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39% of Students in Montclair, New Jersey, Opt Out of PARCC Tests

By dianeravitch
April 1, 2015 //
17

The new interim superintendent in Montclair, New Jersey, released the Opt Out numbers: 39% opted out in grades 3-11. That is a stupendous number and a victory for the parents who rejected the PARCC sham.

The story was posted an hour ago at NorthJersey.com: “Montclair School District Releases PARCC Opt Out Numbers” (for some unknown reason, I can’t get a link, but google and you will find the story).

Out of a total of 4,623 students in the district registered to take test in grades 3-11, 1,795 refused, or 38.8 percent.

What the amounts also show is that the percentage of students who were opted-out by their parents, with some exceptions, rose as the grade levels got higher.

According to the information provided by the district, 3,170 students across the district in grades 3-8 registered, with 968 refusing to take the test. The number of students who were opted out is 30.5 percent.

In grades 9 through 11, 1,453 students registered, with 827 not taking the test, or 56.9 percent opting out.

The highest percentage of students not taking the PARCC tests were juniors at Montclair High School. About 66.5 percent or 319 out of 480 students opted out.

The lowest percentage was in the third grade level at Watchung School, with only one student opting out of the 76 registered, or 1.3 percent.

Categories New Jersey, Opt Out, Parents, Testing

Houston: No Choice for Opt Outs

By dianeravitch
April 1, 2015 //
11

Very few parents are expected to opt out in Houston. The culture of testing is so deeply ingrained that few question why their children are subjected to weeks of preparation for bubble tests and for a school year dominated by the tests. Parents and children are afraid of hurting their teacher if they don’t take the tests.

The article goes into depth about the docility created by that culture in a state that claims a strong streak of individualism. Frankly it sounds like the education system creates sheep, not people capable of thinking for themselves.

Read this terrible story:

“A TEACHER at a Montrose elementary school is refusing to administer the test for the same reasons.

”Before moving to Houston I taught in a private school,” says the teacher, who asked that both she and her school not be named. When she first arrived in Houston, she says, she taught at an HISD school outside Montrose, and was horrified by her first glimpse of test culture.

“It was not teaching, it was not learning,” she says. “It created an abusive environment for everyone: children, teachers, administration.” She moved to her current teaching position in Montrose with the idea of eventually starting her own school, and was delighted by the humane environment she found. Until, that is, this February, when she had to administer the DLA, a STAAR length practice test required by the district.

”You have to understand: the school shuts down,” the teacher says. ”There is no teaching. There is no learning. I had to sit there and force fourth grade kids to take four-hour long tests, and do it the next day and the next day, and act to them like it was a totally normal thing. It made me feel like a hypocrite. I was implying to the kids that this is something I believe in.”

“Worse, she says, even when the testing is done a corrosive effect on learning continues.

“Once the testing was over last year, I thought, I’ll actually be able to teach my kids something,” the teacher remembers. “I passed out a story, we read it as a class, and the next day I passed out a quiz. One of my students raised her hand and said, ‘I don’t get it – isn’t there multiple choice?’ She didn’t know what to do when it wasn’t multiple choice and the answers weren’t provided. I don’t feel that my kids understood what learning was.”

“The teacher has decided to leave HISD at the end of this school year. But first, she told her principal, she was going to protest.

”All I will say is that my principal was as understanding as he or she could possibly be,” the teacher says. Instead of administering the exam, the teacher will take personal days during the testing period, offering volunteer enrichment education for students who are opting out.

“Like many parents, though, the teacher broods about the wellbeing of her colleagues. “Unfortunately I can’t make as public a statement as I want to,” she says. “Test culture is a culture of fear. Everybody is terrified. Nobody knows what the consequences of their actions are going to be.”

Categories Opt Out, Standardized Testing, Texas

Students in Lake Oswego, Oregon, Lead Opt Out Campaign

By dianeravitch
March 31, 2015 //
8

A group of high school students in Lake Oswego, Oregon, has launched a campaign to persuade their classmates to refuse the Smarter Balanced tests, which will be given in April and May.

 

I have always believed that students are the best advocates for change, because they are the victims of the adult obsession with measuring their brains with bubble tests, and they have an additional advantage: they can’t be fired.

 

Here is the story:

 

Last week, they mailed letters to the parents of more than 300 LOHS juniors, urging them to opt out and including a link to an opt-out form they’d created.

