Due to the pandemic, and the fact that schools across the nation were closed, Betsy DeVos raced to catch up and canceled federally mandated tests this past spring.
But, she warned, don’t expect a waiver from testing next spring!
Just because the nation’s schools are in turmoil and are uncertain about whether and when to resume in-person is no reason to ease up on the Big Stabdardized Tests!
The good news is that if we all turn out to vote in November, Betsy will be out of the Department of Education and back in one of her ten yachts.
The bad news is that some Democrats in Congress can’t wait to start the testing again.
If we fail to assess students, it will have a lasting effect for years to come,” DeVos wrote. “Not only will vulnerable students fall behind, but we will be abandoning the important, bipartisan reforms of the past two decades at a critical moment.”
DeVos’ letter cites a request from a broad coalition of groups calling on the Trump administration to enforce federal testing requirements, including the Center for American Progress, the National Urban League, the Education Trust and the U.S. Chamber of Commerce.
The Council of Chief State School Officers also pushed for assessments in the coming academic year, saying it is “more important than ever” to measure student learning and identify potential gaps during the pandemic.
DeVos’ announcement won rare praise from congressional Democrats.
Rep. Bobby Scott (D-Va.), chair of the House Education and Labor Committee, said he appreciated DeVos’ decision. “There is no question that the COVID-19 pandemic is having severe consequences for students’ growth and achievement, particularly for our most vulnerable students,” he said in a statement. “We cannot begin to address these consequences, unless we fully understand them.”
Sen. Patty Murray (D-Wash.), the top Democrat on the Senate education committee, also emphasized the importance of assessments required by federal law. “Especially when it comes to the disparities that harm so many students of color, students with disabilities and students whose families have low incomes, we’ve got to have data that shows us where we’re falling short so we can better support those students,” she said.
Both Scott and Murray said Congress needs to provide more funding to help schools safely reopen, avoid teacher layoffs and provide services to students during the pandemic.”
The only sane voice in the Edweek article was that of Randi Weingarten.
Randi Weingarten, president of the American Federation of Teachers, blasted DeVos’ announcement, saying the education secretary should be focused on helping safely reopen schools, rather than “issuing a dictate on how to measure them.”
“Instead of focusing on the supports our kids need to get back to school safely, or what she can do to help, her first missive to the field is to tell them she is maintaining high stakes testing,” Weingarten said in a statement. “Of course accountability has a role, as does data, but right now educators and students are struggling with the daily realities of remote learning and returning to a potentially unsafe working environment.”
She is more in touch with the schools than any of the D.C. bigwigs or neoliberal think tankers.
This is an immoral piling on of federal requirements for academic tests. Patty Murray should be voted out of office ASAP, along with everyone who signed ESSA.
ESSA is is an example of collective and willful ignorance about the need for yearly tests and indifference to the billions of federal dollars that flow to test makers as profits…not the students and teachers.
The absence of any waivers, and even the threat of not granting waivers, is piling on in the midst of a pandemic. Tell Devos to go away and check out the performance of all 10 of her yachts. She has no business dictating what should happen in our nation’s schools, especially under the banner of “just following federal law.”
Period. None of the schools should administer the tests. How about that? How about states stop allowing DC to tell them what to do? Enough. Keep the Federal $.
It’s a perfect short description of ed reform though isn’t it?
Public school students get absolutely nothing other than tests.Again.
Since we’re talking about tests, will the private schools DeVos promotes and lobbies for be administering these same mandated tests to their students who receive vouchers? If not, why not? Why should public school students be stuck with ed reform mandates they don’t impose on their own schools?
Can we possibly hire someone in government who has some interest in public school students? We’re paying thousands of these people. They return zero value to the 90% of students who attend public schools. It’s ludicrous and it should change.
nicely said: A perfect short description of ed reform
Look at the bright side. At least now we have some evidence DeVos and her anti-public school warriors show up for work. I assumed we were paying them for absolutely nothing.
When did the US Department of Education decide their role was as full time, professional critics of public school students and public schools?
Is that the public’s understanding of why we’re paying them? I don’t think it is. Are they capable of making any practical, positive contribution to the 50 million children and families who attend public schools? If not, why do we keep them employed?
U.S. standardized testing in ELA is a scam. It is, demonstrably, purest numerology. Anyone who thinks otherwise doesn’t have the skills to be making decisions about the teaching of English. He or she is as clueless as Ditzy DeVos is and shouldn’t be allowed anywhere near a desk where instruction in K-12 English is planned.
https://bobshepherdonline.wordpress.com/2020/03/19/why-we-need-to-end-high-stakes-standardized-testing-now/
“Rep. Bobby Scott (D-Va.), chair of the House Education and Labor Committee, approves. After all how else can we “begin to address these [severe COVID-19 pandemic consequences on student growth and achievement], unless we fully understand them”? “Yup, state standardized tests… invaluable,” he mused. “Then again, measuring shoe size is good too.”
