Tim Slekar, Director of the Educator Preparation Program, Muskingum University of Ohio. He insists we do not have a teacher shortage. We have a shortage of respect for teachers as professionals. He wrote the following:
Enough Already! It’s NOT a teacher shortage.
It was 9:55 am and Mrs. Tichon’s kindergartners were focused on the literacy task at hand. Every Monday morning at 9:45 Mrs. Tichon’s 26 kindergartners had to spend 15 minutes completing a district mandated “literacy check.” And every Monday three of Mrs. Tichon’s children never finished at 10:00 am and had to miss recess.
Not today though! Mrs. Tichon had had enough. At 10:00 am she announced to her class that it was time to turn in their assignments and line up for recess. Of course the three children who never finished stayed in their seats and prepared to spend recess in the classroom completing the literacy check. “William, Lela, and Termain” Mrs. Tichon’s voice rang out. “Put your pencils down and please get in line. You are going to recess.”
Later that day Mrs. Tichon was summoned to the principal’s office during her lunch. She didn’t think anything of it at the time, so she picked up her things and went in to see her principal Ms. Stanever.
Ms. Stanever glanced up from her desk when she heard the knock on the door frame from Mrs. Tichon. “Please come in, close the door and sit down,” Ms Stanever whispered to Mrs. Tichon. Mrs. Tichon knew at that moment that something was wrong.
“Can you please tell me why William, Lela, and Termain did not finish their literacy check?” asked Ms. Stanever.
“Because it’s just not right to keep them in every Monday from recess. They’re only 4 years old. They need to play” Mrs. Tichon asserted.
“No. They must complete their literacy check so we can send their scores to central office to keep track of their progress. Without that data they will fall behind” replied Ms Stanever.
Mrs. Tichon was about to defend her decision more, but before she could say anything about early childhood and the need for free play, Ms. Stanever handed Mrs. Tichon a slip of paper. It was a “write up.” A slap on the wrist but it would come to define Mrs. Tichon’s identity that school year. By the end of the year Mrs. Tichon had accumulated 13 write ups and was considered a “troublemaker teacher.”
On June 9th—the last day of school—Mrs. Tichon packed up her room and took all of her belongings to her car. She drove home in tears and did not return the following year. She could not break another moral boundary again. She had become a kindergarten teacher because of a passion for igniting a flame of joy in young children and wanting to see them thrive. The system had other ideas.
This vignette was written before the covid 19 pandemic. It’s a true story. In fact, before the pandemic I surveyed well over 400 teachers from across the nation. I wanted to hear directly from them why so many were leaving or about to leave. The survey responses led me to teachers like Mrs. Tichon (Not real name) who were eager to tell me their stories about the demoralization they faced over the years as a classroom teacher.
Sadly Mrs. Tichon was not an outlier. In fact over 90% of the teachers surveyed indicated that they were quitting, going to quit, and/or seriously considering quitting. Sixty percent revealed being treated for mental health issues that often led to marital problems and declining family dynamics. A majority indicated that they felt compelled to “teach for the test” rather than engage students in deep learning. And nearly all of them saw a future that had no connection to their vocational passions to make a difference in the lives of children. And this was before the pandemic.
At the time of these surveys I had been on my own mission to dispel the myth of the “teacher shortage.” As a leader in teacher education, I was painfully aware of the declining enrollments in educator preparation programs. My own teacher credentialing programs had seen a 20% decline over a ten-year period. My institution was lucky. Pre pandemic the national decline in teacher preparation programs was around 35% on average. Some of my colleagues at other institutions watched their programs wither and close. I met with potential students who wanted to become teachers and sadly listened as their parents spoke up first to remind their children that their chosen career path was not something the family supported. My own children asked me quite regularly why I had become a teacher because from their experiences watching teachers, “Who would ever want such a crappy job?”
So when the media started telling the public about the “teacher shortage” I knew there was something incredibly misleading about that term. And then when the solutions to fix the shortage—anybody can teach pathways—started to emerge it became very clear what was going on. Policy makers were using the empty classrooms of demoralized teachers and the declining enrollments in teacher preparation programs to jam through “solutions” that further eroded the professional status of classroom teachers. The war on teaching had evolved and the “anybody can teach” surge was deployed in earnest.
And then the pandemic changed the world of education as we know it. First, teaching and learning went remote. Teachers and building administrators became heroes. They figured out ways to get wifi to families without privilege. Free lunches were passed out and sometimes even delivered to hungry students. Teachers stayed remote for 14 hours a day to meet the needs of children that only had access to remote learning in extremely limited ways.
Then the shift. Concerned for their health and the health of the children and the school community, teachers found themselves at the receiving of end of the “Bad Teacher” rhetoric. And once again, the media and politicians pummeled our schools and teachers for being selfish in this time of great national need—a national babysitter ranks.
Teachers asked for “safe working conditions.” They asked for masks, covid tests, classroom ventilation systems and the ability to teach remotely when transmission rates were high. These requests were too much and just more evidence of teacher laziness and not wanting to work. The heroes had become zeros. But they went back anyways—and some of them died.
And then, in the middle of teaching during a pandemic, somebody got “offended” when they found out that teachers were teaching the truth about history. “The truth shall set you free!” Free to lose your teaching license and be on the receiving end of a social distancing nightmare. Now, as we flounder after two years of a pandemic that further demoralized teachers and turned the “shortage” into a full exodus it seems as if the “anybody can teach” crowd actually has won the high ground in the war on teachers and teaching. In fact, the bar for becoming a substitute teacher has now been lowered. Required? High School diploma.
Now what? Two words and a question mark.
But such a great question. It really is—If you actually take the time to ask it.
As I look around, I am not hopeful it will be asked. We are all too busy! Too busy to listen and hear Mr. Chanek explain that,
“I became a teacher to inspire learners and learning. I wanted to work with explorers, thinkers, researchers and help them become even better at all of this. At first, this is what I did—engage learners.”
“In fact my classroom used to be a community of learners. We supported each other and didn’t label each other. However, things changed at some point. Instead of teaching learners, I had to teach data points. Then we started focusing on all of the deficits a learner brought to the classroom instead of allowing students to learn for understanding. As teachers we were constantly meeting to look at data and using that numerical data to supposedly create the best learning experience. I also noticed myself getting angry at kids who didn’t fit the mold because I felt that they would bring my teaching evaluations down. But my biggest ah ha was when a frightened student—heading into the foster care system—came into my classroom on the first day of testing. While our classroom welcomed him with open arms, another teacher took me aside to see if he was taking the tests. And if so, would his score impact our school’s score? I couldn’t believe what we had become.”
“From that moment I realized that I was being asked to do things that did not benefit kids. I was expected to label them according to some assessment that collected data points. I was expected to teach kids how to read fast instead of for understanding. I was expected to spend all of my professional learning time looking at data instead of actual student work. I wasn’t allowed to teach and students weren’t allowed to learn. I tried to actually teach covertly while playing the data driven/accountability game. It became tiring. I lost of part of my soul. This was not how I had started teaching.”
“I eventually made the decision to leave teaching—I was no longer inspired. I was doing double the work because I was attempting to still do best practice and fulfilling the mandates all while still swimming upstream. I was angry and depressed. My own children and spouse were suffering too.”
“One day I would LOVE to get back in the classroom. However, this will only happen when teachers are allowed to teach and their expertise is valued and not ignored.”
“Just let us teach!”
So simple and so profound. Let’s let teachers actually engage students. Let’s empower teachers to ignite the passion for learning. Let’s stop being busy and recognize that our teachers are professionals who desire agency and deserve respect.
Just let them teach!
Dr. Ravitch – while I with many of the sentiments of this post (particularly making 4 year olds miss recess to complete a standarized test), I disagree with other aspects. There IS a shortage in some areas, including areas such as STEM and special education. Now, one can argue that has been exasperated by professionalism issues, and perhaps that is so, BUT I believe that there has long been a challenge in many areas. Second, in reaction to the comment that all you need is a HS diploma to be a substitute teacher, I would counter that the other extreme can lead to shortages in that area. This article from the Washington Post (https://www.washingtonpost.com/dc-md-va/2022/01/22/substitute-teacher-shortage-dc/), notes the trials of a former colleague of mine, a parent with kids in schools in DC Public Schools, who hoped to sub. She has her PhD and a focus on math education. Yet she had to submit ALL of her transcripts, attend a zoom where she had to present a 5 minute lesson (no more than 5 min), etc. The number of hoops she had to jump through – she never ended up being a sub, but rather did volunteer in her child’s classroom.
There MUST be balance here. BUT, here’s where I will raise some other issues. On one hand, this post notes the “anyone can teach” crowd, think Teach for America, etc. Yet on the other hand there have been posts on this blog criticizing high expectations such as a teacher performance assessment like edTPA. This is NOT to discuss the merits of that partiucular assessment – that has already been done here, and I hope that those who read this post will not send lots of responses on why they think edTPA is not a good measure. BUT…my point is, you cannot have it both ways. If you want to increase respect of teaching and say that not “anyone can teach” then do you increase the qualifications and the expectations. BUT if doing so, you notice a lower number of teachers of color, which is also important, so then you LOWER the expectations.