 

“It’s not that we want to cause trouble for the school district or the parents or anything,” said Shaheen Safari, a junior and Student Union member. “It’s just what we personally believe in. We’re exercising our democratic right to speak our voice.”

 

The Student Union evolved from a series of stories on the front page of the March 13 issue of Lake Views, the LOHS student newspaper. The coverage included an opinion piece by all six editors headlined “Everyone, opt out now,” a news story about opt-out efforts across the country and a local story that quoted faculty, administrators and teacher union president Laura Paxson Kluthe…..

 

“Opting out is a private action, allowing status- and appearance-focused Oswegans to resist in an environment that contemporarily antagonizes political action,” said Daniel Vogel, an LOHS junior and co-editor-in-chief of Lake Views.

 

Students in grades three through eight and high school juniors are scheduled to take the SBAC tests this spring. The tests involve more in-depth problem solving than previous assessments, and about 30-40 percent of Oregon students are not expected to meet the new standards, according to state Department of Education spokeswoman Crystal Greene…..

 

A school’s performance rating is linked to its implementation of SBAC, and one of the criteria for a top score is student participation of 94.5 percent. On the five-point rating scale, enough LOHS students have opted out to drop the school from a five to a four. A lower rating affects a school’s image, Greene said, because some people use the rankings when deciding whether they will move to a particular neighborhood.

 

For LOHS junior Farah Alkayed, that’s not a good enough reason to take the new tests.

 

“We think it’s more important to create change in our education and educate people about (SBAC) than to be concerned with our school’s ranking,” Alkayed said….

 

“Opting out is a lot easier than holding rallies or encouraging students to walk out of the tests, and students/parents cannot be punished for opting out,” he said. “That’s not to say we’ve ruled out the possibility of walkouts or rallies. Opting out allows us to gauge support for further actions.”

Categories Opt Out, Resistance, Students

BREAKING NEWS: AFT President Randi Weingarten Endorses Opt Out!

By dianeravitch
March 31, 2015 //
52

This is great news!

 

Randi Weingarten, president of the American Federation of Teachers, tweeted and wrote on her Facebook page yesterday that she supports parents who opt out of the PARCC tests. She had previously spoken out of behalf of opting out when participating in a parent-teacher rally at Fort Drum, New York. Yesterday she said that if she were a parent of children in the public schools of New York, she would opt out too.

 

Opting out is not about helping the teachers’ union or opposing accountability. It is a message to governors and legislators, to Congress and the Obama administration that testing is out of control. Testing is not teaching. Since the passage of NCLB in 2001-02, billions of dollars have been spent on test prep and testing. In the case of the Common Core tests, the results are not reported for 4-6 months, the teacher is not allowed to see what students got right or wrong. The tests have no diagnostic value. None. They are used solely to rank and rate students, teachers, principals, and schools. Furthermore, they are designed to fail the majority of students because of the absurd “cut scores” (passing mark) pegged to NAEP’s proficient level. We are the most over tested nation in the world. Enough!

 

Any politician who advocates for the tests should do one simple thing: Take the eighth grade math test and publish your score.

 

Thank you, Randi, for personally endorsing opt out! Encourage your members across the nation to join those who are defending their students and their profession. It is hard to stand up alone; in unity there is strength.

 

 

She wrote on her Facebook page:

 

 

I have been in NY alot fighting shoulder to shoulder with educators and parents against Cuomo’s wrongheaded actions. I was asked the question abt opt out today and this is what I tweeted out.

 

We believe parents have right to opt-out & tchrs shld be able to advise parents how. We’ve said it repeatedly, are fighting for it in ESEA.

 

@lacetothetop et al have asked what I’d do if I had kids in NYPS—based on what I’ve seen, if I had kids, I’d opt them out of the PEARSON (PAARC) tests this yr

 

It’s crazy what’s happening in NY, w/ Cuomo leading the misuse of testing. We understand why @NYSUT and parents are calling for an opt-out

Categories Accountability, New York, Opt Out, Standardized Testing, Teachers, Testing, Unions

Dozens of NY Teacher Associations Endorse “I Refuse” Resolution

By dianeravitch
March 30, 2015 //
11

Dozens of teacher associations have endorsed a strong resolution against high-stakes testing.

