and unexcused absence for the day. The test, nor the actions taken against the test have any impact on our students’ future.
Respectfully,
A teacher at Fairview High School
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Hi Dienne,
There will be no repercussions for these students from the Boulder Valley School District. Three school board members actually delivered donuts and hot chocolate this morning to the protest, which was well-attended despite near sub-zero weather. Of over 500 students, only 10 students chose to take the test at Fairview. At neighboring Boulder High School, only two students of nearly 500 took the test. Other high schools in the area participated as well. We could not be prouder of these students, their parents, their teachers, and their principals for challenging the State of Colorado’s excessive testing requirements.
Board Member
Boulder Valley School District
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As a Parent, I have opted out my kids for the past 15 years. I think these tests are making someone(s) very rich at the expense of our children and families. I say Heck to the Yes on this one!
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They certainly have demonstrated critical thinking skills!
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Here is more from United opt out about the Fairview high school and other schools opting out of the Colorado CMAS science and social studies high stake assessments.
http://unitedoptout.com/2014/11/08/boulder-co-cmas-protest-choosetorefuse-novcmas-letuslearn/
Here is a link to the you tube video of high school students eloquently speaking about their motives and their plan to protest the Colorado Measures of Academic Success (CMAS) test that is planned this Thursday 11/13 and Friday 11/14:
Here is a link to the letter/ petition in support of these students brave and intelegent actions:
https://docs.google.com/forms/d/1Xvuqeqr6H4Qcu8HKkcc4r7aEGkmSeqYxx0uMlHo_nmE/viewform
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Look for our two BILLBOARDS on I-25 and I-70 informing parents/guardians/students that they can indeed OPT OUT! Thank you, Don Perl, first teacher across the USA to refuse to give THE TESTS.
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This letter is one of the best written refutations of standardized testing I’ve seen. They have citations from actual experts… Maybe I should use this as an exemplar text in my classroom.
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Go Colorado Students!
Down with excessive testing and underfunding of public education.
The youth movement will continue and will start not even with college students but with those in JHS and HS.
I still think all people of all ages have to feel the crunch and slam of the plutocrats even more (just wait until Mitch McConnell and crony capitalists and the NGA have their way with Social Security and public pensions!!!), which will only impact our youth, who in many ways are so much less corrupted and more pure and sensitive as to what’s wrong in America 2014. I know I am feeling the crunch in so many ways.
Wait until the internet will become split into speed-for-pay systems even more so than it is now.
Wait until water becomes privatized and turns into a commodity.
Wait until young people REALLY start to collectively understand the powers and infections of ALEC.
Wait until everyone is paying mandatory premiums under a penalty-ridden profit-driven ACA and continues to be underinsured, rather than having a cost-effective single payer system.
The brew is bubbling but has by no means started to boil over. Not bad considering that 5 years ago, the cauldron was room temperature, and 5 years prior to that, it was stone cold.
There is hope, after all, in today’s youth and for today’s youth. And that means hope for the future. And for everyone.
As an educator, I am never against testing, but the way it is used to characterize students and educators and systems of education and its excessive cost and frequency clearly do not have the interests of the masses on hand.
And as for Pearson, so much for our independence from the British. The British people and parliament and monarchy should be ashamed of themselves. Where is the English citizenry’s outcry against Pearson? Could it be that since they already have their single payer system there, they don’t care about how wasting our American tax dollars here on Pearson tests takes away from our coffers, money that could be used to pay for such a valuable and needed service as single payer health care? Could that be it?
Colorado’s students in this region should join the ranks of the Ravitch honor list . . . .
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Robert, “English outcry against Pearson”? Mother Jones reports that the company’s 3rd largest shareholder is the government of Libya.
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Linda, I forgot that fact.
How ironic. How perfectly American, placing profit before patriotism and society.
Thank you for adding some very appropriate gasoline to the fire.
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More voices against the mechants of data. No more business as usual.
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Is there any discussion about what assessment measures should replace these standardized tests? Meaning, if they opt out of standardized tests, what sort of assessment system are they willing to opt-in to?
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Oh please. It’s like saying, if someone is beating you with a lead pipe, “sure, we can stop beating you with a lead pipe, but what are you willing to be beaten with instead?”