All of these problems don’t have simple solutions.
Very simple solution: End high stakes standardized testing on all levels and let human people evaluate the work of human people sans numerical misrepresentations. That doesn’t mean raising or lowering expectations; it just means humanizing them. Dang, that was easy!
And way too logical.
LCT – This would be great, but then we would have to TRUST human people all of the time – we have seen humans make poor decisions, some of them in the name of goodness or not (I’ll give this kid a D just so he’s no longer in my class this year, OR even I’ll just give A’s and B’s to everyone). We know grade inflation is real. Trust but verify (yes, I know this came from Regan in discussions with the Soviet Union) but I think there is some merit.
I’m not saying that the case here with the K class was the correct one – it wasn’t. WHAT I am saying is I’ve seen and experienced stories of too many kids being passed on in education – do you think the stories of kids who say “I never learned anything” and were able to graduate from high school NOT true?
So, where is the balance?
My first try went into moderation, so let me summarize: End standardized testing on all levels and troubles melt away.
at least without testing the “bad school” invasions/closings would have no legs to stand on
And real learning returns.
Sure, if you don’t actually measure learning, then no one can fail.
Greg: ACTUALLY MEASURE LEARNING? HAAAAAA!!!! These tests? HAAAAAAA!!! OMG, that’s a good one. Tell us another.
Well, I have degrees in Astronomy and Physics. Yet, I made the choice to jump into teaching (high school level) and took numerous courses (graduate level) at the College of Education to complement and complete my certification requirements. I could teach both science and mathematics (very different modes of thought). I loved science, but the deductive systems of math (based upon ‘assumed’ rules, like a game of chess) did not interest me.
As a result, I only taught Math under duress. I knew that teachers unconsciously send out signals, and students pick them up. I didn’t want my students to hate math, but I did want them to love science (and inductive logic). Nevertheless, looking back, one of my favorite classes was in ‘remedial math’, a (mostly Algebra 1) class for Juniors and Seniors who needed to pass the course they flunked in order to graduate.
I think I connected with that class because we both saw the absurdity of learning stuff we would never use again. How many times do you factor polynomials in your own life?
Yet, I found the noose tightening, and began to teach at private schools for rich kids. This worked for a while, however even there the religion preached by BIG ED CORP began to creep in. And, of course, there is the understanding that a rich parent needs to be appeased. A good headmaster (or superintendent) shields his teaching staff from such interference, however at my school the brilliant Head I signed up to work for was ousted and a total ‘face man’ replaced him. And, so, I quit.
So, I (a STEM guy) gave up a far more lucrative career making weapons to kill people in order to follow my love of teaching. Yet, I was driven out at age 55. (Well, not ‘driven out’, exactly, but sufficiently discouraged).
The article is correct in pointing out that this has nothing to do with COVID. It has to do with the direction of our society, and it’s been going on for at least 50 years. To correct the problem, one needs to modify the ranking of our current social values (not an easy task).
“To correct the problem, one needs to modify the ranking of our current social values (not an easy task)”
Yes. It’s so much bigger than teachers and classrooms.
Our society will never value teachers because junk is the only thing that it values.
The celebration of the Superbowl is all the proof one needs of that.
Thank you for sharing your story. In my school, this is also the reason so many colleagues have left.
I suggest that future teachers have strong content knowledge of math, science, history, literature,and that they have courses and practice teaching to be ready for the classroom. There is no standardized test that can determine who will be a good teacher. NONE.
Dr. Ravitch – While you and I may disagree partially on the last statement – I don’t think that a test ALONE can determine who will be good in the classroom, as I pointed out to Linda ealrier, a lack of trust in the sytem led to the overuse of testing. I do agree that the lack of trust in some instances should not go overboard, but that is where we are at. We all know stories of stuedents in elementary middle and high school that were passed along without knowing the knowledge. We also may know stories of teachers who didn’t truly know the content knowledge, but BEGGED that they always wanted to be a teacher – and were passed along.
Interestingly, many point to Finland as a model. I have some issues with that, BUT Dr. Ravitch, you’ve often cited Pasi Sahlberg on this blog. I remember hearing him speak at a conference and asked him about teachers in Finland. He mentioned that there were high stakes tests, and how one of his relatives (I believe his niece) didn’t pass it on the first time. It was a test in pedagogy, and content knowledge. It was also one of the reasons the profession was so well respected, and well paid.
Thoughts?
The test Pasi Sahlberg’s niece took was for entry into teachers’ college. It did not predict whether she would be a good teacher but whether she could start the teacher training college. Finland has no standardized tests in its schools from K-9th grade.
How about we transition our teacher training to follow the Finland model–only allow the top, top HS students to enter teaching programs in college, where they must take vigorous coursework covering their subject area as well as very vigorous professional training. After all that, only the top students get through to become teachers. Once they enter the system, they are considered highly qualified & left to teach as they deem best, without being watched over & evaluated as if they are amateurs who have to be monitored & tested along with their students.
I just retired after over 40 years in the public school systems in both Illinois & Florida, and I have seen every level of teacher competency from excellent to terrible. And just like any profession–doctors, lawyers, cops, waiters and yes, teachers, all have bad apples who give a bad name to the majority of great members of those professions.
Excellent idea. Teachers will be treated as professionals when they are prepared and paid as professionals.
Dr. Ravitch, Thanks for the clarification. I also saw that someone else supported the idea that: “How about we transition our teacher training to follow the Finland model–only allow the top, top HS students to enter teaching programs in college, where they must take vigorous coursework covering their subject area as well as very vigorous professional training.”
Here is my question about this – there are studies that discuss the impact of Black and Brown teachers on students. You and others have even called of the removal of tests like edTPA because of their impact on Black and Brown students. And now you are saying that we should only let the “top, top HS studetns into teacher programs” – I am curious of those TOP students across the country, what percentage do you think would be Black and Brown. Would it represent the number of Black and Brown students?
There is entry and exit from a teacher preparation program. MANY current programs in the US try to have a wider entry and then narrower when they are leaving (such as something like edTPA). Limiting teaching to the TOP students and a test like the one his niece took NARROWS it at the beginning. The original post already said we have a teacher shortage – how will narrowing at the beginning help that?
I asked Pasi Sahlberg to answer your question. He wrote:
There are no census-based standardised tests employed in Finnish K-12 schools and there has never been such tests. The only standardised test is the high school leaving examination that normally takes place after students have completed high school (at age of about 18). Until then, teachers and schools collectively are expected and trusted to assess students and evaluate the progress made by their schools. Authorities use sample-based targeted and thematic student assessment to evaluate the performance of the education system as they are held accountable (by tax-payers and communities) for having right policies and sufficient funding in place for schools to do what they are expected to do. The story of my niece that your reader mentions is reported in my book Finnish Lessons 3.0 that I often tell to my audiences (you went to visit her class in Helsinki, Diane). That story is not about her failing standardised test while she was in school but a rigorous entrance test to initial teacher education offered by Finnish research universities. This is the Finnish way of ensuring high quality of teachers already at entry to initial training. It has high stakes to students just like any job interview would have, but it is not correct to assume that high stakes tests would exist while these students are at school. This is why teachers who get through these entrance test are respected, trusted and relatively well paid. And, yes, my niece didn’t pass that final hurdle (individual interview by an academic panel, not a high stakes standardised test!) of her entry into initial teacher education programme in the University of Helsinki. She tried again the following year, succeeded, and is now teacher for life.
I hope this helps.
Pasi
Wouldn’t it be reasonable to distinguish between teachers of different age groups and in different settings?
Some of the worst teachers I have seen for very young elementary school students seem to be very smart and well-educated. No doubt if they were in a private school with a small class of 10 year olds eager to learn, they would be considered wonderful and engaging teachers.
But they have NO IDEA how to teach a young student struggling to learn via the one method they have been taught to teach it.
Those young students need a teacher with empathy. With confidence that students get there on their own time. With PATIENCE. Lots and lots of patience.
Teenage students need different kinds of teachers, but what I see is that depends entirely on the student. Some thrive under strict discipline and others wilt. Some thrive with flexibility and creativity and others become paralyzed. Some love discussions and others sit in the back of the room so distracted by their fear that their teacher might call on them that they haven’t even heard half of what is going on.
The best teachers are – in my opinion – those who are willing to step back and be flexible instead of automatically deciding that the kid who isn’t thriving in their classroom is at fault.
I knew a teacher in elementary school with a kid who could not sit still on the floor when the class did it so they could have engaging discussions about books or current events — something other students enjoyed. That teacher realized that instead of having the kid keep acting out, the kid could just sit at a desk and read. And it was amazing. The kid could listen to the discussion when he wanted to, but the rest of the class could learn without being disturbed.