These groups include:

Amityville Teachers’ Association
Associated Teachers of Huntington
Babylon Teachers’ Association
Baldwin Teachers Association
Bay Shore Classroom Teachers Association
Bellmore-Merrick United Secondary Teachers
Bellport Teachers Association
Bethpage Congress of Teachers
Brentwood Teachers Association
Brockport Teachers Association
Camden Teachers Association
Carmel Teachers’ Association
Center Moriches Teachers’ Association
Central Islip Teachers Association
Clarkstown Teachers Association
Commack Teachers Association
Connetquot Teachers Association
Deer Park Teachers’ Association
East Williston Teachers’ Association
Elwood Teachers Alliance
Farmingdale Federation of Teachers
Freeport Teachers Association
Fulton Teachers Association
Garden City Teachers’ Association
Glen Cove Teachers’ Association
Half Hollow Hills Teachers’ Association
Hamburg Teachers Association
Hauppauge Teachers Association
Hastings Teachers Association
Hewlett-Woodmere Faculty Association
Hicksville Congress of Teachers
Ichabod Crane Teachers Association
Islip Teachers Association
Kingston Teachers Federation
Lancaster Central Teachers Association
Lake Shore Central Teachers’ Association
Lakeland Federation of Teachers
Lawrence Teachers’ Association
Levittown Teachers Union
Lindenhurst Teachers Association
Little Flower Teachers Association
Locust Valley School Employees Association
Lynbrook Teachers Association
Merrick Faculty Association
Middle Country Teachers Association
Middle Island Teachers Association
Miller Place Teachers Association
MORE Caucus (NYC)
New Hartford Teachers Association
New Paltz United Teachers
New Rochelle Federation of United School Employees
New York Mills Teachers’ Association
North Babylon Teachers’ Organization
North Bellmore Teachers Association
North Merrick Faculty Association
North Rockland Teachers Association
North Shore Schools Federated Employees
North Syracuse Education Association
Oceanside Federation of Teachers
Oneonta Teachers’ Association
Orchard Park Teachers Association
Patchogue-Medford Congress of Teachers
Plainedge Federation of Teachers
Plainview-Old Beth Page Congress of Teachers
Port Jefferson Teachers Association
Port Jefferson Station Teachers Association
Ramapo Teachers Association
Rocky Point Teachers Association
Rockville Centre Teachers’ Association
Rome Teachers Association
Sauquoit Valley Teachers Association
Sherburne-Earlville Teachers’ Association
Smithtown Teachers Association
Spencerport Teachers Association
Springville Faculty Association
Shoreham Wading River Teachers Association
Three Village Teachers Association
Troy Teachers Association
United Teachers of Harborfields
United Teachers of Seaford
Valley Stream Teachers Association
West Babylon Teachers Association
West Canada Valley Teachers Association
West Genesee Teachers’ Association
West Hempstead Education Association
West Islip Teachers’ Association
West Seneca Teachers Association

This is the resolution they support:

Resolution to Support “The I Refuse Movement” to Oppose High Stakes Testing

WHEREAS, the purpose of education is to educate a populace of critical thinkers who are capable of shaping a just and equitable society in order to lead good and purpose-filled lives, not solely prepare that populace for college and career; and

WHEREAS, instructional and curricular decisions should be in the hands of classroom professionals who understand the context and interests of their students; and

WHEREAS, the education of children should be grounded in developmentally appropriate practice; and

WHEREAS, high quality education requires adequate resources to provide a rich and varied course of instruction, individual and small group attention, and wrap-around services for students; and

WHEREAS, the state assessments are not transparent in that–teachers and parents are not allowed to view the tests and item analysis will likely not be made available; and

WHEREAS, the assessment practices that accompany Common Core State Standards – including the political manipulation of test scores – are used as justification to label and close schools, fail students, and evaluate educators; therefore be it

RESOLVED that NYSUT opposes standardized high stakes testing that is currently pushed by the Federal and State governments, because this testing is not being used to further instruction for children, to help children, or to support the educational needs of children; and be it further

RESOLVED, that NYSUT advocates for an engaged and socially relevant curriculum that is student-based and supported by research; and be it further

RESOLVED, that NYSUT will embark on internal discussions to educate and seek feedback from members regarding standardized high stakes testing and its impact on students; and be it further
RESOLVED, that NYSUT will lobby the NYS Board of Regents to eliminate the use of high stakes testing; and be it further