Establishment Democrats really know how to lose elections. It’s so pitiful. It’s so painful, watching them jump on board with Bush and Trump in support of testing despised by the electorate. It’s so painful, watching them jump on board with Bush and Trump in support of testing that harms the working class, especially people of color, by punishing children in public schools that need more funding. So many Democrats have jeopardized their chances of winning election by jumping on board with the NCLB, its reauthorizations, and the Iraq War. So short sighted, so out of touch, so spineless, standing with DeVos and her money. So weak.
Well, the Center for American Progress, Education Trust and U.S. Chamber of Commerce aren’t establishment Democrats, nor is the Council of Chief State School Officers, they are all DINOs or Reps. And the National Urban League might get different results if they polled NAACP & other on-the-ground civil rights groups—not sure. Still it’s pretty freakin discouraging to hear kudos from the head of House Ed & Labor Committee & “top Dem on Senate ed committee” [Murray].
Can I get a show of hands for those who heard Biden, during primary debates, say we’re done w/the overtesting? Did I dream that? Has he said it again since then?
These idiots in DC need to listen to their constituents. Email & call your reps. And OPT OUT!!
Agreed. We know that standardized testing is unfair, and the tests yield no real information with which to guide instruction. It is unlikely that testing following a pandemic will be any better. Why spend precious education dollars on testing? Opt out! Put the money into instruction.
Todd Akin was one of the few congressmen that voted against No Child Left Behind. It is pretty pathetic that Todd Akin has a viewpoint that is better for children than congressional Democrats.
We do have November to look forward. When trump loses in November, the he will be out in January and Batsy can walk him out. When a new Secretary of Ed is named, then they can cancel the tests for this school year before “testing season” begins in March/April.
“Batsy”. I like that. 🙂
It’s my new office name for her…lol
As a Chicago Public Schools’ Student, I took many standardized tests, which I thought were stupid and generic. ☹️
The only real way to know what I knew then was to give me an essay test or have me give a speech on the topic(s). 😐
If I can’t explain the topic(s), then obviously I haven’t learned it/them. ☹️
Insightful!
While I would generally agree with you, I would point out that the essay test has its own drawbacks. Just like the old stand and recite model had its drawbacks. Just like multiple choice questions have theirs.
Irvin Peckham and Alfie Kohn make compelling arguments for the elimination of grading altogether. A century ago, there was a tremendous debate about how or even whether schools should evaluate students. We need to re-vist that debate.
Should all the onus of learning be placed on the student while the teacher stands at the door and allows only a certain group to pass through?
Should the teacher be the coach for the player on a high stakes attempt to prove competence in a winner take all exam?
Should all teachers have the independence to evaluate their students however they wish?
The list goes on.
What’s so bad about an essay test and impromptu speech? Either I know what I’m writing or talking about or I don’t.😐
By age 18, for college and first job, I needed high school transcripts with grades. No college and company wants a bunch of Passes. 😐
Respectfully
Eddie
🙂
Nothing wrong with essays, but they are not quite so easy as you indicate. Same with impromtu speech. Both can be parts of an evaluation but fall far short of evaluating the full range of a student’s knowledge. I would guess that canned essay formats (5-paragraph persuasive) came into play because the criteria for an effective essay varied so widely depending on the evaluator as well as on the type of essay and the subject. As to impromtu speech, arghh! Nurse a few students through the process who would rather run naked down the hall than give an impromptu speech.
“The Council of Chief State School Officers also pushed for assessments in the coming academic year, saying it is “more important than ever” to measure student learning and identify potential gaps during the pandemic.”
Of course the “Council of Chief State School Adminimals” believe in “measuring student learning”. By definition they have no ability to critically analyze why invalid data gleaned from an error and falsehood filled process-the standards and testing malpractice regime-is WORTHLESS.
But using that WORTHLESS DATA sure makes the adminimals appear to be good stewards of our educational resources (sic) including using the students to extract that invalid data from them. Bastards that they are.
The most misleading concept/term in education is “measuring student achievement” or “measuring student learning”. The concept has been misleading educators into deluding themselves that the teaching and learning process can be analyzed/assessed using “scientific” methods which are actually pseudo-scientific at best and at worst a complete bastardization of rationo-logical thinking and language usage.
There never has been and never will be any “measuring” of the teaching and learning process and what each individual student learns in their schooling. There is and always has been assessing, evaluating, judging of what students learn but never a true “measuring” of it.
But, but, but, you’re trying to tell me that the supposedly august and venerable APA, AERA and/or the NCME have been wrong for more than the last 50 years, disseminating falsehoods and chimeras??