It also taught the other students empathy. Instead of being jealous that one of their classmates could just go and read an interesting book and they couldn’t, they understood that the kid had real issues and they didn’t.
How much content does a K-5 teacher need to inspire students to want to read and write and internalize that learning doesn’t have to come with feeling stress and feeling that you are a failure when you struggle a lot?
Dr. Ravitch – I really appreciate your reaching out to Dr. Sahlberg – one reason I love this blog is that you have these connections. I do have a couple follow ups:
He wrote, “The only standardised test is the high school leaving examination that normally takes place after students have completed high school (at age of about 18)” – this is typical of what I have heard in European schools (think A-level exams). One downside, I see, is the extreme amount of pressure that happens on this test – I’m curious of your thoughts on having so much ride on one test.
You were correct that his niece took this high stakes test to enter teaching, as he writes, “that story is not about her failing standardised test while she was in school but a rigorous entrance test to initial teacher education offered by Finnish research universities. This is the Finnish way of ensuring high quality of teachers already at entry to initial training. It has high stakes to students just like any job interview would have, but it is not correct to assume that high stakes tests would exist while these students are at school.” – I go back to my point about the question of funneling PRIOR to entry or AFTER entry.
I didn’t see anything in his response, nor have I seen from you, any thoughts on how such a high stakes entry exam could limit Black and Brown teachers from entering the profession.
Thanks for your thoughts.
I oppose high stakes standardized exams because they do not do what they claim. They are neither valid nor reliable. Did you ever read the American Statistical Association’s critique of VAM? Tests of students are not a measure of teacher quality; they measure the SES of students.
I have no problem with no-stakes tests.
Hi Dr. Ravitch, I apologize for the delay in my response. I noticed that you wrote, “I oppose high stakes standardized exams because they do not do what they claim”…and that you are in favor of no-stakes tests. I am curious if you would consider the type of test that Dr. Sahlberg’s niece took high stakes…I’d also be curious if they saw any correlation between how well poeple did on that test, and their entry into the teaching college and their future success in the classroom…
The test that Pasi’s niece took was high stakes. She chose to take it. It was a condition of entry into a highly selective program that admits one of every 10 applicants. This is very different from the high stakes testing imposed on every child in America. No high stakes test can predict who will be a good teacher. A person may have an Ivy League degree, high test scores, and be a terrible teacher.
Thanks Dr. Ravitch – you are right – his niece chose to take the high stakes test for the highly selective program for teachers. And as you (and others) noted on this chain, we should have high expectations of teachers at the beginning. Which leads me to need more informatoin – does Finland have any type of teacher shortage? Perhpas not, as the population of the country is less than the size of NYC. And is this the only way that someone can become a teacher? Are there alternative ways?
I will agree with you that we do not have to tests our students in K-12 as often as we do (I’m not going so far as saying no testing). And I do agree with you that no test can determine if someone will succeed – but does that mean there shouldn’t be some type of assessment (as Finland does)?
The only way to become a teacher in Finland is to be admitted to one of the nation’s eight teacher preparation colleges and to complete its rigorous program of study, research, and practice.
jls
“cant have it both ways”- your two choices create a false duality
Linda – Perhaps, BUT my question is HOW do we set up so we can have both? Because right now we have two sides pointing figers at one another saying it’s all or nothing. There are some that say we don’t need to test content knowledge, that we should just trust teachers, and trust grades, and trust….And yet how often has that trust been eroded? How often have kids simply been passed on from grade to grade without knowing the knowledge they are supposed to know? I know – one can then say, “It’s the administrators who should monitor this…”
I would LOVE to see a system in place that truly does have it both ways, but I have yet to see one set up…and one where we don’t make excuses if someone doesn’t pass certain criteria. IF you have one to share, I’m certainly open to it. But I have yet to see it.
You’re requesting everyone else to come up with a solution. Let’s see yours.
Duane – Here’s the thing – I don’t have a SIMPLE solution, because none of this is simple. That said, it seems many here have tried to post what they think are simple solutions – “Get rid of standardized tests, raise the level of expectations for subs, etc” None of this is easy…
I never said I have A solution, but since you asked, I think the funnel for recrutiing teachers should be wider at the beginning and then narrowed in a program – which is NOT how Finland does it’s education (the funnel is narrowed with the high stakes test, similar to the inteview that was referenced).
I’d include multiple measures – including yes a performance assessment like edTPA. BUT I would not let one measure mean someone could not become a teacher. Rather, if someone met most of the requirements, the person could get a conditional license for one year. During that year, the person would be coached and observed, and if the person demonstrated success, then the person could then pursue a regular license.
There you go – it’s an idea.
I am very concerned about the future of public education. School Board meetings are becoming battlegrounds for a minority of loud, violent dissenters that want to control everything with limited knowledge of anything! Board members, and their families, are being threatened in the parking lots by anti-masker and anti-vaxers. I fear this is playing directly into the faction of the legislature that wants vouchers and charter schools. They want to privatize public education. This is a very troubling direction for democracy and our country!
Yes, it is “very troubling for …”
A few points to understand-
A review of the staff bio’s at the Wisconsin Council of Religious and Independent Schools helps us understand a prominent factor in the conflict.
Ryan Girdusky formed the 1776 PAC to fund school board candidates opposed to CRT. His interview in 2014, with Pat Buchanan, posted at the Buchanan site provides insight about the desired outcome for the U.S. I recommend reading it.
We shouldn’t ignore a goal of Christian nationalism, by some, in the attack on public schools. Theocracy is a method to control citizens as it was in Ireland during the Great Hunger (1,000000 starved to death) when social Darwinists controlled the economy.
Some state Catholic Conferences co-host school choice rallies with the Koch’s libertarian AFT.
Jefferson warned, in all ages, in all countries, the priest aligns with the despot.
Liz P.,
The privatizers are funding the groups leading the anti-mask, anti-vax campaigns. Most parents are unaware what’s behind their activity.
Exactly!!!!
Adding-
Daily Poster.com (12-22-2021) wrote about The Academy for Science and Freedom at Hillsdale College (Mich.). Hoover Institute’s Scott Atlas and two other scholars lead Hillsdale’s Academy. One is at Stanford similar to Atlas and the other was at Harvard for 20 years. The harvard guy is associated with Brownstone which is led by the editor of the Best of Mises.
Wikipedia reports that in 2000, the SPLC categorized an institute furthering the views of Mises as Neo-confederate.
The Daily Poster article makes reference to Charles Koch in the development of its story.
Adding
From the political right, vocal supporters of the Canadian Truckers’ protest, as identified by Fortune, include Elon Musk, Ben Shapiro (formerly of Breitbart) and Michael Flynn who called for a single religion. Money for the protest has come from the crypto currency community.
In the states, Robert F Kennedy and the Selz Foundation are identified as prominent in the anti-vaxx campaign. IMO, they both believe vaccinations are dangerous despite overwhelming evidence that they are wrong.
Unbelievable. And Musk is taking over the stratosphere, and the government is letting him do it. Unbelievable.
You are correct. They legit have a playbook.
https://www.google.com/amp/s/www.nbcnews.com/news/amp/ncna1270794
Slay the Hydra! Kill the standardized testing industry and the rest of the bad deforms will also die. Teachers can be happy and children can joyfully learn at school once the data streams disappear. The tech titans will have to crawl away.
Quality teaching is about building relationships with students, not data collection. Billionaires like Gates and others are turning teaching into data collection with content from dreaded, repetitive cyber instruction and embedded testing. This is education malpractice, and it is not healthy for developing brains and eyes. If parents should be upset about anything, it is not how history is taught or the types of books in school library. They should be screaming in opposition to the insidious ways in which depersonalized learning is being foisted on public education. Parents should be asking about what happens to the data, and why data are sent to various places without parent knowledge or consent.
The longer I teacher the more I truly believe and see this to be true. Relationships should be center – trusting their teacher in order to take risks….. and their peers…. inspired by content that is responsive to the learners in the room…… A community of learning is as important as what is being taught.
A community of learning can not be built by a computerized checklist with admin observations – where teachers are rated on measurable items on the list.
A community of learning is created by knowledgeable, experienced, human, professional educators who care about what they are doing and are supported by the greater school community.
Beachteach wrote “where teachers are rated on measurable items on the list.”
Almost all of those items are not measurable. And a rubric is not a measuring device.
@Duane
I hope you understand that I agree with you – my comment was that a community of learning can’t be built by trying to rate and measure an item list.
Yes, I realize that beachteach. The problem and why I continually harp on this falsehood of an idea is that it reinforces for others, that because it is being discussed, mentioned it is “real”, logical, valid and valuable. It’s not, right jlsteach!
Damn, wanted to put a 😉 at the end for jlsteach. Hit send too soon.
Lisa, RT: yes, yes, yes!
