Someone gave Anthony Cody a copy of a secret training document created by public relations consultants to corporate reformers. The document is only six pages; it is printed in bright colors. Its purpose is to show reformers how to answer complaints about testing.
Is there too much testing? Agree, yes , there is too much testing but the new Common Core tests will solve that problem.
Whatever the complaint, answer by saying the new tests are better, the new tests are different, the new tests solve that problem. No more teaching to the test. Why ? Because the new tests are better, the new tests are different, the new tests solve that problem. Teachers want more time for creative teaching? No problem. Because the new tests are better, the new tests are different, the new tests solve that problem.
Diane Ravitch's blog 
Reblogged this on David R. Taylor-Thoughts on Texas Education.
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It’s interesting to check out this pro-testing op-ed that just came out in the New York Times, and see how many things the douch-ey op-ed guy says are straight out of this “HOW TO TALK ABOUT TESTING” playbook:
Again here’s a link to the “HOW TO TALK ABOUT TESTING” playbook:
Click to access HowToTalkAboutTesting.pdf
Check out these quote pairs:
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HOW TO TALK ABOUT TESTING:
“Before you thrown the baby out with the bathwater, talk to your teacher and learn about the tests… Some tests might provide you with more useful information than others. Don’t miss out on the new tests that help you really know how your child is doing at school.”
NY TIMES douch-ey op-ed guy:
“”But annual testing has tremendous value. It lets schools follow students’ progress closely, and it allows for measurement of how much students learn and grow over time, not just where they are in a single moment….It also allows for a much more nuanced look at student performance.”
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HOW TO TALK ABOUT TESTING:
“Parents want to know how their kids are doing and they need a (sic) objective measuring stick.”
(Hey Gates folks: proofread next time… that’s ” ‘an’ objective”… RULE: “use “an” NOT “a” before a word that begins with a vowel or vowel sound.”
That’s a excellent idea, doncha think? 😉 )
NY TIMES douch-ey op-ed guy:
“The idea of less testing with the same benefits is alluring. … Today’s eagerness to jettison our commitment to leave “no child behind” (i.e. jettison testing) is a shame, not just because better tests are on the horizon, but also because it worked.”
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HOW TO TALK ABOUT TESTING:
“This isn’t about adding other tests. It’s about replacing old tests with something better.”
NY TIMES douch-ey op-ed guy:
“Coincidentally, the push for limiting testing has sprung up just as we’re on the cusp of having new, better tests.”
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HOW TO TALK ABOUT TESTING:
Advises pro-testing shills that—unless it’s brought up first—“Don’t make this about school or teacher performance,” and how it may lead to firings and school closings
NY TIMES douch-ey op-ed guy:
Never mentions consequences that can result from testing, such as teacher firings and school closings.
—————————————
HOW TO TALK ABOUT TESTING:
“While there may be too much testing in some schools, we wouldn’t want to have no way of measuring progress. … ” (nice double negative, by the way)
NY TIMES douch-ey op-ed guy:
“And, yes, teachers and parents have a right to be alarmed when unnecessary tests designed only for school benchmarking or teacher evaluations cut into instructional time. But annual testing has tremendous value.”
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I could go on, but you get the point.
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In other words, deflect, distract and keep on lying…
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Love it!
Sent from my iPhone
>
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Hilarious! Parents are concerned that the common core promotes too much testing and is inflexible and over scripted. The response from reformers? Give educators a script to answer questions about over scripting!
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Since CC stresses argument writing over.persuasive writing, how interesting that when there’s trouble they call in public relations people to show them how to “persuade” others to accept their arguments! Does that mean logical bulleted data isn’t really better than narratively written persuasive approaches? As a teacher with 36 years under my belt, I hated the arrogant way narrative writing was looked upon as “little kid writing” by Common Core developers and persuasive writing was explained as contaminated by emotions….yet…the real world vibrates to much more than bullets of facts and emotionless verbiage!
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Re-posted from my comment on Cody’s post:
The fonts and layout in the document look quite like the graphics from the DQC website:
http://dataqualitycampaign.org/find-resources/who-uses-student-data
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and video:
http://www.dataqualitycampaign.org/find-resources/who-uses-student-data-video
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And the same language was used in the op-ed in the NYT by Chad Aldeman of Bellweather Partners Education:
Both sources funded by BillandMelinda, naturally.
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Funders of DQC:
Alliance for Early Success
AT&T
Bill & Melinda Gates Foundation
Ford Foundation
Michael & Susan Dell Foundation
The Walton Family Foundation
The William and Flora Hewlett Foundation
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What I love about it is how it retains the ed reform belief that parents and districts are adversaries:
“Do suggest the simple act of talking to the teacher. “Challenging the district” Get Involved” can overwhelm parents.”
Why they assume parents are somehow aligned with this huge pack of paid marketers and lobbyists and political hacks AGAINST their local school district is beyond me.
The Movement may see public schools as the enemy. I don’t. What’s more, I have no idea who these people are nor do I trust them over local public school administrators.
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It might be better if they just told the truth: “we need this data to compare schools and populations so while we know it has very little benefit to individual students, it’s for the greater good”
What about that idea? That might work. They wouldn’t even have to pay this huge marketing team.
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This explains the excessively formulaic reply I received to an email I sent to the New Hampshire State BOE ( from an appointed member, business person, no education experience) regarding my concerns so well, that it’s chilling.
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They forgot to include these Common Core test promises . . .
. . . will whiten and brighten even the yellowest teeth
. . . to inform instruction and improves learning
. . . significant weight loss without dieting or exercise
. . . to firm and shape users butts and legs
. . . college and career readiness
. . . to be as effective as flossing in fighting tooth and gum decay.
. . . to prevent and cure colds and sore throats
. . . immediate and significant pain relief from arthritis and other
chronic conditions
. . . to relieve temporary irregularity and helps with “slow intestinal transit time
. . . to improve higher order and critical thinking skills
. . . provide 25% of the daily recommended amount of antioxidants, nutrients
and vitamins
. . . to significantly reduces students’ body size
. . . superior engine performance with added environmental benefits
. . . to eliminates virtually all common germs and allergens from the air you breath
. . . to accurately rate teacher effectiveness
. . . purify tap water and enhance its nutritive value
. . . to reduce CO2 emissions and curb global warming
. . . to end all war and promote eternal world peace
SNAKE OIL is SNAKE OIL – no matter how you package it!
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I know quite a few parents who love the test (or maybe they just love to tell me how well their child scored on the test).
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Brilliant Jennifer Berkshire at Edushyster has a humorous take on this and the “rabbit holes” like “If you get pulled into the weeds, be prepared. Tell the best story you can about your state.” http://edushyster.com/?p=6388
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How did that old quote go?
“There are three types of lies: Lies, damn lies, and statistics.”
We need a revision in light of the new level of bull@#!+ being slung by these greasy people. Maybe Some DAM poet can take this up and improve my (poor) attempt:
“There are three types of BS: regular BS, advertising, and Common Core bullet points.”
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