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Way out of line. My question was GENUINE, meaning what is the alternative to standardized tests? I do not see much discussion here about alternative forms of assessment other than to go to the FairTest website (which I already have), or the NY Performance Consortium.
So please enlighten me and tell me how we should properly assess learning.
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Teachers have been assessing learning long before standardized tests came along. Standardized tests, in fact, don’t assess learning, so what’s the point of them?
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Many teachers have long used “tests” – math tests, reading tests, etc., in the classroom to assess learning. I’m not sure what you are considering “standardized” tests, but are you against all multiple-choice tests in general? And if so, what should they be replaced with?
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Standardized tests are the ones that are, um, standardized. The ones used to rate and rank kids/teachers/schools across a district/state/country/internationally based on identical criteria.
I’m not much for teacher generated tests either, but by definition they’re not standardized.
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Matt Metzger, I take your question seriously. States should use the NAEP model of sampling to gauge student academic progress. Students should be tested individually by their teachers, who know what the students were taught, and who can gain valuable diagnostic information about their students’ strengths and weaknesses, and gain it immediately.
The current standardized tests are useless, for many reasons. First, teachers don’t get their students’ scores until months after the tests were given, which means the tests have no diagnostic value. Second, teachers are not allowed to see the questions that their students got right or wrong, only the scores, which means the tests are useless for diagnostic purposes. Third, the tests drive curriculum and instruction, which is backwards; tests should test what was taught, instead teachers must try to teach what they think will be tested. The tests serve to rank and label students, but they do not help teachers understand their students’ needs, they do not improve instruction. The tests have no value.
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Matt, some of the exemplary high schools in New York City are part of the New Performance Assessment Consortium. Their students are demographically the same as in other high schools. They don’t take the state tests. They do projects and performance assessments. Their high school graduation rates are higher than other high schools, as are their college entrance rates, and college retention rates. Their teacher turnover is very low. Standardized tests are not necessary to succeed in educating students who graduate prepared for college and careers.
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Diane,
Thank you for the response.
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Dienne,
When your students enter high school I think you will find that teacher created tests rate and rank students. Graduate in the top 7% of your Texas high school class and you are automatically admitted to UT Austin. Graduate in the top 8% and you are very unlikely to be admited to UT Austin. That B- in algebra in tenth grade can make all the difference.
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“So please enlighten me and tell me how we should properly assess learning.”
In Wilson’s “responsive” frame of assessing–think of an apprenticeship in a trade or a medical residency program where the learner interacts with the “teacher” with constant feedback.
Anything less does an injustice to all involved. To understand why, read and comprehend Wilson’s never refuted nor rebutted obliteration of educational standards and standardized testing in “Educational Standards and the Problem of Error” found at: http://epaa.asu.edu/ojs/article/view/577/700
Brief outline of Wilson’s “Educational Standards and the Problem of Error” and some comments of mine. (updated 6/24/13 per Wilson email)
1. A description of a quality can only be partially quantified. Quantity is almost always a very small aspect of quality. It is illogical to judge/assess a whole category only by a part of the whole. The assessment is, by definition, lacking in the sense that “assessments are always of multidimensional qualities. To quantify them as unidimensional quantities (numbers or grades) is to perpetuate a fundamental logical error” (per Wilson). The teaching and learning process falls in the logical realm of aesthetics/qualities of human interactions. In attempting to quantify educational standards and standardized testing the descriptive information about said interactions is inadequate, insufficient and inferior to the point of invalidity and unacceptability.
2. A major epistemological mistake is that we attach, with great importance, the “score” of the student, not only onto the student but also, by extension, the teacher, school and district. Any description of a testing event is only a description of an interaction, that of the student and the testing device at a given time and place. The only correct logical thing that we can attempt to do is to describe that interaction (how accurately or not is a whole other story). That description cannot, by logical thought, be “assigned/attached” to the student as it cannot be a description of the student but the interaction. And this error is probably one of the most egregious “errors” that occur with standardized testing (and even the “grading” of students by a teacher).
3. Wilson identifies four “frames of reference” each with distinct assumptions (epistemological basis) about the assessment process from which the “assessor” views the interactions of the teaching and learning process: the Judge (think college professor who “knows” the students capabilities and grades them accordingly), the General Frame-think standardized testing that claims to have a “scientific” basis, the Specific Frame-think of learning by objective like computer based learning, getting a correct answer before moving on to the next screen, and the Responsive Frame-think of an apprenticeship in a trade or a medical residency program where the learner interacts with the “teacher” with constant feedback. Each category has its own sources of error and more error in the process is caused when the assessor confuses and conflates the categories.
