Archives for category: Standardized Testing

Say no to high-stakes testing!

Say no to data mining of your children ,

Say no to corporate reform!

Say no to those who want to monetize our children!

Here is a report from Bob Schaeffer of Fairtest:

Anyone who still believes that the resistance to testing misuse and overuse is confined to a few big cities and “liberal” activists, should click through this week’s news clips. In fact, testing protests are spreading across “deep red” states” such as Alaska, Tennessee, Texas and Utah. And “conservative” commentators are speaking out against standardized exam overkill.

A Strong Right-Wing Voice Joins the Chorus: Revolt Against the Tyranny of Standardized Testing
http://washingtonexaminer.com/revolt-against-the-tyrants-of-standardized-testing/article/2545914?custom_click=rss

Countering Fears About Opting Out
http://www.huffingtonpost.com/claire-wapole/the-fear-of-opting-out-isat_b_4993818.html

New School Tests Don’t Make the Grade
http://america.aljazeera.com/articles/2014/3/25/new-school-testsdontmakethegrade.html

Alaska Legislature Advances Bill Repealing Exit Exam, Awarding Retroactive Diplomas
http://peninsulaclarion.com/news/2014-03-20-0

Chicago Parents Irate About School Officials Questioning Children About Test Boycott
http://www.suntimes.com/news/26334435-418/parents-livid-over-cps-investigators-questioning-kids-over-isat-boycott.html

Opt-Out Movement Gains Momentum in Colorado
http://www.coloradoindependent.com/146615/opting-out

Testing Violations Continue at D.C. Schools: Michelle Rhee’s Legacy
http://www.washingtonpost.com/local/education/review-finds-four-serious-test-taking-violations-in-dc-schools/2014/03/19/8c6cdc84-af75-11e3-a49e-76adc9210f19_story.html

Delaware Teachers Push Back Against Test-Driven “Reform”
http://www.delawareonline.com/story/news/education/2014/03/18/teacher-union-members-voice-discontent/6586595/

Feds Investigate Bias in Florida’s Test-Based Scholarships
http://www.tampabay.com/news/education/college/feds-investigate-floridas-bright-futures-scholarship-program/2171469

Former Teacher of the Year Sends “Dear John” Letter & Video to State of Florida
http://www.teachingquality.org/content/dear-john-letter-state-florida

Maryland Teacher: Time to Hold “Reformers” Accountable of Policy Failures
http://indypendent.org/2014/03/21/time-hold-education-reformers-accountable

Massachusetts State Ed. Official Admits Students Cannot Be Forced to Take Common Core Pilot Tests
http://www.metrowestdailynews.com/article/20140320/NEWS/140329703

High-Stakes Testing Leads to Anxiety in Mississippi’s School Children
http://www.hattiesburgamerican.com/article/20140323/LIFESTYLE/303230011/High-stakes-testing-leads-anxiety-students

New Jersey Supers: Common Core Test Delay Would Help Students, Schools
http://www.nj.com/opinion/index.ssf/2014/03/delaying_new_standardized_testing_would_benefit_schools_students_opinion.html

New Mexico Parents Blast Standardized Exam Exam Overkill
http://www.taosnews.com/opinion/article_0730b95c-b04f-11e3-abce-001a4bcf887a.html

Number of New York Families Preparing to Opt Out Grows
http://www.ny1.com/content/news/205540/growing-number-of-parents-want-students-to-opt-out-of-high-stakes-state-tests

Parents Explain: “Why We Are Opting Out”
http://www.antonnews.com/farmingdaleobserver/opinion/36644-letter-why-we-are-opting-out.html

Brooklyn Parents Organize to Roll Back Standardized Testing for Young Children
http://www.greenpointnews.com/news/6023/north-brooklyn-parents-oppose-standardized-testing-for-young-students

Pennsylvania Parents Opt Children Out of State Exam
http://www.philly.com/philly/education/20140324_Some_parents_having_their_children.html#mj2kOHL5sRq0A0VV.99
Philadelphia Inquirer Editorial: Take Emphasis Off State Tests
http://www.philly.com/philly/opinion/20140325_Inquirer_Editorial__Take_emphasis_off_state_tests.html

Tennessee Teachers File Second Suit Against “Value-Added” Evaluations
http://tn.chalkbeat.org/2014/03/21/tea-files-second-valued-added-lawsuit-this-week/
More Tennessee Parents Opt Children Out of Tests
http://www.tennessean.com/story/news/education/2014/03/24/nashville-parents-opt-kids-testing/6850305/