RESOLVED, that NYSUT will ask that all of its members have their own children refuse to take the Grade 3-8 assessments: and be it further

RESOLVED, that NYSUT will organize other members and affiliates to increase opposition to high stakes testing; and be it further

RESOLVED, that a copy of this resolution will be sent to the NY State Board of Regents, the Governor of NYS, and all members of the NYS legislative branch; and be it finally
Resolved, that if after this resolution is passed at the 2015 NYSUT RA, the resolution be sent to the NYSUT Board of Directors for the purpose of having the NYSUT Board of Directors craft an appropriate version of the resolution that the NYSUT Board of Directors can vote to send to the American Federation of Teachers for consideration at the AFT July 2016 Convention.

Please encourage your members to purchase/replicate these bumper stickers/magnets to support test refusal as a way to stop corporate education reform.

http://www.cafepress.com/nysalliesforpubliceducation

Categories New York, Opt Out, Resistance, Teachers

A Handbook for Education Activists

By dianeravitch
March 28, 2015 //
13

I have not read this book yet, but it looks like a must read. People are always asking, “What can I do to save our public schools? What can I do to stop the hideous explosion of testing?” This book offers answers.

An Activist Handbook for the Education Revolution

United Opt Out’s Test of Courage

Edited by:
Morna M. McDermott, United Opt Out National
Peggy Robertson, United Opt Out National
Rosemarie Jensen, United Opt Out National
Ceresta Smith, United Opt Out National

Published 2014

Contributions by: Rosemarie Jensen, Shaun Johnson, Morna McDermott, Laurie Murphy, Peggy Robertson, Ruth Rodriguez, Tim Slekar, Ceresta Smith, United Opt Out National

Forward by Ricardo Rosa, University of Massachusetts, Dartmouth

This book is intended for educators, parents and community activists interested in reclaiming our public schools and reclaiming the public narrative around education policy. The book infuses research about the recent history of education policy reform, the strategies United Opt Out uses for fighting back against these policies, and proposes solutions that work to create sustainable, equitable, anti-racist, democratic and meaningful public education. This book is for anyone interested in an “insider’s look” behind the scene of forming an organization, or leading a resistance. Simultaneously the book provides scholarly-based research about the broader issues, policies and data around education reform, and the opt out movement.

Education policy has been heating up ever since NCLB but especially since the roll out of Race to The Top and the Common Core State Standards. Nationally publicized debates and discord over these policies are garnering public attention of teachers, parents, and whole communities. We hope this book will add to the library of other recent books such as Mercedes Schneider’s A Chronicle of Echoes (2014), Diane Ravitch’s Reign of Error (2013) and Bowers & Thomas (eds) Detesting and Degrading Schools (2012), that have exposed the complex corporate interest in shaping education policies and the destructive influence such policies will have on our children and on our democracy. This book uses first person narratives infused with research and scholarship, to create personalized accounts into the life of education activism. Each chapter includes an Activists Handbook section to provide support for our activist/readers in their own efforts. We hope that our experiences will inspire others to take this charge upon themselves as well.

CONTENTS

Acknowledgements. Forward by Ricardo Rosa. Introduction- by Peg Robertson. CH 1: Predators, Colonizers, and Corporate-Model Reform- By Morna McDermott. CH 2: Who We Are- By Morna McDermott. CH 3: Changing the Narrative- By Ceresta Smith. CH 4: Occupy This- By Peg Robertson. CH 5: Taking Action- By Shaun Johnson, Ceresta Smith, and Morna McDermott. CH 6: Every Narrative Has a Lens: The Value of Social Justice- By Ceresta Smith and Morna McDermott. Ch 7: A Case Study in Reform Failure: The Inconvenient Truth- By Ruth Rodriguez. Ch 8: Strategizing 101- By Laurie Murphy. CH 9: Where Do We Go From Here -By Tim Slekar. Conclusion- By Rosemarie Jensen. APPENDIX.

Categories Opt Out, Privatization, Resistance, Testing

Nicholas Tampio: The Authoritarian Genius Behind Common Core and Pearson

By dianeravitch
March 26, 2015 //
71

Nicholas Tampio, political science professor at Fordham University, here explains the profit-driven ambitions of Pearson and the philosophy of Michael Barber, the chief academic officer of Pearson. It is no surprise that Pearson looks to the American testing market as a cash cow. It is no surprise that it hires the best lobbyists in Washington, D.C., and in the key state capitols. It is no surprise that it is extending its reach across the globe, trying to persuade other nations that they need standardized tests to measure children and adults.