Duane – I am surprised you didn’t post Wilson’s theories here? But I believe you found my dissertation – I never heard your thoughts on it.
jlsteach,
Yes, I found it, read it and was. . . thoroughly under-impressed. It’s in a long line of education doctoral dissertations I have perused that are lacking in substance and depth. Your study of 26 (I believe) prospective teachers experience with the EdTPA process could have been designed by a high schooler. I do not fault you, you played the EdD game and came out on top of it, as many of EdD dissertations are very similar. Talk about a lack of standards. . . .
You asked!
Duane – I am not surprised by your reaction to my dissertation – but a few clarfications – 1. I have a PhD, not an EdD, 2. I never claimed that my study would have LOTS of participants, because well that takes LOTS of money, and I was a working grad student at the time that had a few small grants. Not sure if you’d considered pursuing graduate level research, but some studies have had even FEWER participants than mine, 3. Unlike the work of Wilson you always refer to, at least my study had a reasonable order – you know, things like a literature review, a methodology, and some conclusions..
Meanwhile, Gates, Duncan, King, et al. have no freaking clue–none whatsoever–how much damage they have done to K-12 education. Quotidian damage.
I’m really torn. I think teaching, like nursing, to be one of the noblest of professions, but I can’t recommend it to young people anymore. Ed Deformers–Gates, Coleman, et al.–have made teaching into a tragi-farce. And they are CLUELESS about the damage that they have done. I often think, these days, who in his or her right mind would want to do this?
I completely agree. The other day I sent emails to my state senator and representative with my thoughts about the state of public education imploring them to shy away from charters, vouchers, and “standardized” testing. Have not yet even received any confirmation that they’d received mine. I am at the point that I do not expect to hear from either one of them.
Alas!!!!
I’ve done the same in the past. I get a form letter.
They don’t really care to hear what we have to say. As long as they are doing what their donors want.
Absolutely agree. It should be joyful to support young learners. Yes – challenging for sure, but joyful at the same time.
Good teachers can not stay healthy, maintain the necessary energy to support children, and avoid burn out, if they are treated like disposable data points and used as political pawns by people who do not have a deep understanding of the public education landscape.
Oh, Bob, I am “so” in the same place. There is nothing like seeing the light go on in a student’s eyes! I had a supervisor, before the boom dropped, tell me it was refreshing to observe a class where people laughed. That’s gone.
The terrible irony at the heart of Ed Deform is that the supposed “data” on which it is based is junk. It comes from invalid tests and is worse than useless. Using such “data” on kids is equivalent to using fake Covi4d cures on them. It’s unscientific. And it’s child abuse.
In this brief essay, I try to summarize the major reasons why the federally mandated standardized state tests are junk and using them to make decisions about students, schools, curricular approaches, and so on, is purest numerology. That the Deformers weren’t laughed off the national stage when they first proposed this stuff decades ago. Anyone who takes these tests at all seriously is either a collaborator with Deform or a heedless fool.
cx: That the Deformers weren’t laughed off the national stage when they first proposed this stuff decades ago is shocking and tragic.
Maybe you could call standardized testing the Ivermectin of education.
I wouldn’t even give it that much credit.
Perfect, Diane!
Much honor to those who continue teaching DESPITE “data”-driven deformation of pedagogy and curricula, to those who continue doing their job DESPITE this nonsense. But holding one’s tongue and continuing to teach well while pretending to be with the Deform program is taxing in the extreme. It’s exactly like trying to continue to be a low-level bureaucrat–the one who oversees building inspections, for example–during a tyrannical occupation by a foreign power. And that’s what Education Deform is. It’s a tyrannical occupation of our public schools by autocratic idiots.
Well said, Data sales are big business. Unlike the EU that does not allow personally identifying data to be sold to third parties, the US, bought by the plutocrats, offers no such protections to its young people.https://education.ec.europa.eu/selfie/data-and-privacy
Send this essay to any conservative and they will agree 200%. I have done exactly that. But they will still vote for the strongest supporters of testing, charters, vouchers , and any other savage attack on public schools.
Would they cast their vote if there were a voice that spoke from another party but aligned with their thinking on schools? I doubt it. Way back in NCLB, I pointed out to a friend that it was his boy George Bush that had given us that debacle. No, he suggested, it was Teddy Kennedy.
The real reason he supported the Republican candidate was culture war. Since then it has only gotten worse. We will never be able to change the conversation until the so-called liberal media starts to tell stories of child abuse caused by testing, stories like the one above.
The GOP offers nothing to address the real needs of people for affordable healthcare, prescription drugs, etc,., but it wins votes by igniting culture wars.Colin Kaepernick. The war on drugs. Abortion. CRT.
tRumpublicans litany– Look here, look here!! Pay no attention to that teacher or student suffering behind our curtain!
This was bipartisan idiocy. Clinton, Shrub, Obama. The Idiot promised to do away with Common Core and the state testing (just as he promised a massive infrastructure program to put people back to work), but surprise, surprise, he was lying about these matters and about everything else. NB: Your next president, Ron DeSantos, claimed that he was going to do away with the Common Core and with standardized testing. What did he actually do? He called together teachers and other educators to create the B.E.S.T. standards, and he replaced the mandatory end-of-year test with three standardized tests to be given throughout the year. The new Florida B.E.S.T. standards in ELA, though still problematic, are a definite improvement on the CC$$. So, that’s a win.
The story about “Mrs. Tichon” and her 4 year old students is so sick and twisted. I believe every word of it.
Anyone not immediately understanding how twisted that situation is – would not change their mind by anything I have to say.
“Mrs. Tichon” was intimidated by educational bureaucrats who are afraid of losing their job and need to provide numbers to the state – so that “students don’t fall behind” ??
What kind of humans are we trying to develop – cyborgs?
What world are we living in?
The warehousing of students to extract data is cruel, inhumane and against the law/it’s child abuse. It really is written into law that the warehousing of children is illegal. This should have been dealt with years ago, but it has been left to fester. Bush II ushered it in and Obama/Duncan sent it into overdrive. And yes, it all started with a lie…..A Nation at Risk.
I wish parents understood how much of their children’s data is stored in ed aps or Google. And that they have the power to change it.
Gates and other privatizers are sticking to their agenda. They buy the people at the top including state superintendents and other administrators to get school districts to impose depersonalized learning on the teachers and students at the bottom. All this cyber garbage is buoyed by marketing, not evidence. It is an insidious way to get public schools to comply with their dystopian plan to destroy traditional public schools, but they want to call it “progress” as they collect and cash in on the data.
Why isn’t there more wide spread understanding of this truth
Even within schools …. there are many staff who buy into the the marketing and mantra.
There isn’t more wide spread understanding because MSM is part of the problem…..owned by the tech titans. MSM tell s1/2 truths or refuse to accurately report at all.
FERPA has been eroded and what remains of it doesn’t stand up to the technology/data collection that we have in schools today. Longitudinal data systems at the state level are not secure for the sensitive information that is stored…..and that information/data is being sold to big tech to do with it whatever they see fit. The fist fight that a 2nd grader gets into on the playground is now on their “permanent record” forever.
THERE’S A SHORTAGE!
AND it’s yet another RACE AND EQUITY issue.
Whoever says there’s no critical race theory going on will see this saga added to the list of evidence.
Urban districts have a real shortage due to the pandemic, not the past. Rural does too? Sure, but not the same dynamics.
One example.
Say An urban district requires vaccines.
Suburban districts offering bonuses to hire the unvaccinated teachers.
Teachers are stressed as can be. Thank goodness for teachers!
It’s not the same as working in a hospital but darn close with risk of exposures, etc. They have elderly parents, children… They want to be in-person but also want protection and support. Retirement asap. Resignations.
They have to cover uncovered classrooms (compensation or not – it’s stressful)…
And, compare August vacancies in 2020 compared to previous years – and candidates are non-existent. This compounds it because… – new teachers, college resident teachers, interns/aides are getting their FIRST dose of teaching in this environment and walking away and those in college will go to… the suburbs more than ever
Kids are not the kids from 2019. They didn’t just miss 18 months of school. They missed 18 months of maturing in a social setting and when you’re 12 years old, starting middle school is tough enough. And, more. If being a first year teacher or substitute was challenging then… 10 times more challenging now. Look at the data.
Principals are carrying THE heaviest load. And, if they don’t take care of all of the above in the moment – teachers are more stressed and need support.
Yes – Rural districts can’t find teachers or bus drivers. Cities are another ball game.
THERE IS A SHORTAGE totally due to the pandemic.
As for the article about pre-pandemic – yes – that’s real – but it’s not that “there already was a problem” – The pandemic makes the problem multiple times worse.
Shortage prepandemic + pandemic shortage and staff walking away = SOON THE PRIVATIZERS WILL FIGURE THAT OUT figure out how to make a profit at the expense of kids and the profession.
I taught kindergarten for 11 of my 32 years in education and it was always a battle to be allowed to teach in an emotionally, socially and educationally appropriate fashion. Bravo!