Who are you to question the authorities in testing???
Yes, they have been wrong and I (and many others, Wilson, Hoffman etc. . . ) question those authorities and challenge them (or any of you other advocates of the malpractices that are standards and testing) to answer to the following onto-epistemological analysis:
The TESTS MEASURE NOTHING, quite literally when you realize what is actually happening with them. Richard Phelps, a staunch standardized test proponent (he has written at least two books defending the standardized testing malpractices) in the introduction to “Correcting Fallacies About Educational and Psychological Testing” unwittingly lets the cat out of the bag with this statement:
“Physical tests, such as those conducted by engineers, can be standardized, of course [why of course of course], but in this volume , we focus on the measurement of latent (i.e., nonobservable) mental, and not physical, traits.” [my addition]
Notice how he is trying to assert by proximity that educational standardized testing and the testing done by engineers are basically the same, in other words a “truly scientific endeavor”. The same by proximity is not a good rhetorical/debating technique.
Since there is no agreement on a standard unit of learning, there is no exemplar of that standard unit and there is no measuring device calibrated against said non-existent standard unit, how is it possible to “measure the nonobservable”?
THE TESTS MEASURE NOTHING for how is it possible to “measure” the nonobservable with a non-existing measuring device that is not calibrated against a non-existing standard unit of learning?????
PURE LOGICAL INSANITY!
The basic fallacy of this is the confusing and conflating metrological (metrology is the scientific study of measurement) measuring and measuring that connotes assessing, evaluating and judging. The two meanings are not the same and confusing and conflating them is a very easy way to make it appear that standards and standardized testing are “scientific endeavors”-objective and not subjective like assessing, evaluating and judging.
That supposedly objective results are used to justify discrimination against many students for their life circumstances and inherent intellectual traits.
I especially love this piece, deserves however much repeating you choose to give it: “Since there is no agreement on a standard unit of learning, there is no exemplar of that standard unit and there is no measuring device calibrated against said non-existent standard unit, how is it possible to “measure the nonobservable”?
Not only the above but the ethical considerations of using the students in a process that has no benefit whatsoever for them, that harms the students are given short shrift. “But, but, but we’re just following the law. We have to follow the law.” Sorry, I ain’t buying that BS excuse you namby pamby adminimals and educrats, you’re only concern is your lifestyle and $$ in your bank accounts.
And if they don’t know of the harms they are causing what in the hell are they doing in those positions?
Go Along to Get Along Good Germans implementing policies and procedures that harm all students are these adminimals and teachers, looking out for themselves only.
Justice for the students is a joke, nothing more. “Hell, they’re kids they don’t need no stinkin justice.”
“Should we therefore forgo our self-interest? Of course not. But it [self-interest] must be subordinate to justice, not the other way around. . . . To take advantage of a child’s naivete. . . in order to extract from them something [test scores, personal information] that is contrary to their interests, or intentions, without their knowledge [or consent of parents] or through coercion [state mandated testing], is always and everywhere unjust even if in some places and under certain circumstances it is not illegal. . . . Justice is superior to and more valuable than well-being or efficiency; it cannot be sacrificed to them, not even for the happiness of the greatest number [quoting Rawls]. To what could justice legitimately be sacrificed, since without justice there would be no legitimacy or illegitimacy? And in the name of what, since without justice even humanity, happiness and love could have no absolute value?. . . Without justice, values would be nothing more than (self) interests or motives; they would cease to be values or would become values without worth.”—Comte-Sponville [my additions]
(not that I expect any adminimal to understand what Comte-Sponville is saying.)
“Go Along to Get Along Good Germans implementing policies and procedures that harm all students are these adminimals and teachers, looking out for themselves only.”
I fear that it is much worse than just people going along and attempting to soften the blow, although those people certainly do exist. We are looking at a generation of teachers who are comfortable with the fallacious measuring of students. Their only complaint is that the measurement ( in all its metaphorical and proximate glory) be fair to them and to their students. As I near retirement, I long for a new generation of teachers who will question the paradigm. I do not see what I want on the horizon.
I think, Roy, that unless someone is schooled to reject “measurement” of students, it takes years of teaching to realize that a fair evaluation of a student is never reached through tests alone. I remember I felt like I was cheating when I weighted different sections of my final tests according to the responses of my students. Their tests were more a reflection of what I needed to reteach or emphasize in the future. Since no one paid too much attention to the special education students who were self contained, I had a lot of leeway to use testing in a way that benefited everyone.
How much money will Betsy spend to remedy any gaps she finds from testing?????? How about $0.
So this is nothing but an another elaborate exercise in humiliation played by “elites” with no skin in the game.