Texas May Make Deeper Cuts in Number of Required Tests
http://www.woai.com/articles/woai-local-news-sponsored-by-five-star-cleaners-119078/standardized-tests-required-in-school-may-12172509

Utah Educators Criticize Time Wasted on Testing, Not Teaching
http://www.sltrib.com/sltrib/politics/57707764-90/students-teachers-testing-state.html.csp

Time to End the Feds Annual Testing Mandate
http://www.truth-out.org/opinion/item/22672-direct-the-department-of-education-and-congress-to-remove-annual-standardized-testing-mandates-of-nclb-and-rttt

Days of High-Stakes Testing Are Numbered, According to National Conservative Publication
http://www.nationalreview.com/agenda/373954/days-high-stakes-tests-are-numbered-and-thats-good-thing-reihan-salam

Teacher Quits Because Job is Now About Tests and Data, Not Children
http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/03/23/kindergarten-teacher-my-job-is-now-about-tests-and-data-not-children-i-quit/

Does High-Stakes Testing Help Students Living in Poverty?
http://www.forpubliced.blogspot.com/2014/03/is-high-stakes-testing-best-way-to.html

Is High-Stakes Testing Increasing the Rate of “Attention Deficit Disorder” Diagnoses?
http://www.nbcnews.com/health/kids-health/could-school-testing-be-driving-adhd-n55661

What Students Think About Standardized Tests
http://www.huffingtonpost.com/nicholas-ferroni/what-my-standardized-tests_b_4981580.html
“Listen” — A New Documentary About Education From a Student’s Perspective
http://vimeo.com/88905708

Finland’s Only High-Stakes Standardized Test
http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/03/24/the-brainy-questions-on-finlands-only-high-stakes-standardized-test/

Bob Schaeffer, Public Education Director
FairTest: National Center for Fair & Open Testing
office- (239) 395-6773 fax (239) 395-6779
mobile- (239) 699-0468
web- http://www.fairtest.org

Peter Greene here explains what most teachers know about standardized testing. It is a monumental waste of time and money. It doesn’t reflect what students were taught or learned.

He writes:

“Standardized testing is completely inauthentic assessment, and students know that. The young ones may blame themselves, but students of all ages see that there is no connection between the testing and their education, their lives, anything or anyone at all in their real existence. Standardized test are like driving down a highway on vacation where every five miles you have to stop, get out of the car, and make three basketball shot attempts from the free throw line– annoying, intrusive, and completely unrelated to the journey you’re on. If someone stands at the free throw line and threatens you with a beating if you miss, it still won’t make you conclude that the requirement is not stupid and pointless.

“And so the foundation of all this data generation, all this evaluation, all this summative formative bibbitive bobbitive boobosity, is a student performing an action under duress that she sees as stupid and pointless and disconnected from anything real in life. What are the odds that this task under these conditions truly measures anything at all? And on that tissue-thin foundation, we build a whole structure of planning students’s futures, sculpting instruction, evaluating teachers. There is nothing anywhere that comes close in sheer hubritic stupidity.”

The only point he overlooks is that standardized testing mirrors socioeconomic status and distributes benefits and sanctions along the SES curve.

Students have the power to stop the destructive forces that are ruining their education and treating them as data points, not humans who want to learn. They are holding a conference in Los Angeles, where they will discuss strategies to resist school closings, high-stakes testing, data mining, and other current efforts to turn their educational opportunity into an opportunity for entrepreneurs to use them. They can learn from the creative tactics of the Providence Student Union, which has utilized politicl theater to gain public support.

Go, students, go! You own the future. Don’t let the profiteers, bureaucrats, technocrats, and futurists steal it.

FOR IMMEDIATE RELEASE

Media Contact:

Hannah Nguyen
University of Southern California
Phone: (408) 644-9717
Email address: hbnguyen@usc.edu

USC Hosts EmpowerED 2014 Conference to Highlight Student Voice and Organizing in Education

Students everywhere are tired of feeling powerless
when it comes to decisions about their education.
That’s why they’re fighting back.

LOS ANGELES, MARCH 23 — On Saturday, March 29, at the University of Southern California, over 130 youth from all over Los Angeles will participate in EmpowerED: Los Angeles Student Power 2014. EmpowerED is a student-led education conference that will engage the local student community in discussing and strategizing what it will take to transform our education system to serve all students –and incorporate student voices.

EmpowerED 2014 is hosted by Students United for Public Education’s LA Chapter as a part USC EdMonth. This will be SUPE-LA’s first major event and the first EdMonth event to include local students in a discussion about educational policy issues.