 

But what you need to read about is Michael Barber’s driving ideology, which he summarized in his book “Deliverology.”

 

We can learn more about Pearson and its sweeping vision for the future by turning to a 2011 book by the company’s chief academic officer, Michael Barber. In “Deliverology 101: A Field Guide for Educational Leaders,” he lays out his philosophy and, unintentionally, reveals why parents, teachers and politicians must do everything they can to break Pearson’s stranglehold on education policy around the world.

 

Barber has worked on education policy for British Prime Minister Tony Blair as well as for McKinsey & Co. “Deliverology,” written with assistance from two other McKinsey experts, is clearly inflected by the worldview of management consulting.

 

The authors define “deliverology” as “the emerging science of getting things done” and “a systematic process for driving progress and delivering results in government and the public sector.” The book targets systems leaders, politicians who support education reform and delivery leaders, employees responsible for the day-to-day implementation of structural change.

 

Deliverology alternates between painting a big picture of what needs to be done and offering maxims such as “To aspire means to lead from the front” and “Endless public debate will create problems that could potentially derail your delivery effort.”

 

In a democracy, we do engage in “endless public debate,” but such debates slow down the reform train. That is why corporate reformers like mayoral control and state takeovers. They like one decider who can tell everyone what to do. Local school boards are not easy to capture, there are too many of them. Like ALEC, the corporate reformers want to bypass local school boards and give the governor–or a commission he appoints–total control.

 

Barber believes in the “alchemy of relationships,” or the power of a small group of people working together to enact structural change. For example, Barber applauds Barack Obama’s Race to the Top program for providing a “once-in-a-generation opportunity to transform public education in America,” including through the Common Core. Barber’s book offers leaders advice on how to implement the Common Corestandards that Pearson employees helped write.

 

Taking inspiration from Margaret Thatcher’s motto “Don’t tell me what, tell me how,” Barber rarely discusses what schools should teach or cites scholarship on pedagogy. Instead, the book emphasizes again and again that leaders need metrics — e.g., standardized test scores — to measure whether reforms are helping children become literate and numerate. Of course, Pearson just happens to be one of the world’s largest vendors of the products Barber recommends for building education systems.

 

This spring, a prominent anti–Common Core activist tweeted, “I don’t think the Ed reformers understand the sheer fury of marginalized parents.” Barber understands this fury but thinks the “laggards” will come around once enough people see the positive results.

 

Deliverology even instructs leaders how to respond to common excuses from people who object to education reform.

 

“Deliverology” is a field guide — or a battle plan — showing education reformers how to push ahead through all resistance and never have second thoughts. As Barber quotes Robert F. Kennedy, “Only those who dare to fail greatly can ever achieve greatly.” Parents and teachers who do not want to adapt to the new state of affairs are branded “defenders of the status quo.” Barber ends the book by telling reformers to stick with their plans but acknowledge the emotional argument of opponents: “I understand why you might be angry; I would not enjoy this if it were happening to me either.”

 

The best way to throw a monkey wrench into the plans of the “deliverologists” is to resist. Opt out. Refuse the test. Join with other parents to resist. Say no. Don’t let Pearson define your child.

 

 

 

 

Categories Accountability, Common Core, Corporate Reformers, Education Industry, Opt Out, Pearson, Resistance

Over 100 Toledo Teachers Demonstrate, Ask District to Opt Out of PARCC

By dianeravitch
March 25, 2015 //
12

Over 100 teachers in Toledo demonstrated in front of school district headquarters, asking the district to opt out of the PARCC tests.

Teachers said there was too much testing and it is used punitively, not to inform instruction.

Categories Ohio, Opt Out, Resistance, Standardized Testing

Jon Pelto: A Teacher in Connecticut Defends the Right of Parents to Opt Out

By dianeravitch
March 25, 2015 //
12

In this post, Jonathan Pelto prints the statement of a teacher who defends parents who choose to opt out, despite efforts by the State Education Department to intimidate them. The state takes the position that there is no law allowing opt-out. On the other hand, there is no law prohibiting opt-out. In the upside-down world of corporate reform, the absence of a law prohibiting opt-out means no one may opt out. Just imagine all the other activities that may be prohibited because there is no law on the books specifically permitting them!