Always a pleasure to read your comments. So happy to see you appearing regularly here!
When the accountability parade began, I was an enthusiastic marcher. There were colleagues, for whom payday was the day that they stole taxpayer money. The protection from unions were ridiculous. However, as often happens the movement went much too far. Suddenly teachers had to teach to the data, not to the needs of students. While I wouldn’t go back, it is time to let those who have the skills and know their students make the educational decisions. Data from an assessment which may or may not measure anything should be nothing more than one piece of information. Most importantly it should never be used to judge the competence of a teacher. This conflict of interest puts teachers between the proverbial rock and hard place. They have to emphasize a test that measures little in order to keep a job they are not permitted to do correctly.
“They have to emphasize a test that measures little in order to keep a job they are not permitted to do correctly.” — so very well said!
“Data from an assessment which may or may not measure anything should be nothing more than one piece of information.”
‘may or may not’. You are acknowledging with your thought that data from standardized assessment isn’t what its supporters contend that it is. In other words as a foundational conceptual question that data is invalid.
And no, it’s not ‘nothing more than one piece of information’. It IS a worthless piece of information (data). Corrupt, invalid data cannot be used to validly make any logical argument. It’s Crap In, Crap Out.
Why waste the time, monies and effort to to get crap?
Not mention why waste the students’ time, effort and learning by using crap as the basis of evaluation?
Why implement educational malpractices that harm not only the teaching and learning process but harm the students themselves?
True. Data harms students. It makes them define themselves with capricious numbers. But there is a more pernicious effect. It makes teachers who cannot reconcile their commitment to teaching with the practice there of leave the profession. So you have a teacher shortage. But it is a much worse situation than you imagine. The teachers who are left are either financially trapped in the system and miserable or formidable defenders of these bogus numbers. Students lose
@ Roy – “The teachers who are left are either financially trapped in the system and miserable or formidable defenders of these bogus numbers. Students lose”
This is pretty much true. Many teachers try to strike a middle ground…. but I find that classrooms are much more controlled and overly structured …..than even 10 years ago.
The more I work with young children the more I value a degree of choice, cooperative projects and good amount of unstructured play opportunities…… balanced with content based / thematic learning and a little bit of rote learning (ie handwriting).
We are running a marathon – not a sprint.
Not only is it a marathon, but the only goal should be to finish, not to finish fastest or finish best but to finish and become stronger.
So, I know that Duane will say how no data is valuable, becuase we can’t really meaure what we need to measure, etc. But to say that data harms students I think is false. Let’s look at the FAR opposite side of the pendulum, which is when decisions are made without ANY DATA. A small example – a teacher gives a quiz and the first few the teacher notices that kids were doing poorly. The teacher decides “Well, I must re-teach this lesson” …And yet most of the students after those first few DID understand the lesson, so now the teacher is reteaching for a handful or stuents, while the rest of them are bored to tears. Not to mention the students are getting further behind.
I’ve seen this play out time and again in schools. I’ve seen teachers make claims such as “the kid’s didn’t get it” because the kids are on their phones and not paying attention. I’ve walked around classrooms where kids WERE getting it, but the teacher never considered they could. I’ve been in classrooms where teachers make assumptions “all of these kids are recent immigrants, there’s no way they know the math” when guess what, some DO know the math.
Roy – yes, I have seen data only used as numbers and not seen as students. I’ve also seen education reformers or attempted reformers use data misleadingly (albeit I hope not intentionally). They will say – look we did this intervention and 25% of the students increased in proficiency. Then you learn, wait, there were four kids in the class, and it increased from zero kids to one kid. Technically YES, that is 25% increase. But I hope we all know that is not true change. It’s a misuse of data.
So I go back to my original point – there needs to be a BALANCE – we all need to agree to use data responsibly.
First, jlsteach, I did not say that the data harms students. Go back and read what I wrote. That would be sloppy writing on my part as data cannot do anything, it is not something that “acts”. It is the educational malpractices of which one is the standards and testing (data collecting) regime that harm students.
And I’ve never said, nor implied that “no data is valuable.” I’ve used data all my life-we all do. But I am very adamant that using corrupt, invalid data as is collected in the standards and testing malpractice regime is an absurdity, a false and harmful practice not only for the students who are subjected to said malpractice regime but the teachers also.
Why do you insist on using shit, and yes it is shit, data?
“we all need to agree to use data responsibly.”
You are the one who uses corrupt data irresponsibly. Prove to us that what Wilson and I say about that crap data and the onto-epistemological wet sand foundation upon which the standards and testing malpractice regime is wrong. You haven’t, always punting my request down the road. You can’t. You don’t appear to have the mental capabilities to do so. And your anecdotal made up scenarios which you would swear have happened, mean very little in this discussion other than to bash teachers.
You’re wrong, dead wrong on this and the many harms to students, student teachers (subjected to EdTPA) and teachers are on you. You can change if you are truly willing to read and learn. But I suspect Sinclair Lewis’ observation holds true for you: “It Is difficult to get a man to understand something when his salary depends upon his not understanding it”
Sad, indeed very sad.
Duane – First, I didn’t say you said that data harms students – I was saying that you would say that data would be invalid. You are asking me to counter something that makes no sense. We’ve done this merry-go-round time and again, but just for the audience, I’ll ask this question – is ANY data valid in your mind, and if so, what makes it valid. Because it seems that you (and Wilson) woud argue that none of the data that has been collected could be valid
I also notice that you didn’t respond to my point about decisions made without data, or “just because” decisions – any thoughts on those types of decisions that teachers or administrators may make?
As for the Data Harms student comment – that came from Roy – I was only referrencing it in my post. IF YOU had gone back and read the post above you, you may have seen that.
I read it all and the way I interpreted your comment was that it was directed at me. It is not clear at all to whom you are addressing your comment.
From my response to yours mentioned here: “And I’ve never said, nor implied that “no data is valuable.” I’ve used data all my life-we all do. But I am very adamant that using corrupt, invalid data as is collected in the standards and testing malpractice regime is an absurdity, a false and harmful practice not only for the students who are subjected to said malpractice regime but the teachers also.
Why do you insist on using shit, and yes it is shit, data?”
You didn’t answer my question.
And no, none of the data to which you refer is valid.
I made many of those decisions and assessments that you describe without any invalid “data”. Every day! For 21 years in the classroom. You need to break you feelings/belief that “data” is a demi-god.
The comment about immigrant students and math spoke to me. I volunteer as a math tutor. To test the proposition for myself, I took the GED math exam in Spanish. I wanted to see how important language is for that test (I don’t know Spanish). I passed. That says to me, if you know the math, the English won’t get in your way.
That tracks with our experience with immigrant students; math is the first section they can pass. (GED math is high school algebra and geometry.) A woman who completed sixth grade in Mexico, because that is as far as school goes in her village, can usually get the math in less than a year. English, social studies and science typically take longer.
Duane – You wrote, “’I’ve used data all my life-we all do. But I am very adamant that using corrupt, invalid data… is an absurdity. I am wondering how you knew that the data that you used and collected was valid data. How do you know the assessments you gave and the data you collected were valid? So, are you saying all data is invalid? And thus, why use it? I am honestly asking.
Stephen – thanks for your thoughts – and this is my point about using data. If we don’t use data, then teachers can make assumptions, They can assume that just because someone doesn’t speak English well that the student cannot do math well, and that’s completely false. Without data, students may be limited in their options. Relying only on data as numeric data is bad, But NOT relying on any data at all, in my opinion, is also bad.
The data was valid, you know how much X rollformer put out today, or how many of X medication was used in the hospital today, or what is the repeat of the particular fabric that I am using.
You’re love affair with data is ludicrous and risible. And you haven’t answered my question: Why do you insist on using shit, and yes it is shit, data? The data I used was legit and valid. The data you propose to and use is invalid and corrupt.
And I’m being serious when I ask: Why do you insist on using shit, and yes it is shit, data?
Sorry Duane – I’m not sure what these statements have to do with students: “The data was valid, you know how much X rollformer put out today, or how many of X medication was used in the hospital today, or what is the repeat of the particular fabric that I am using.”
And all of this data is categorial – in terms of medication – if you gave X medication, you would want to know if it helped someone right? And if it didn’t you may need to CHANGE the dose, right?
I understand that the data that comes from certain assessments is not great data – and I see your point on not using it at all (although I would counter that there could be some value of some of the data). BUT you haven’t answered my question.
As for why I insist on data = it’s because I’ve seen too many decisions made without any data at all – do you think that’s good?
You asked if I used data in my life. I didn’t start teaching til I was 39 so I used all kinds of data, good solid data before then. True data, not invalid worthless data to which you refer.
Yes, not using data, especially “not great data” can be the right course of action. I cannot comprehend using invalid corrupt data for anything. But that is what you insist is what needs to be done.