EmpowerED will provide an opportunity for students in LA to learn about the student organizing that is expanding throughout the country, raise their voices on important educational issues, develop leadership and organizing skills, and collaborate with their peers on how to build a movement for student power. Israel Muñoz, co-founder of the Chicago Students Union who has spoken about his experiences on NBC and TED, will deliver the keynote address.

“Students spend most of their day in school, but almost never have a voice when it comes to decisions about their education. My fellow student organizers and I are tired of feeling powerless and have organized student unions to make sure our voices are heard,” says Muñoz. “We are very excited to share our stories with LA students, as well as hear their experiences and work with them to build a stronger local and national student movement. I am honored to be a part of a groundbreaking event that fosters peer-to-peer student empowerment and youth voice.”

Israel Muñoz marches with the Chicago Students Union
to protest mass school closings in his community.

The conference will bring together leading high school student activists from across the country who have organized and led student unions in response to the lack of student voice in top-down policies of the current education reform movement, such as high stakes testing, budget cuts, and mass school closings. In Los Angeles, these policies have further destabilized already under-resourced communities through cutbacks on the arts and humanities, mass teacher layoffs, and the reconstitution of major high schools like Crenshaw and Dorsey.

These experiences run nationwide. As such, EmpowerED will host a discussion panel with Providence Student Union’s Cauldierre McKay, Portland Student Union’s Sekai Edwards, Newark Students Union’s Kristin Towkaniuk, LA’s Coalition for Educational Justice organizer Taylor Broom, Alliance for Educational Justice’s Tre Murphy, and Chicago Students Union’s Israel Munoz.

A large part of the event will consist of hands-on, interactive workshops and open forums. There will be workshops led by all speakers and panelists on various topics such as student unionism, creative direct actions, public speaking, social media, and LA-specific movements for educational justice and student voice. Community groups like K-12 News Network and the California Student Union will also lead workshops on student voice in the budget and student organizing at the college level.

At the end of the day, students will have the unique opportunity to generate artwork that portrays their vision for student voice in education. This artwork will then be displayed in an exhibit called Collective Voice: The Wisdom of Young People on Education, at a 2015 national educational conference in Washington DC.

There will be a Livestream of the event for those who cannot make it to LA to attend. For more information about the EmpowerED 2014 conference and to access the Livestream video on the day of the event, go to empowerED2014.com.

View our promo video: https://www.youtube.com/watch?v=FIFz2qCHYcI

Follow Us on Twitter: @empowerED_2014

MEDIA INTERVIEWS

Local media is invited to attend the conference on Saturday, March 29, 2014 to:

Interview EmpowerED attendees and speakers during lunch (12:00 – 12:30 PM)
Capture footage of the featured student organizing panel (12:30 – 1:30 PM)

About Students United for Public Education

Students United for Public Education (SUPE) evolved out of the work of college students involved in defending public education from its attackers. In particular, SUPE was founded to fill a void in the movement for public education — before SUPE, there was no national student organization devoted solely to this cause. Under the guise of “closing the achievement gap” and “school choice,” for-profit corporations and their political representatives have sought to privatize and sell off public education. SUPE understands that a profit motive cannot guarantee a good education. Instead, only a robust and well-supported public education system — along with the courage and will to directly confront problems of racial and economic inequality — can provide a quality education for all.

SUPE is a community based organization because we know that public schools are the heart of every community. In other words, SUPE understands that in order for our goals to be reached, we must fight with K-12 students, parents, teachers, and community members and elevate their essential voices. We aim to work with communities to find out what their needs are, and have them lead the way in the struggle as we work as equals to organize the change they believe is best. Find out more about Students United for Public Education at: studentsunitedforpubliced.org

About USC EdMonth

EdMonth at USC is the first national student-led movement and discussion about the state of education in our country. Downtown Los Angeles and the USC campus will serve as the backdrop for educators, parents, policy makers, business leaders, elected officials, engaged citizens and students to engage in a national, collegiate student-driven discussion on the issue of improving education in our country. USC EdMonth is organized by the USC Academic Culture Assembly and USC Program Board. Find out more at: edmonth.usc.edu

© Copyright 2014 University of Southern California. All rights reserved.

Hannah Nguyen
(408) 644-9717
hbnguyen@usc.edu
University of Southern California | B.A. Sociology
Students United for Public Education | Co-National Organizer
USC EdMonth | Executive Board Member
EmpowerED 2014 | Executive Director

What a mess in Connecticut!