 

Martin Walsh of Weathersfield teaches U.S. history. He writes:

 

This year, after several commentators across the state noted that parents had the right to opt out of the SBAC, Connecticut interim Commissioner of Education Dianna Wentzell sent a memo to superintendents stating that “These [CT] laws do not provide a provision for parents to ‘opt-out’ their children from taking state tests.” And that, “These mandates have been in effect for many years…”

 

Several superintendents used this memo to inform parents that they had no right to opt their children out of testing. That was wrong. Fortunately, Joseph Cirasuolo, Executive Director of the Connecticut Association of Public School Superintendents (CAPSS) has now acknowledged parental opt-out rights.

 

The statutes themselves are silent on parental rights. True, there is no opt-out provision, but neither is there a non-opt out provision nor any parental penalty for opting out. Additionally, many parents have opted out of testing over the life of this “mandate” without government interference.

 

The state may be denied Title I funding if the statewide participation rate falls below 95 percent, but no state has ever been punished in that manner. Government officials should provide citizens with facts, not misleading information designed to deprive them of their rights…..

 

Enter Pearson Education and American Institutes for Research (A.I.R.), the corporations responsible for the Partnership for Assessment of Readiness for College and Careers (PARCC) and SBAC respectively. Already free to use their tests for the purpose of data mining thanks to U.S. Secretary of Education Arne Duncan’s unilateral amendment of the Family Educational Rights and Privacy Act (FERPA), these companies demand more.

 

They are monitoring student use of social media in order to determine what is being said about them and their tests and attempting to punish students who run afoul of their rules. That’s right; Pearson and A.I.R. are spying on school children. Wow. Are we living in the United States or North Korea? What about First Amendment Rights?

 

If the state board of education and local school officials support this policy, I will no longer have to refer to the Pentagon Papers case to explain prior restraint; I will merely have to read students the SBAC test rules. These rules and practices constitute a “clear and present danger” to our children.

 

Who knew so many Constitutional rights would have to be trampled upon in order to accommodate the corporate for-profit testing juggernaut? But data collection and tracking are more than worth the trade-off, right?

 

Life in the PARCC police state or under SBAC (curiously similar to SAVAK, Iran’s secret police under the Shah) will be fine, as long as no one criticizes the regime. Sounds like totalitarianism to me.

 

I propose a better solution. The best and most effective way to protect the proprietary interests of these corporations, and more importantly our liberty, is to tell Pearson and A.I.R that they can keep their damned tests and opt our children out…..

Categories Connecticut, Opt Out, Parents, Privacy and Privacy Rights

Has the Media Been Fair to Common Core Testing? Russo Vs. Merrow

By dianeravitch
March 23, 2015 //
31

Blogger Alexander Russo informed a number of other writers that he was preparing an article about the coverage of the Opt Out movement for the Columbia Journalism Review, and Russo invited them to comment. Apparently the only one who did was John Merrow of PBS.

 

Russo wrote an article that was critical of Merrow’s television coverage, which he apparently considered too sympathetic to the Opt Out people and insufficiently willing to acknowledge how many students compliantly took the tests.

 

Russo believed that reporters were putting too much emphasis on the conflicts, giving too much attention to the protestors:

 

…so far, at least, much of the media’s coverage of this spring’s Common Core testing rollout has been guilty of over-emphasizing the extent of the conflict, speculating dire consequences based on little information, and over-relying on anecdotes and activists’ claims rather than digging for a broader sampling of verified numbers. The real story—that the rollout of these new, more challenging tests is proceeding surprisingly well—could be getting lost.

 

Merrow replied succinctly here, explaining how he shaped a story that had 8 minutes on national television.

 

Anthony Cody summarized the debate here, along with his own views. Cody says that Russo wants to appear to be above the fray, when in fact he is supporting and defending the Common Core testing and criticizing those who pay attention to the protesters. Russo would like to convince reporters that there is nothing worth reporting except the success of the tests. One might have said the same things about civil rights protesters and anti-war protesters in the 1960s and 1970s. Covering the protests didn’t change history; the protesters did.

 

 

 

 

 

 

Categories Common Core, Opt Out, Testing
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