4. Wilson elucidates the notion of “error”: “Error is predicated on a notion of perfection; to allocate error is to imply what is without error; to know error it is necessary to determine what is true. And what is true is determined by what we define as true, theoretically by the assumptions of our epistemology, practically by the events and non-events, the discourses and silences, the world of surfaces and their interactions and interpretations; in short, the practices that permeate the field. . . Error is the uncertainty dimension of the statement; error is the band within which chaos reigns, in which anything can happen. Error comprises all of those eventful circumstances which make the assessment statement less than perfectly precise, the measure less than perfectly accurate, the rank order less than perfectly stable, the standard and its measurement less than absolute, and the communication of its truth less than impeccable.”
In other word all the logical errors involved in the process render any conclusions invalid.
5. The test makers/psychometricians, through all sorts of mathematical machinations attempt to “prove” that these tests (based on standards) are valid-errorless or supposedly at least with minimal error [they aren’t]. Wilson turns the concept of validity on its head and focuses on just how invalid the machinations and the test and results are. He is an advocate for the test taker not the test maker. In doing so he identifies thirteen sources of “error”, any one of which renders the test making/giving/disseminating of results invalid. And a basic logical premise is that once something is shown to be invalid it is just that, invalid, and no amount of “fudging” by the psychometricians/test makers can alleviate that invalidity.
6. Having shown the invalidity, and therefore the unreliability, of the whole process Wilson concludes, rightly so, that any result/information gleaned from the process is “vain and illusory”. In other words start with an invalidity, end with an invalidity (except by sheer chance every once in a while, like a blind and anosmic squirrel who finds the occasional acorn, a result may be “true”) or to put in more mundane terms crap in-crap out.
7. And so what does this all mean? I’ll let Wilson have the second to last word: “So what does a test measure in our world? It measures what the person with the power to pay for the test says it measures. And the person who sets the test will name the test what the person who pays for the test wants the test to be named.”
In other words it attempts to measure “’something’ and we can specify some of the ‘errors’ in that ‘something’ but still don’t know [precisely] what the ‘something’ is.” The whole process harms many students as the social rewards for some are not available to others who “don’t make the grade (sic)” Should American public education have the function of sorting and separating students so that some may receive greater benefits than others, especially considering that the sorting and separating devices, educational standards and standardized testing, are so flawed not only in concept but in execution?
My answer is NO!!!!!
One final note with Wilson channeling Foucault and his concept of subjectivization:
“So the mark [grade/test score] becomes part of the story about yourself and with sufficient repetitions becomes true: true because those who know, those in authority, say it is true; true because the society in which you live legitimates this authority; true because your cultural habitus makes it difficult for you to perceive, conceive and integrate those aspects of your experience that contradict the story; true because in acting out your story, which now includes the mark and its meaning, the social truth that created it is confirmed; true because if your mark is high you are consistently rewarded, so that your voice becomes a voice of authority in the power-knowledge discourses that reproduce the structure that helped to produce you; true because if your mark is low your voice becomes muted and confirms your lower position in the social hierarchy; true finally because that success or failure confirms that mark that implicitly predicted the now self evident consequences. And so the circle is complete.”
In other words students “internalize” what those “marks” (grades/test scores) mean, and since the vast majority of the students have not developed the mental skills to counteract what the “authorities” say, they accept as “natural and normal” that “story/description” of them. Although paradoxical in a sense, the “I’m an “A” student” is almost as harmful as “I’m an ‘F’ student” in hindering students becoming independent, critical and free thinkers. And having independent, critical and free thinkers is a threat to the current socio-economic structure of society.
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Yes, I have previously read this paper, though it seems a bit wacky to me. But I get the point about the errors in measurement.
And so my original question remains: what to replace it with? You are saying ” the learner interacts with the “teacher” with constant feedback.” What kind of feedback? Is it graded? How is the feedback given? And how can you scale that up to large numbers of students?