Robert A. Frahm writes in the Connecticut Mirror about how teachers and principals are struggling with the state’s test-based evaluation system. Teachers waste time setting paperwork goals that are low enough to make statistical “gains.” If they don’t, they may be rated ineffective.

Every principal spends hours observing teachers—one hour each time—taking copious notes, then spending hours writing up the observations.

Connecticut, one of the two or three top scoring states in the nation on NAEP (the others are Massachusetts and New Jersey), is drowning its schools and educators in mandates and paperwork.

Why? Race to the Top says it is absolutely necessary. Connecticut didn’t win Race to the Top funding, but the state is doing what Arne Duncan believes in. Stefan Pryor, the state commissioner, loves evaluating by test scores, but that’s no surprise because he was never a teacher; he is a law school graduate and co-founder of a “no excuses” charter school chain in Connecticut that is devoted to test scores at all times. The charter chain he founded is known for its high suspension rate, its high scores, and its limited enrollment of English learners.

Researchers have shown again and again that test-based accountability is flawed, inaccurate, unstable. It doesn’t work in theory, and it has not worked in five years of experience.

The article quotes the conservative advocacy group, National Council for Teacher Quality, which applauds this discredited methodology. NCTQ is neither an accrediting body nor a research organization.

Our nation’s leading scholars and scholarly organizations have criticized test-based accountability.

In 2010, some of the nation’s most highly accomplished scholars in testing, including Robert Linn, Eva Baker, Richard Shavelson, and Lorrie Shepard, spoke out against the misuse of test scores to judge teacher quality.

The American Educational Research Association and the National Academy of Education issued a joint statement warning about VAM.

Many noted scholars, like Edward Haertel, Linda Darling Hammond, and David Berliner, have warned about the lack of “science” behind VAM.

The highly esteemed National Research Council issued a report warning that test-based accountability had not succeeded and was unlikely to succeed. Marc Tucker recently described the failure of test-based accountability.

But the carefully researched views of our nation’s leading scholars were tossed aside by Arne Duncan, the Gates Foundation, and the phalanx of rightwing groups that support their agenda of demoralizing teachers, clearing out those who are veterans, and turning teaching into a short-time temp job.

The article cites New Haven as an example:

“Four years ago, New Haven schools won national attention when the district and the teachers’ union developed an evaluation system that uses test results as a factor in rating teachers. Since then, dozens of teachers have resigned or been dismissed as a result of the evaluations. Last year, 20 teachers, about 1 percent of the workforce, left the district after receiving poor evaluations.”

Four years later, can anyone say that New Haven is now the best district in Connecticut? Has the achievement gap closed? Time for another investigative report.

Jessie Ramey, who writes the terrific blog Yinzercation, writes a cogent list of the 13 ways that high-stakes, standardized testing hurts children and ruins their education.

Here are six of the 13. Open the link to see the other seven:

So what are the “high-stakes” for students in high-stakes testing? Examples we’ve been hearing from parents and educators across Pennsylvania include:

Lost learning time: There’s less time for learning with testing and test prep (for example, Pittsburgh students now take 20-25, or more, high-stakes tests a year, with new tests this year in art and music).

Reduced content knowledge: Students are learning how to take high-stakes-tests, but cannot demonstrate subject mastery when tested in a different format. [Koretz, 2008]

Narrowed curriculum: With a focus on reading and math scores, students lose history, world languages, the arts, and other programs.

Shut out of programs: Stakes exclude students when test results count as extra weight in magnet lotteries or for entrance to gifted programs or advanced courses.

Diverted resources: Schools that perform poorly on high-stakes-tests are labeled “failures” and sometimes have resources taken away from them. The hundreds of millions of dollars spent on testing in Pennsylvania are not available for classroom education.

School closures: Schools labeled as “failing” on the basis of test scores can be threatened with closure. These schools are usually in communities of color.

Anthony Cody makes clear how teaching has been redefined and degraded by No Child Left Behind and Race to the Top.

March is the month when teaching ends and test prep begins.

Federal education policy is a disaster.

The Bush-Obama agenda has de skilled teachers and made testing the most important aspect of US education.

Cody quotes teachers at length. One says:

“I wish you could hear my colleagues telling me “they don’t mind this” as it gets kids “ready” or solves them having to plan actual learning. They’ve been so de-skilled they don’t even feel the connection to instructional leadership. To them the school is a rote drill factory.

