This is a powerful letter from a teacher in New York City who realized that the test mania has grown out of control and must be reigned in. Although, as she puts it, she is not a risk taker, she concluded that she had to speak out. This is her letter:
To the Parents of New York City Public School Children:
I must preface this letter by stating that I am not a risk taker. I have played by the rules my entire life and prefer it that way. Follow directions, work hard, get rewarded. But what do you do when you feel like you are playing fair and square against an opponent who isn’t? I’ve been a teacher in the New York City Public School System for 10 years. I’ve watched the emphasis on, and stakes attached to, standardized testing in New York State increase each year, while simultaneously I’ve witnessed the tests becoming longer and more challenging. And yet each spring teachers are expected to proctor these tests without contest or debate. I can no longer do that. It is my time to speak up, on behalf of the students and teachers of New York.
Many proponents of testing argue that these state assessments allow schools to follow students’ progress and watch how they are growing each year. The New York State Department of Education claims that it has “embarked on a comprehensive initiative to ensure that schools prepare students with the knowledge and skills they need to succeed in college and their careers.” Part of this initiative, is testing students in grades 3-8 each year to measure what students know and can do relative to the grade-level Common Core Learning Standards in English Language Arts and Mathematics.
So, let’s look at the tests themselves, starting with the English Language Arts Tests. When New York State introduced the new Common Core tests three years ago, they argued “high-quality, grade-appropriate texts” would be used to assess students’ reading ability. What teachers and school administrators have found is that more and more of the reading passages and questions asked on these tests are actually above grade level standards. On last year’s 3rd grade test, many of the questions were examined by a teacher and former test-maker who normed them at a 7th and 8thgraded reading level! The same is true of the math tests, where the language is so tricky that many teachers argue that these assessments test reading comprehension instead of problem solving and mathematical ability. Too often, these tests are really focused on whether or not students can decipher the meaning of convoluted and confusing questions, not on showing actual reading or mathematical understanding.
When students have to select their answer to multiple choice questions, they have yet another challenge. The State argues that, “Answer choices will not jump out; rather, students will need to make hard choices between ‘fully correct’ and ‘plausible but incorrect’ answers that are designed specifically to determine whether students have comprehended the entire passage and are proficient with the deep analyses specified by the standards.” At our school, to prepare students, teachers emphasize healthy debate, where students are encouraged to prove that their answer choice is correct, using evidence from the text. On the test, however, students are only rewarded if they circle the correct answer choice. Thus, the student who grapples with an answer for 10 minutes, but makes the wrong choice, is not rewarded for his/her deep thinking and analysis. Not only is the test unfair, but it does not promote the critical thinking that teachers emphasize in the classroom.
Then, of course, there is the issue of time. Both the ELA and Math tests are administered over the course of three days in each grade. That’s six days of testing, for a total of six hours and 40 minutes for third graders. By fifth grade, the total testing time is increased to eight hours and 40 minutes. To put it in perspective, aspiring lawyers must sit for the LSATs for three and a half hours. Why is it that eight year olds must be tested for nearly twice as long? One has to wonder, are we really testing reading and math skills, or the ability to sit still and focus under pressure for long durations of time?
The issues of time and appropriateness, both developmentally and linguistically, are further exacerbated when we consider our Special Education students and English Language Learners. Most Special Education students get extra time to take these tests, which means that they could be sitting for up to 18 hours over the course of six days! English Language Learners are often recent immigrants but are still required to take the tests in English. One has to wonder if we are truly supporting these students.
But this is just the beginning. Test scores are also being used to evaluate teachers, principals, and schools. Tests, that we know are not fair, can help decide whether or not to fire teachers and principals or close schools. Governor Cuomo has even proposed that 50% of a teacher’s evaluation be based on state test scores alone. As a result, more and more schools are increasing the amount of time that is spent on test preparation instead of real learning. While the New York State Department of Education and advocates of standardized testing do not support these “rote test prep practices” in place of quality instruction, teachers and principals often feel like they have no other choice when faced with an unfair test and incredibly high stakes. I’ve been in the system for 10 years and have seen the toll that these tests take on even our best schools. Our curriculum becomes watered down, and learning becomes a passive act. Thus, one cannot ignore the implications these tests are having on classroom culture and content of the curriculum.
As a teacher, my vision for the classroom is a learning laboratory, where students spend their days discussing and analyzing books with their peers, debating current events and social issues, solving real-world math problems with tools and visual models, conducting hands-on science experiments, diving into historical research with open-ended questions, writing stories, speeches, letters, informational articles, poetry and the works, exploring the worlds of drama, music, art and dance, and taking field trips around the city we all call home, all the while, linking such rigorous instruction and activities to standards. As a parent, you have to ask yourself, what type of education do you want your children to receive? It is imperative, that we all work together to ensure that our students receive the education that they deserve and that teachers can teach in way that fosters true engagement, independence and the desire for life-long learning.
Some smart people in our City’s school system are waking up to the fact that these tests are not fair and cannot begin to measure everything a child learns in school. Chancellor Farina has discontinued the usage of these tests as the sole criteria for student promotion to the next grade. Many middle schools are no longer using fourth grade test scores for admissions. This is start, but I fear that stakes for teachers and schools will only increase if we do not speak up as a collective force. Change happens when individuals rise up, gather together and let their voices be heard.