Data ≠ God
Duane, you write, “Yes, not using data, especially “not great data” can be the right course of action.” – so decisions are made haphazardly without any real reason. When that happens, students can be hurt and not allowed to succeed. And decisions are made on other factors, such as race, or socio-economic status, as opposed to really knowing who studetns are and what they can do – is that really a good thing?
Once again, it seems that there is no middle ground for you at all – it’s either all or nothing – which is not the way I view most things (and certanily nearly all things in education)
Using valid data is one thing. Using invalid corrupt data is another. I made/make decisions using valid data and reject that invalid data which you use and hold up as some sort of gold standard, which it isn’t. It’s crap. Again, why would you use shit data to make any decision?
You’re right that I don’t accept any middle ground on using invalid crap data. I completely and rightly reject it and so should you. Why don’t you reject crap data?
Businesses minimize expenses to maximize profits. In forcing business models on schools, districts minimize expenses to maximize “achievement” data, since schools don’t make monetary profits. The data are meaningless. We are, therefore, cutting our budgets and reducing the quality of service we provide in order to maximize gains of a sort of worthless cryptocurrency. Test scores are the Dogecoin of education and pursuing them is the essence of stupidity, alongside blasting Teslas into space.
Yes!
Really great analogy.
While I agree in principle, I look at it from a different angle. I have harped on how issues are framed because once you adopt or acknowledge the unconditional validity of your opposing political argument you have lost the battle before it even begins. The first sentence here is a perfect example. The whole argument tries to fight on the plane of the “education as business” model. There’s no way, as you rightly conclude, education advocates will EVER win that argument.
What we should be fighting on is the “education as a national priority” battlefield. Cost doesn’t really matter much when it’s a national priority. See military spending for the most pertinent example. When education is a national priority, then how we accomplish the goal becomes a national discussion centered on quality, not the quantity of dollars. Conservatives love to use the analogy of a household budget and how that means we have to make priorities. But anyone who manages a household budget knows there are times the budget takes a back seat: a cancer diagnosis in the family, a job loss, etc. We deal it to get our lives back on track. That’s what our goal as education advocates should be.
And on a larger note with respect to the upcoming elections, Democrats only have a chance of winning if they discuss big, national, existential issues and get enough people to agree with them enough to actually go out and vote. Tinkering around the edges talking about policy objectives of tax breaks is a losing proposition; there’s no way Democrats can win on that. People have made up their minds. Anyone who publicly says they are thinking about it can be chalked up to vote republican. Those who have declared their allegiance will not change, they will vote, and they will do everything possible to make sure you don’t.
Education should and must be a centerpiece of such a campaign. Without it we will continue to be held hostage on a rolling issue basis by a vocal minority set on, at the very minimum, prevent anything from happening that does not put them in what they perceive to be positions of public privilege. If you are considering voting against Biden’s slate, then you are voting to potentially deny yourself, but more likely, others from voting. If you think racial progress has advanced rapidly and is less of an issue than it was 20, 40, 60, 100 years ago, then you are likely the biggest part of the problem. Because you can say one thing in public and sound reasonable, but act on your deepest fears of falling behind the “other” and vote otherwise. You’re OK with a potential loss of de facto dictatorship by a minority because you figure you’re going to be grandfathered in to join the majority.
THE national priority right now is saving this form of governing, however ugly it might be. Education is key to this. I have no confidence that any of this will happen and am preparing for the worst.
This continues to break my heart. My mom taught over thirty years, training future teachers, and I retired after forty-one years. Sadly, I discouraged my children from entering the field that was our family tradition. Teaching was a great joy; students, parents, and colleagues remained wonderful, but the intrusions from outside, including state and federal mandates not based on what is best for children, became untenable. The one member of my family’s next generation to enter the profession is working with great joy and satisfaction at a private (non-religious) school. What a loss for our public schools.
Retired public school teacher
Right with you, E. Breaks my heart.
My wife and I were career teachers and I can still remember the day that one of my daughters called and asked if I would mind if she changed from education to medicine. I cheered so loud they heard it in the school office and I was on the playground. Now I have two daughters who are medical pros and two others who are not teachers, thank god.
Reblogged this on Crazy Normal – the Classroom Exposé and commented:
There’s isn’t a shortage of teachers that want to teach, but there are teachers that are leaving the profession because of the decades long war of words and horrible rules and even worse policies that has been waged on public education that makes it almost impossible to teach.
This war was declared back in the 1980s by Republican President Ronald Reagan, a war that escalated with No Child Left behind decades later by another Republican President G. W. Bush, and then again by Democratic President Obama.
President Traitor Trump also continued that war and so is Democratic President Joe Biden.
First mistake Mrs. Tichon made was not letting ALL her students (kindergartners !) out for recess.
Second mistake was giving up ANY fraction of her lunch period to meet with her thoughtless and unreasonable principal.
Third mistake was not walking out IMMEDIATELY the next time her principal cited her.
Ultimately, though, she redeemed herself by being a “troublemaker” and accumulating 13 citations. Any future school and principal worth working for will see these as certificates of excellence,
Mrs. Tichon did not make any mistakes. She tried to stay with a group of students she cared about and needed to follow rules she had no say in creating.
Her principal and the powers that be – made, and continue to make, the mistakes.
The ONE Secret Every Great Lover Knows!
IRS Rules Change Could Send YOU to Prison
Young Woman Left in Dumpster at Birth Graduates from Oxford, Marries Footballer
There, now that I have your attention, let me talk to you about the technical problems that render the “data” from state standardized tests in English invalid and unreliable. If you are like most people, at this point, you glanced at the paragraphs of text ahead and asked yourself, “Geez, am I going to wade through all this?”
One of the reasons why the standards-and-testing occupation of our schools has been so persistent and so impervious to reasoned criticism is that reasoned criticisms of the standards and the testing aren’t exciting to read and can’t be made in soundbites. The leaders of Ed Deform, in contrast, can keep churning out slogans:
Tests Show U.S. Students Still Behind
My Child, My Choice: Inside the Parent Revolution
The Deformers remind me of a fellow I met in a Philosophy discussion group I used to go to who said this: “The only reason people aren’t all Libertarians is that they don’t know any Economics.” Like that guy, the Deformers have a simple ideology that they believe to be OBVIOUSLY true: The way to improve schools is to make a list of what kids need to know and be able to do (standards) and then test them to see if they know and can do those things (assessment). Reward whatever improves scores, and punish whatever doesn’t, and schools will improve.
To the Deformers, anyone who might oppose universal standards, mandatory testing to gather actionable data, and educational decision making based on that data is JUST A KOOK—someone who doubts the obvious and adheres, instead, to fuzzy and/or crazy notions, which, they imagine, would include just about everyone who posted above.
Now, here’s my contention: The Deformers’ simple formula is wrong. At its heart lies the FALSE belief that the federally mandated state testing provides accurate, valid, actionable data. The royal roads to discrediting Ed Deform are, I think, to show that it hasn’t had the results that the Deformers predicted AND that the supposed “data” on which it is based is not accurate, is not valid and therefore not actionable.
But both require explanation that most people find too tedious.
And there’s the rub.
That’s why I tried to summarize the major reasons why the standardized ELA tests don’t work in a single, concise essay.
Alas, I’ve posted this piece, the most important I’ve ever written, I think, many times, in many places, and it almost never draws viewers or comment. Data validity isn’t high on people’s list of consuming passions. Maybe I should start with this:
Unborn Baby Sings like Elvis! Story Below!
I’m confused. Where is the post about the Elvis baby?
Haaaa!!!
Anyone who teaches ELA (especially grades 6-12) should read this.
This is such a thorough and thoughtful analysis. I trust your expertise and analysis to the point I wish you were on a committee within the department of ed. – a committee with change making capabilities. Or the department head with complete autonomy. We need people with your expertise and care to be in decision making and leadership positions.
If you saw “Don’t Look Up,” and I think you did, you know that the public would rather be entertained by trivia than alarmed by facts.
Today in America, Harrison Bergeron lives in a Brave New World built from 1984. Dystopian fiction used to be science fiction, set in the future. Today in America, dystopian fiction is set in the present. Seriously, people nowadays spend money on cryptocurrency and even on virtual clothing for video game avatars. People live in fantasy worlds. School administrators live in fantasy data worlds.
Nonsense, Bob, it’s that we’re just too timid. I give you:
Illiterate High School Grads Pass State Exams with Flying Colors
Kindergartners’ Personal Data Used to Bombard Parents With Video Game Ads
State Earns “Soaring” Standardized Test Scores and an “F” on the Nation’s Report Card
lol
Tim Slekar: is the Mrs. Tichon story true? (Just curious.) Of course, even if not, it certainly could be…anywhere in America.
A few days ago, Diane (&, thanx, Diane!) posted the link to Witness Slips for the IL House Bill, telling legislators NO testing for K-2, via the terrific group IL Families for Public Schools.
The bill had a House Hearing last week, & picked up the head of the Education Committee as a Chief Co-sponsor, & then another member of the Committee stepped up as a sponsor. The bill made it out of Committee!