“The teaching profession has been redefined. A teacher is now the manager of a workbook drill. No projects, no model making, no literature, no research, no discovery. The planning you do is taking prefab programs and administering them. Sort of as if you were giving a test like the state test ALL the TIME. Room empty, pencils out, bubble. All things arranged around test prep. No themes, no critical thinking. Really! Not to get Biblical but it really fits – they know not what they do. Because they don’t, we are talking about folks that are responding to what their perception is – they perceive this to be what’s required.”

This is not education.

Guy Brandenburg here reproduces the listing of anti-testing news from FairTest, an organization that has been ringing the alarm bells about standardized testing for years.

If you want to see the explosion of test boycotts, opt outs, and rollbacks, read the FairTest update.

David Coleman, president of the College Board (and architect of Common Core), announced plans to revise the SAT. Read here about the changes. Critics now believe that the SAT accurately measures family income, especially the ability to pay the cost of expensive tutors.

Coleman says that will change. Currently, the ACT has more test takers than the SAT.

FairTest is not satisfied with the changes. It hopes more colleges will join the ranks of “test optional,” since high school grades predict college success better than entry tests.

Bob Schaeffer of FairTest wrote:

National Center for Fair & Open Testing

Bob Schaeffer (239) 395-6773

cell (239) 699-0468

for immediate release, Wednesday, March 5, 2014

“NEW” SAT PLAN FAILS TO ADDRESS EXAM’S MAJOR FLAWS —

WEAK PREDICTIVE VALUE, SUSCEPTIBILITY TO COACHING, AND MISUSE;

UPCOMING OVERHAUL LIKELY TO SPUR TEST-OPTIONAL ADMISSION

Changes to the SAT college admissions test announced today fail to address many major concerns of independent researchers, standardized exam critics, and equity advocates. According to the National Center for Fair & Open Testing (FairTest), the revised test is unlikely to be better than the current one. It will not predict college success more accurately, assess low-income students more fairly, or be less susceptible to high-priced commercial coaching courses.

FairTest Public Education Director Bob Schaeffer explained, “The College Board’s failure to tackle the SAT’s historic weaknesses means that more schools will go test-optional. Since the 2005 introduction of a flawed ‘new” SAT, nearly 100 additional colleges and universities dropped admissions exam requirements. A recent research report demonstrating that test-optional admissions policies enhance both diversity and academic quality will further accelerate this movement. The truth is no one needs the SAT, either ‘old’ or ‘new.”

Schaeffer continued, “Rather than simply making the essay optional to compete with the ACT, now the most popular admissions exam, the College Board should stop misuse of SAT results. The company should refuse to transmit scores to schools and scholarship agencies that improperly require minimum scores for admission or financial aid.”

“Providing free SAT prep is laudable, but it already exists through programs such as Number2.com. The partnership with the Khan Academy is unlikely to make a dent in the huge market for high-priced, personalized SAT workshops and tutoring that only well-to-do families can afford. Like most of the other College Board initiatives announced today, this move is less significant than its promoters claim.”

The first administration of the revised SAT is scheduled for 2016. A database of more than 800 institutions that do not require ACT or SAT scores to make admissions decisions for all or many applicants is online at: http://www.fairtest.org/university/optional

– – 3 0 – –

The following charts are available on request

– Chronology of 95 schools de-emphasizing ACT/SAT use since the last revision of the SAT

– List of 150+ test-optional and test-flexible schools ranked in the top tiers of their respective categories

– Comparison of number of high school students taking the ACT and SAT annually over the past 20 years

– Links to other fact sheets on the SAT and related topics at: http://www.fairtest.org

Here are links to the Network for Public Education’s resolution calling for Congressional hearings on the misuse, abuse, overuse, and cost of standardized testing in our schools:

PRESS RELEASE: http://www.networkforpubliceducation.org/2014/03/press-release-npe-calls-for-congressional-hearings/

SUMMARY: http://www.networkforpubliceducation.org/2014/03/npe-call-for-congressional-hearings-summary/

FULL TEXT: http://www.networkforpubliceducation.org/2014/03/npe-calls-for-congressional-hearings-full-text/

The Network for Public Educstion has called for Congressional hearings to investigate the misuse, overuse, and multiple costs of standardized testing.

A panel about accountability st Austin’s SXSW, Randi Weingarten and Duncan’s former Assistant Secretary for Communications Peter Cunningham, discussed the issue. Then NPE’s peerless leader Anthony Cody asked the first question. “Will you support our resolution for Congressional hearings?”

Randi immediately said “Yes!”

Even Cunningham said yes.

Who is the man behind the curtain who is wasting billions on testing, forcing severely ill children to take tests, making little children hate school ?

No one knows.