Jesse Hagopian, a leader of the test boycott by teachers at Garfield High School in Seattle, lists the reasons why 2014 was a momentous year for the movement against high-stakes testing, as well as the overuse and misuse of testing.
Jesse writes:
“For too long so-called education reformers, mostly billionaires, politicians, and others with little or no background in teaching, have gotten away with using standardized testing to punish our nation’s youth and educators. They have used these tests to deny students promotion or graduation, close schools, and fire teachers—all while deflecting attention away from the need to fund the services the would dramatically improve our schools.
The year 2014 marked the greatest year of revolt against high-stakes testing in U.S. history. Across the country, students are walking out, parents are opting their children out, and teachers are refusing to administer these detrimental exams—often taking great personal and professional risk to defy the corporate education reformers. The impact of this movement can be seen in the poll released in August 2014 by Phi Delta Kappa/Gallup, which found that 54 percent of the general public said standardized tests are not helpful–the rate for public school parents was even higher, at 68 percent. To gain a full appreciation of the size and scope of this mass rebellion, check out the “Testing Reform Victories Report” from Fair Test. To gain insight into to the motivations and strategies of the leaders in this movement, order the newly released book, More Than a Score: The New Uprising Against High Stakes Testing.”
He then lists the Top Ten Events that galvanized the anti-testing movement, starting with the walkout of 5,000 students in Colorado in protest of state testing.

Being new to this debate, “privatization vs. public education,” and reading criticism leveled by both sides at the other, I’m interested in knowing “what services would dramatically improve our schools?” Can someone point me in a direction where I could find an answer to that question? From the public education point of view?
Thanks…
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“Being new to the debate….”?
Where are you from that you do not have any opinion or knowledge regarding the subject of privatization vs public education?
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Welcome, Richard, and buckle up!
Either of Diane’s books: “Reign of Error” or “The Death and Life of the American School System” are wonderful starting points. Or ask around among any public school teachers whom you know to be thoughtful and well informed.
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Thanks…
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There’s over two and a half years worth of Diane’s posts right here, along with reader comment. Happy browsing!
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Thanks…
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Richard,
Allow me to point you to the most important direction when it comes to the two main educational malpractices that are foisted upon the public schools but not private ones: educational standards and standardized testing.
Now if I’m trying to hammer a small brad into some hard wood and keep hitting my fingers with the hammer bloodying them to a pulp, perhaps I should rethink which tool I am using for the job. The first thing to do though is to quit hammering! That serves to eliminate the source of the problem.
Well educational standards are the brad and the hammer is the tests when it comes to assessing students learning.
To understand why educational standards and standardized testing are educational malpractices, the wrong tools for the wrong job so to speak, please read and understand Noel Wilson’s never refuted nor rebutted complete destruction of those two malpractices in his “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.
By Duane E. Swacker
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NPR had an interesting story about Jason Zimba – one of the three men behind the Common Core Math. See link below.
Near the end of the story he is quoted as saying, “I used to think if you got the assessments right, it would virtually be enough,” he says. “In the No Child Left Behind world, everything follows from the test.”
Now, he says, “I think it’s curriculum.”
What a revelation! Most educators know that a solid curriculum that is age appropriate and rich with opportunities for engagement is the key to a good education. The fact that he thought the assessment was the important piece says a great deal about why tests have come to dominate classroom time.
http://www.npr.org/blogs/ed/2014/12/29/371918272/the-man-behind-common-core-math
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This is a good summary of the “Top Ten Events” of the testing resistance.
The question I have is what is going to happen in April when Seattle students are supposed to take the practice (and utterly useless) Smarter Balance tests. I’m hearing some talk among teachers . . .
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I am glad we have Jessie Hagopian in this town!
Smarter Balanced pilot exams were piloted last year.
This year, 11th graders do not need SBA to graduate. However, there is talk about having 11th graders take these tests, which, I believe will to help determine future cut scores. These tests are 8 hours long and would be taken in addition to AP final exams, classroom tests and college entrance exams.
It is going to be interesting to watch the upcoming legislative period. The state’s superintendent realizes these tests cost millions of dollars. ”
Last year Wa. State lost it’s NCLB waiver because the legislature did not mandate test scores to teacher evaluations.. Here is another reason to prevent test scores being linked to teacher evaluations:
.
” It is not about the content of the standards, which would be objectionable even if written by Aristotle and refined by Shakespeare. Rather, the point is that, unless stopped now, the federal government will not stop short of finding in Common Core a pretext for becoming a national school board.”
http://www.washingtonpost.com/opinions/george-will-immigration-and-common-core-stand-in-jeb-bushs-way/2014/12/26/622035a8-8ba6-11e4-8ff4-fb93129c9c8b_story.html
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My apologies to Chiara below. I initially posted this response to Sarah in Seattle in the wrong place.
In Seattle, the Smarter Balanced tests will occur in April, which is when 11th graders will be studying for AP and IB exams held in May. April is also when we’ll be having our Spring vacation. Needless to say, the students can’t afford to be deprived of classroom instruction in April for what is basically a useless test.
I look at it this way. Data is a commodity. It is produced and sold like other commodities. Data pays for people’s salaries, and when the data is owned by a profit-making company, data is a profit-making venture.
To the extent that students are producing data with no discernible educational value, they are engaging in uncompensated child labor.It may not be on a par with, for example, piece work for the clothing industry, but it’s still child labor. And this child labor effectively turns public schools into data factories.
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Sarah in Seattle, keep insisting on something better for kids than test, test, test, test, test.
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You know what they say about when all you have is a hammer, every problem looks like a nail? The hammer is testing, the problems are teachers – and rather than fixing teaching in our country they’re bludgeoning us into submission. I’m undecided as to whether this qualifies as 2nd or 3rd degree murder.
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They really have been effective, and what’s most amazing is it seems to me is that the vast majority of them are volunteers. They have other jobs in addition to this really effective advocacy they’ve managed to put together and (finally) get the attention of lawmakers and pundits and the whole professional policy establishment.
This isn’t even their day job! 🙂
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I think the anti-testing movement is the strongest dimension of the campaign to reverse the destructive policies that have been put in place. Kudos to all who are leading that and giving it traction.
The second vector of hope is the continuing expose of charter school corruption that has be aided and abetted by federal and state policies along with the funding streams attached to these levels of government.
Legal action to reverse policies is iffy, especially in the light of the the Vergara trial.
Political action is needed. Diane is one of the most informed and vocal advocates for that.
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Laura, I supply the platform, you and many more fill in the details of what is happening on the ground.
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And again, mil gracias for supplying the platform!!!
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http://www.heraldnet.com/article/20141118/NEWS03/141119124
Diane,
You might want this article. This article explains the complexities of Washington State switching to Smarter Balanced Assessments and graduation. Presently, students will be required to take BOTH old and new state tests for graduation.
Our children are being used as guinea pigs.
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I also agree with Ludwig. Our students in 11th grade are stressed with college entrance exams, AP tests, classwork, classroom tests and college visits. Our children should NOT be required to take 8 hours of SBA when they are not needed for graduation.
Believe me, Diane, I am working on this.
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Reblogged this on David R. Taylor-Thoughts on Texas Education.
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