There is NO reason that some in IL are calling for testing in K-2: it’s not federally mandated.
Someone’s getting their hands dirty w/the filthy lucre 🤑💰🤑💰 garnered by Pear$$$on, et.al.
This summer: to the streets, people!
&–you those of you in IL–KEEP up the pressure:
CALL your legislators & tell them to sponsor/pass SB 3986. (This ILGA Session ends 2 mos. early this year: last day is 3/31, so go to ILGA.gov to ✔️ on all bills: keep ✔️ing House & Senate Committee Hearing Schedules)
BTW, fill out Witness Slips as Proponents of
HB 5214 (Requiring Interpreters for IEP Meetings) AND HB 5241 (ENDING Requirements for Videotaping/Audio Recording
Student Teachers/EdTPA): House Committee Hearing THIS Wednesday, 2/16, 2:00 PM! Direct Link to 5214:
https://bit.ly/HB5214feb16
Tim Slekar told me it was true but obviously the names are changed
True. Sadly I had many teachers tell similar stories. It was a constant theme in the interviews to find teachers at their wits end with a moral choice that forced them to say “enough” or more sadly, “I quit.”
But how would a 4 year old complete a “literacy check” by themselves?
And what is a “literacy check” in Kindergarten anyway?
Just recalling from too many years ago that 4 year olds aren’t yet expected to read, and back in my kid’s day, the only way the teacher could evaluate a 4 year old was via a one on one interaction.
So can anyone be more specific about what a “literacy check” for a 4 year old would be and why some kids would take longer and have to miss recess?
And I don’t quite understand why spending “more” time is relevant? If the point is to check their literacy and they can’t complete whatever task a 4 year old is supposed to complete in the time allowed (which I still don’t get), that IS a check. Keeping students who “fail” in for recess is just that – a punishment for failing a “literacy check”, not the “literacy check” itself.
@NYC – your questions and observations make too much common sense.
I’m guessing the “literacy check” is about rhyming and beginning sounds and lots of pictures. But again – not appropriate for a 4 yr old to be assigned or asked to complete themselves….
or – miss recess – the most vital part of the day (should be about the only part of the day) for a 4 year old.
Thanks, Tim & Diane. Terrible.
Wishing every state strong parents for public education groups & strong legislators who will step up to the plate.
Also–more administrators (who are NOT adminimals) who recognize & admire classrooms in which they hear (& appreciate) the laughter of children (referencing Duane, of course, & speduktr).
I was interviewed yesterday. Do financial incentives work to motivate new people to become teachers?
I’m not opposed! However it is not the solution to the problem—the total oppressive context in which teachers can’t teach.
https://www.wpr.org/teachers-want-quit-and-there-arent-enough-people-replace-them
Professional salaries, not signing bonuses
Sorry so late to the conversation. Jlsteach’s opening salvos inspired my response:
“This would be great [ending high-stakes standardized testing], but then we would have to TRUST human people all of the time – we have seen humans make poor decisions.” The idea that collecting and analyzing data via standardized tests eliminates poor ‘human’ decisions is just silly. Standardized tests are created by humans, as are the algorithms correcting and analyzing the results. There is no analysis comparing the quality of human-designed state-standardized tests to teacher-designed/ corrected tests as to their accuracy in assessing what is taught in the classroom.
The supposed superiority of stdzd testing is a chimera. The stakes attached ensure that they will be manipulated, e.g., state-established “cut scores” to maintain federal funding, and worse. NAEP assessments on cross-sectional samples remain our only reliable guide: they are used to compare regional trends, as is appropriate to stdzd tests per the AIA. Attempts to “control” for “teacher error” at the building level by this means are spurious and notoriously unreliable.
Your concern about passing failing kids on to the next grade is a long-standing one– goes back way before NCLB. Have the last 20 yrs of annual state-stdzd testing changed the number of students who say “I never learned anything”? We might, judging from NAEP trends, speculate that the time and emphasis on annual stdzd tests has actually lowered the degree of learning represented by hisch diploma.
Grades given by teachers have long been better predicters of college success than are scores on the SAT, and as bad as it is, especially in its new Common Core-y version, the SAT is better than the sloppy, invalid state tests are.
Bob, I would disagree about the SAT…As for Grades, I again go back to how accurate grades are – as I notced before there were teachers who simply passed kids on (or they gave high grades to everyone)., Then those kids get to college and have to take remedial classes . How is that a good predictor?
JLS, this has been studied to death. The SAT is a poor predictor of success in college after the first semester. High-school grades are better predictors. This is well known.
https://www.forbes.com/sites/nickmorrison/2020/01/29/its-gpas-not-standardized-tests-that-predict-college-success/#:~:text=Grade%20point%20averages%20are%20a,across%20schools%2C%20unlike%20ACT%20scores.
This is one of the reasons why many colleges are dropping the SAT and ACT has entrance requirements.
“perched on the edge of town,” alone, is so perfect, so understated and significant, as to have been worth a year’s writing, IMNOHO (the NO is for “not so,” hee hee).
So, this is not just some personal vendetta I have against SATs. I was, in fact, a beneficiary of them–a poor kid whose good scores got him into a great college. That’s always been the argument for how the tests were supposed to work. But here’s the deal: what they have always most highly correlated with are ZIP Codes. They reinforced the status quo while letting a few of THOSE PEOPLE (you know poor ones, POC) through. Created by a commission headed by Carl Brigham, a fervent eugenicist, the thing was first called the Scholastic Aptitude Test because it was supposed to be independent of prior educational experience or achievement (as intelligence tests are supposed to measure innate ability independent of experience–nature not nurture). Research showed that this wasn’t so, so eventually, they changed the name to the redundant Scholastic Assessment Test to account for the fact that it wasn’t independent of previous scholastic experience. But they still made the false claim that it was a great predictor of college success (which is wasn’t; it was a fairly good predictor of success in the first semester of college, but after that, terrible GPAs were better). Eventually, they dropped the notion of SAT as initialism altogether and just started calling it the SAT. Then Coleman redid the test to make it all Common Core-y. My suggestion is that that new monstrosity, with its plausible but incorrect distractors and its correlation to the puerile, backward, largely untestable CC$$, be called The Scholastic Common Core Assessment Test, or SCAT.
Carl Brigham was one of the psychologists who created the Army IQ test to sort inductees into either officers or cannon fodder. He wrote a book in 1925 asserting that the Army IQ tests showed the superiority of certain races and ethnic groups. He believed that IQ was inherited, innate and fixed. Most psychologists of the time shared his views. William Bagley of Teschers College asserted that the tests reflected environment and culture more than some fixed IQ. Italians, Poles, Russians, Jewish immigrants and others who did not speak English got low scores. Urban blacks for higher scores than Appalachian whites. I wrote about this contretemps in my 2000 book “Left Back.” Brigham’s views influenced Congress to restrict European immigration, setting quotas favoring English-speaking immigrants and Nordics while limiting immigration from Southern and Eastern Europe. Brigham created the SAT.
Left Back is on my short list of best books ever. If any reader of this blog has not yet read it, I highly, highly recommend it.
So, these tests were born out of the paternalistic, privileged notions of the upper classes. Most people simply aren’t educable, but we’ll let through the few who are. The lingering stench of this privileged paternalism is alive and well in Gates’s contention that we have too many people going to college, that’s its wasted on those who aren’t geniuses like Gates (they guy who bought someone else’s operating system, tinkered with it a bit, tried to sell it, couldn’t, and accidentally fell into its being worth a fortune and then used his monopoly position to kill competitors and so became the richest person in the world and thinks of himself as the man with the plan for everything and so much smarter than lesser mortals are. LOL.
Sorry, that comment about the line “perched on the edge of town” was supposed to go to a different thread. My apologies.
Bob – I read what I wrote, and I realize it wasn’t accurate – so let me clarify. First, I understand the lack of value of the SAT, and I do know that many have removed it as a requirement. I also understand the negative role of standardized tests. ALL that said, do you have any concern about grade inflation? Do you have any concerns about teachers simpily passing on students without having them truly understand the knowledge? If so, then how do we address these issues in education. They have been prevelant for years, and while I can see the points that standardized tests are not going to help these issues, these issues are still valid and still a concern. So let’s shift the focus – how do we address these concerns?
Thank you, JLS. I have toyed with the idea of replacing grades with portfolios of completed, accepted work and juried recitals, borrowing from what is done in music schools, with optional KNOWLEDGE-BASED assessments. With regard to teacher preparation in ELA, I agree that it could be vastly improved: https://bobshepherdonline.wordpress.com/2019/04/09/what-should-be-taught-in-an-english-teacher-preparation-program/
You raise a fair point about standardized tests not necessairly addressing the situation about students being passed on – that’s fair. But if it’s not standarized tests (or some other type of assessment), then how do we stop kids from simply being passed along?