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Matt – I’d recommend Deborah Meier’s THE POWER OF THEIR IDEAS. In the early grades, authentic assessment is pretty much just the relationship between the student and the teacher he spends all day with. The teacher will have a very good idea of each students strengths and weaknesses and be able to discuss those in narrative format, whether orally or in writing.
In later grades, the kids move more toward their own assessment portfolios of their own work in a wide variety of subjects and interdisciplinary studies, including projects, presentations, papers, etc. High school graduation from Central Park East basically consists of defending a selection of these works in front of a panel, much like a doctoral student defends his dissertation.
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Students do not want to opt-in to anymore standardized testing. In the state of Colorado, students already submit to PARCC standardized testing throughout elementary school, middle school and 9th and 10th grade. The ACT is also required standardized testing given to 11th grade students. These students have submitted to standardized testing for years.
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Matt, I don’t know what the standardized tests were called that I took in elementary school, but it ranked the percentile by the scoring. Of course, in high school, I took that SAT in order to get into college. Along with finals, mid terms, and perhaps some other standardized testing, I can’t remember what they were called, but it was nothing like the high stakes testing of everything, tied to screwing teachers out of their jobs like it is today. For you to continue bashing people with your question of what assessment measures should replace what is current in motion is a waste of your and everyone else’s time here. Can you suggest what should take place of these high stakes multiple tests that occur and are only in place to screw teachers out of their jobs? Please suggest the tests you believe should take their place. Please.
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Wow. “Bashing” people with my question? I am not a fan of high stakes standardized testing. But if it is to go, I genuinely want to know what type of system should replace it. I don’t know the answer, that’s why I am asking my question.
I’ve said nothing about screwing teachers out of jobs or anything else. You are reading too much into my question.
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Looks to me like the video and position paper they produced and the research they conducted to do so would make a fine senior project. They are far more coherent (and persuasive) than the edubabblers whose convoluted arguments are often published in the mainstream.
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Love your term… “edubabblers”!!! Edubabblers spewing edupablum!
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Why do we need to replace it with anything? Why not let the teachers teach. We are trained professionals. Politicians have no place in my classrooms. Education is the only profession where the laws and rules followed are not created by the professionals. That needs to change. Substituting one assessment for another does not solve the issue at hand.
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Michael,
You and I are in complete agreement. I am a retired teacher (36 years, middle and high school, in an urban system). Long before Gates et al declared themselves masters of the eduverse, classroom teachers have been giving authentic assessments which allow kids to demonstrate competence while using their creativity. Looks to me like the students at Fairview have demonstrated mastery of content, solid research skills, public speaking, persuasiveness and appropriate use of technology.
Kudos to their teachers who have no doubt lent their guidance and support in this effort. I’m also heartened to know that the administration does not plan to exact any retribution against the kids for their undertaking.
Well done, Fairview High!
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Matt, I would say the assessment depends upon the class. Math assessment and history assessment aren’t the same thing. The assessments that I prefer (and students appear to prefer from the anonymous surveys I’ve given at the end of each course) mix knowledge and performance. For the record I teach history (some AP, mostly mainstream).
Students receive weighted scores depending on the complexity of the task. Multiple choice tests / quizzes get a low share of the total grade. The purpose of the multiple choice is to make sure that students understand the foundational information and concepts. For example, students should KNOW how the Industrial Revolution changed the nature of manufacturing labor.
The deeper challenges are done through essays, class discussions and collaborative projects. These things sometimes can’t be quantified. Arne Duncan himself once listed offhand five skills employers seek. Two were collaboration ability and creative thinking. Tests can’t measure either of these. (Unless kids can do the SAT in groups!)
As a teacher, I can measure the multitude of possible skills of my students and help them self-assess their strengths and weaknesses. Standardized tests can’t do that very well because they’re a snapshot of a given skill at a given moment (and with high school kids, not an accurate one because if they “don’t feel like it” they’ll half-ass it.) But over a calendar year, I can see the skills and knowledge unfolding.
I don’t know if I answered your question, but to me the alternative to testing is that teachers be trusted to do these things and submit examples of assessments, assignments and student work over time. The problem with that approach is that it removes quantification and the insistence on tests to “prove” things would be removed.
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Good for Ann and the Boulder students,
At PR Watch, an audio tape attributed to Rick Berman, “king of corporate front groups”, is described. PR Watch reports the taping was at the Broadmoor Hotel and the meeting was with corporate executives. Berman reportedly outlines his playbook.