Last year 60,000 parents refused these tests for their children and “opted out.” They took a stance against the New York State Tests and hoped, that in solidarity, change would come. This year the movement is growing across our state.
However, the State Department of Education is not favor of opting out and is working hard to convince parents that it is a bad idea. At a recent superintendents conference in Albany, Board of Regents Chancellor Merryl Tisch argued that, “Test Refusal is a terrible mistake because it eliminates important information about how our kids are doing.” Ask most teachers if the test truly gives valuable information about students’ growth and progress and you will get a much different answer. One of the biggest frustrations for educators is how time-consuming these tests are, and yet, how little we learn about how our students are actually doing in school. We don’t get any useful data that truly tells us what skills each student knows and what we need to teach in order for students to be successful in school and in life. Instead, we learn whether or not our children are good test-takers. After 10 years of teaching, I can tell you that I learn the most about my students by conferring with them on a daily basis and looking at the work they produce in the classroom. All of these in-class assessments are standards-based and linked to a rigorous curriculum.
I understand the dilemma that parents are faced with when they make the decision of whether to opt their child in or out of the tests. I understand the concerns about going against the grain – after all I’m not a risk taker either. I truly believe that opting your child out of these tests is an act of courage and the single most powerful thing a parent can do to change the future of testing in New York State. When you opt-out of these tests, you make your voice heard. You stand up to demand a test that is fair and developmentally appropriate. You stand up so that teachers can teach and engage kids in rigorous discussions and debates instead of test prep. You stand up for English Language Learners and students with special needs, teachers and principals who are being unfairly evaluated, and schools that are being closed because of failing test scores.
To those of you who are worried that if you opt out, you are sending the message to your children that they can just get out of doing things that are hard, that they can give up before trying, remember that there is a difference between hard and fair. It’s not that the tests are too difficult, it’s that they are developmentally and cognitively inappropriate. To those of you who say, “What’s the big deal? Kids are going to take tests for the rest of their lives anyway, why not get an early start preparing?,” remember, this stance implies that testing as we know it is acceptable. Is that really what we want and value in our system of education? Is there nothing we can do to change it? To those of you who say, “My child is a good test taker, what’s the big deal?,” think for moment beyond your child. Think about all of the children, teachers, and schools who are affected by these tests.
Ultimately, you have to make the best choice for your child and your family. And as you make that decision, talk to other parents, engage in a dialogue about these tests, weigh both sides of the debate and do what you feel is right. Think about the education you dream of for your child and how to make that a reality.
Sincerely,
Melissa Browning
New York City Public School Teacher
Thank you for having the courage to speak from experience. I totally agree with your views on these important issues.
I wonder If there really is a correct answer, based on hard evidence in the text, to some of the questions in the language arts section. Or is the “correct” answer based on the test writer’s opinion? Does the test writer even know the difference?
This letter is more powerful because it is from someone who obviously has tried to do everything the powers that be have mandated. And while she deplores what she sees the high stakes testing doing, it is not at all clear how she feels about Common Core since she makes reference to teaching a rigorous, standards based curriculum. The classroom she describes as ideal sounds like a wonderful place to learn without the necessity of mentioning the word “rigorous” or, for that matter, “standards based.” I applaud her for speaking out; I don’t think it was easy for her.
Melissa, you bring up many points that I agree with, and would like to add to. I am a special education teacher in my 10th year. Prior to common core I thought that the tests were way too hard for the students I work with. Now we are not allowed to see the tests or discuss them. I read that less than 3% off ELL students and less than 5% of students in special education pass these challenging assessments. I will be rated as ineffective before they even sit down to take the test, but have these students learned? The students I work with give it their all and it is heartbreaking to know that they are writing what they think is a great answer. Many cannot read fluently because of their disabilities, but they have learned in my classroom. I have seen them learn how to rhyme and feel proud when they “got” it …and now can read a Dr. Seuss book and spot the rhymes. Teaching takes time. This could take a week or more to teach, and no one will know how hard the student worked to get there. Did they learn? Will it help them? Am I ineffective because I taught them something they need to move on to be able to read a more challenging text? I know the way we are “obligated” to test will never show their growth, and I believe we need to create tests that measure it. I think the tests should start at a very simple level and become graduated. It could be a similar level in every grade that progresses from third grade to a year above the students’ grade level. Then we could see if the students went up a grade level or more. Students would most likely show growth, and it would show that we are effective at what we do.
Reblogged this on David R. Taylor-Thoughts on Texas Education.
Well said, Melissa, here, here!!!
Thank you for speaking out Melissa! I want to add that besides opting out, parents and students need to get in front of admin and local government officials and tell them what they need. These are our communities and our schools. Opting out sends a powerful message but it can be made even stronger through supporting legislation for testing moratoriums, writing op-eds, sharing information, etc.
Interesting. I have thought the same thing for many years. I have a high school junior and just made a comment at the beginning of the year how its seems that testing has increased, yet classroom learning has been decreased, leaving more on the student to learn outside of class time. This article could not come at a better time, when I was planning on having my child stay home for the next assessment test. It is ridiculous to constantly be testing these kids on matter they haven’t even seen yet and be expected to know. I will share this information with my child and I can assure you that we will both agree that opting out is the best choice
Reblogged this on stopcommoncorenys.
Reblogged this on education pathways and commented:
The best explanation of the problems with CCSS and inappropriate tests yet.
Excellent post! Reblogged this on Education Pathways: https://educationadvocateblog.wordpress.com