To your question have they changed the number of students – at the very least with a test being used, I am certain that some teachers have chosen to “teach to the test” – not a great pracftice, but perhaps it is better than what would have been. There’s no real way to analyze this.
As for an anlysis of state tests vs teacher created tests – you know that would be an interesting study. BUT, in order to do so, one would have to look at multiple teacher created tests, not just the best tests.
The current standardized tests in ELA are a scam. Purest numerology. Here, read this:
We did just fine for decades before the standards [sic] and testing [sic] occupation of our schools.
Bob – you write “We did fine without standards and standardized tests”…is that really true? Because I know many students who didn’t do fine – who were passed on, who looked back and realized that they thought they had done well, and yet they then felt short changed in their education, either due to a lack of rigor, or other factors. The same students who graduate from their high school with high GPAs only to have to then take remedial classes in college because their A didn’t accurately reflect the material that should have been in the course – how is that really fine?
Thanks for your reply, jlsteach. I’m not sure there is a good answer to how one arrests ‘passing along to the next grade.’ I don’t know the extent of the problem, but I’m sure it must exist, for the same reason I think there’s little to stop it.
Early in my K12 ed (starting ’55) it was relatively common to hold kids back. One could leave high school at 16 and many did; there were jobs to be had. We morphed over the next 20 yrs into a society that requires either a hisch diploma/ GED to get any kind of entry-level job. Toward the end of that period we began eliminating trade training in the high schools. Practically speaking, how does it serve society to deny entry to burger-flipping et al because of failure to complete a curriculum that’s essentially designed for college entry? Next came an economy where there are many fewer career paths without a bachelor’s, which intensifies the problem.
So I think it’s a systemic issue. A number of Euro countries have ed systems that make more sense.
I am so sorry that this is happening. I do not know what to do or say. I cannot imagine what a child’s life is like now. There is so much out there for them now and I fear that it will not be able to be used. Hopefully maybe someone will come up with a plan. I just do not know.
Mrs. Tichon Moment.
Teachers. Please describe for me your “Mrs. Tichon” Moment. A time when you knew what was required of you crossed a moral and/or ethical boundary. A time when you realized that it wasn’t “burnout”—instead you were demoralized.
Survey: https://docs.google.com/forms/d/e/1FAIpQLSfxJc0Zi6gXw_K3ss-wgq6ROeOIoKboD-ZOPXKRY5VC65Tgzg/viewform?vc=0&c=0&w=1&flr=0
These stories will be used to help tell the story about the conditions that are driving teachers from the profession. Confidentiality is promised.
Hmm, Mr. Slekar claims we don’t have a teacher shortage, then explains why we have a teacher shortage. George Orwell would like to have words with the gentleman.
Mr. Slekar would come across as more of a straight shooter if he didn’t try to redefine what words mean.
Greg, clearly, what Mr. Slekar explains is that there is no teacher shortage (subscript a) but, rather, a teacher shortage (subscript b). Two different meanings, and a difference that makes a difference. This is so obvious that yours seems to me a willful misunderstanding of the post.
When there are more licensed teachers not teaching than vacant classrooms it is impossible to have a “shortage.”
“ROSEVILLE, MN — More than half of Minnesota teachers holding a license are not working in a public school, according to a new report published Wednesday by the Minnesota Professional Educator Licensing and Standards Board.”
https://mn.gov/pelsb/board/news/?id=1113-377256
Mr. Slekar – you are using one data point here – do we know why those have chosen to not teach? I was in this boat myself for two years when I was a stay at home dad. I would also add there there are SOME areas that do have shortages such as STEM areas…AND there’s a key here “NOT working in public schools” – so they could be working in education, they could be working in private schools…I’ll raise this – where I work there are at least 20 openings right now in middle and high school math) – I know that may not seem like a lot, but that’s at least 20 classrooms where students are not learning, or have a long term sub, etc.
We need to change the narritave here and stop putting things in absolutes.
My point here is that by only focusing on a “shortage” we will forever keep our attention on sending more bodies to the lines.
The real issue is retention.
Therefore the REAL issue is the climate in our classrooms and schools. If we focused on the “climate crisis” I would be all in.
Producing more STEM teachers and Special Educators is needed for sure. However, if they leave in less than 3 years then we’ve actually done nothing beneficial for kids, schools and our communities. And one research point that needs to be highlighted. If we paid a professional salary, granted professional agency and retained 1/3 of the teachers that leave annually we would not be having this discussion.
We have an exodus of teachers do to the climate crisis in our classrooms and schools. This fact is why we have a “shortage.”
jlsteach
Every teacher I know, just about, and I know a lot of them, is sick to death of the job now, and there are lots and lots of folks like me who would have continued in this job if it hadn’t been rendered absurd by Ed Reform.
Bob – I understand the frustration – I don’t agree with all of the things that have happened in the name of reform. However, I raise this question – why was there a need for a reform? I recall reading an article (I forget where) that mentioned if people were polled about the status of education, many would give education in the US a B-/C, but if you asked the same people about their local school it would be a much higher grade. Everyone says their school is great, but no one is really willing to take a look at it carefully and admit there is room for improvement.
Not do. due. or better, because of the …
Mr. Slekar – I would agree with many of the things that you have written. However, consider this – many on this chain have spoken out against having assessments such as edTPA or similar licensure assessments because a) they don’t demonstrate that a person will do well in the classoom or b) they limit the number of teachers of color entering the profession. Some could see the lack of such assessment as lowering the bar. And yet, as you noted, teaching could retain more IF the profession was treated, well, professionally. A fair point – but let’s look at other professions – doctors, architect’s, lawyers, etc. They ALL have assessments (high stakes) they must complete in order to enter into the profession.
I’ve used the phrase both ways often here, because I believe that the pendulum of education policy often swings from one end to the other wihtout considering the middle. As Dr. Ravitch noted in the story from Dr. Sahlberg, in Finland they have high stakes tests and limited ways to enter the profession. Their teachers are PAID a lot more. IF we did that, would we potentially have a shortage? If you took out ALL of the teachers who pursued alternative roots, would we have enough teachers? Just today I saw a gentleman who had been in the Navy for many years and wanted to do a career change – he completed an alternative certification, has been named teacher of the year at his school and now is considering a position supporting new teachers in our district. What is the balance to increasing the professionalism part of the teaching profession?
jlsteach . .
I am curious about your personal experience in the public classroom. What grade do you teach/have you taught and how long have you been teaching?
Do you find that over the years the time you have spent assessing your students is a greater benefit to them – than using that time to teach and build a learning community.
Jlsteach, re: EdTPA
I took a look at the discussions we’ve had on this blog about EdTPA. There was a strong, vetted, professional article stating concerns whose substance was never rebutted https://kappanonline.org/whos-assessing-assessment-cautionary-tale-edtpa-gitomer-martinez-battey/ There’s simply no vetting/ field-testing/ feedback loop– nothing. Claims of reliability are sales puffery/ hot air. Nothing professional about this thing, just another ed-industry product peddled to state DOE’s to meet another political agenda via marketing. I noticed NYS Regents Board is looking to get rid of it.
I don’t think we can say there’s inherent pushback against a preservice entry exam per se, just that this isn’t it. But IMHO, I don’t see the need. Entry-level teachers in most states have to pass not only coursework, but a year-long mentored practicum. And then all they get is a provisional certificate pending completion of master’s degree within x# of yrs (dep on state). And there’s that 3-4yr period (dep on state) where they can be fired at whim before even being considered for tenure.
A colleague texted this column in the New York Times:
The comments were interesting to read…. some were specifically from teachers such as this one:
“I am a teacher. Every single one of my colleagues is burned out. Our principal is actually a lovely, understanding administrator (few and far between) who values our mental health and doesn’t give us flack for leaving early for family related matters. We work in a relatively affluent neighborhood with adequate resources. And it is still utterly exhausting-physically, mentally, emotionally. The kids just need so much. I hear my name called 100 tines in one class period. Someone is always crying, upset about parents divorcing or fighting with their best friend. Students are having anxiety attacks in the bathrooms. Students are grade levels behind. I put out at least three emotional “fires” before I even begin teaching. There is not enough time to meaningfully prep for our classes, grade and give feedback, enter the mountains of data we are required to collect, and sit through mandated trainings we have o time to implement. Our 45 minute prep is a joke; you are lucky to use the bathroom, refill the water bottle, and get one lesson prepped, let alone tackle the rest of your to to do list. And that’s only if you don’t find a student crying in the hallway. Then you open your email inbox to find parents complaining that you didn’t give the study guide out in enough time, that you’re not doing enough, why don’t you do morning tutoring, why did you tell Jonny to put his cell phone away. The teachers are not ok. The kids are not ok.”
I thought of this post when I was reading the comments.
Reblogged this on slekar.
You hit it on the nail! Politics need to stay out of the schools! Teachers became teachers for the love of learning & the love of children..mixing those two together to inspire that spark! I feel something has got to change back to when teachers could be teachers!