Students are taking on powerful corporate giants, they must be familiar with tactics that will be used against them.
1. Marginalize your opponents 2. Demolish moral authority 3. Make it personal 4.Brand the whole movement as not credible 5. Be nasty, you can either win ugly or lose pretty 6. Screw your enemy 7.Give corporate cash, total anonymity.
Imagine that the kind of people who treat associations of workers and students using these tactics, were to design schools and, we can all see the danger to America.
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“Never doubt that a small group of thoughtful, committed, citizens can change the world. Indeed, it is the only thing that ever has.”
― Margaret Mead
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Scrap the MAP, and no mas the CMAS.
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Well golly gee whiz, just because the test must be administered doesn’t mean it has to be taken. Here’s a link to the Spaventa Letter which by any measure is the reference standard for Opt Out letters. It’s comprehensive in it’s citation of the relevant laws, the inclusion of local law notwithstanding. Quite simply, there is no counter argument that can be made against it. The closing sentence is like a slap in the face with a big, dead fish. Enjoy and spread around so it has the chance to go viral. https://docs.google.com/document/d/1RDSfPJEo9HUnlKIA_jdy0Oy5JU5T_–_pDKRgGI_zrw/mobilebasic?pli=1
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To understand what they are up against, the Colorado students should also read Jason Stanford’s article in the Texas Observer about Prof. Walter Stroup, who testified in the state capitol that the legislature was spending $100 mil. a year for tests that mostly measured test-taking ability.
Quoting journalist, Stanford, “(The corporation) used its money and influence…to trash its rival’s work and career….”
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Michigan doesn’t even know what test the kids will be taking. It’s a “surprise!”
Why do media people love pictures of little kids staring at computer screens with headphones on?
It’s freaking creepy how every education story includes rows of kids staring at screens with their ears covered.
Is this our national goal? Having them sitting at workstations unable to hear or talk to one another? It makes schools look like testing factories.
http://www.theoaklandpress.com/general-news/20140801/new-meap-tests-to-be-surprise-for-teachers-students
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Reblogged this on Education Under Attack and commented:
Diane Ravitch is an educational historian who has written several excellent books about American education. I would highly recommend her blog. In this post, she reports on kids who are sick and tired of being tested – perhaps they want more time to learn more!
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Jennifer Jun… just remember … YOU ARE THE REASON we teachers teach. We believe in our students whether rich or poor. And your actions in these very grim “public education” times are what learning should be about – the ability to think critically and stand up for what is in the best interests of our nation… yes your actions go well beyond your school yard or your local district or even your state. I hope your actions inspire a nation of over tested students to also voice their rights to a real education!!! When Rhode Island students in Providence started their protest and formed a union that gave public school teachers around the nation so much hope. Now Boulder… thank you Jennifer. So many public school students (especially those coming from poverty) need REAL public education TO RETURN. The nonsensical testing must stop and teachers must be allowed to bring joy back into the classroom.
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If the Boulder students need to be heartened, for their noble quest, they should watch Donald Sutherland’s interview on ABC this morning. He pled that young people lead a revolution, not an armed one, but one with actions that thwart oligarchs, in their efforts to destroy democracy. God speed to the students across the nation who say no to high-stakes worthless testing!
The tactic listed as number 10, on the list reportedly developed by “the king of corporate front groups and propaganda”, is “Tear down celebrities who speak out”. (PRWatch-Rick Berman). We can expect the oligarch’s minions to try to demolish the credibility of Sutherland.
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Kudos to you and your fellow protesters, Jen! Your well-written letter is evidence of how well-educated and thoughtful you are, even without another state-driven test!
Mrs. Brennan
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I am a Jefferson County high school teacher and I have just finished being a professional test proctor; spending 30 classroom hours spanning two weeks administering the CMAS test to Seniors. For each student I teach, the testing resulted in a loss of instructional time of six hours. To add insult to injury, my Juniors had to be provided with an alternative independent assignment that had to be administered by other teachers in my department. This unwieldy system fraught with a myriad of computer problems makes me pine for the days of simple TCAP. I still fail to understand why we must have THREE tests in each subject, when one would suffice. The only way I got through this madness is reading some of your books as I was proctoring Ms. Ravitch!
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