Archives for category: Testing

Bob Braun, who worked as an investigative reporter in Néw Jersey for decades until he retired, here describes Cami Anderson’s disastrous appearance before a committee of the Néw Jersey state legislature responsible for state-operated schools.

Anderson was appointed superintendent of the Newark public schools by Governor Chris Christie. The district has not had local control for 20 years but it does have a school board. Anderson refuses to attend the meetings of the powerless board. Anderson imposed a plan called “One Newark,” which caused upheaval and resistance as students were reassigned, and some neighborhood schools were closed and converted to charters.

Braun begins his post like this:

“Not a great day for Cami Anderson.

“The chairman of the legislative committee that oversees state-operated school districts Tuesday accused the state-appointed Newark superintendent of “taking the fifth” because she repeatedly refused to discuss her personal and business ties to a Newark charter school leader to whose organization she sold a Newark public school at less than fair market value. Anderson also was openly caught in a lie when she insisted before the Joint Committee on Public Schools (JCPS) that no school principals were in so-called “rubber rooms,” getting paid to do nothing–apparently unaware one of the principals was attending the hearing. She also was openly laughed at by committee members when she talked about a “legislative liaison” aide whom none had ever met.

“But the oddest thing that happened at the four-hour hearing was Anderson’s insistence that her reforms efforts should not be judged by falling state test scores because such scores were “inaccurate” and “unfair”–this, from a woman who has closed public schools and fired educators because of falling state test scores.

“Anderson, a woman who has shown nothing but smug contempt for critics, was reduced to offering what amounted to personal pleas that the legislators try to “understand my journey”or “my passion”–mawkish and overplayed efforts to depict herself as someone whose past helped her understand the problems of poor people. In the end, she had to be rescued after four hours by state Education Commissioner David Hespe who told the committee Anderson had had enough for one day and should be allowed to leave.

“Hespe wasn’t a witness. He wasn’t even supposed to be there. He was a sort of a minder–or, maybe, big brother– to hold Anderson’s hand (figuratively) while legislators from both parties relentlessly asked questions that demonstrated they failed to understand her genius and couldn’t give a damn about her journey through life and her passion for education. After her ordeal ended, Anderson refused to answer reporters’ questions and all but fled the committee room, chased by television cameras shining bright lights.”

In this post, retired teacher Edward F. Berger uses the words “barbarism” and “barberism” interchangeably, on purpose.

 

On one hand, he refers to the “barbarism” of allowing testing companies to serve as a sieve to separate children into those who succeed and those who are rejected.

 

On the other, he refers to the ideology of Michael Barber, who is chief advisor to Pearson and previously served in a similar role at McKinsey. Berger refers specifically to the writings of Peter Greene, the teacher-blogger who carefully dissected a recent Pearson statement on the future of education, with the corporation at the epicenter as the foremost testing corporation in the world.

 

Here is a sampling of Berger’s thoughts on “the new Barberism”:

 

Let’s agree to use simple terms to describe complex matters. Think of a sieve used for separating coarse, from fine parts of matter. Now imagine people who believe that running students through a sieve built of data will allow them to correct or remove unacceptable thinking – like getting rid of individuality, and those who think in ways that are not acceptable to those who are designing new standards for humankind. Barbarism: Selecting those who can be programmed (educated?) in a new world order, and re-programming those who do not fit through the data-screens they create….

 

Sieves are being designed to standardize and program children. The warp and woof of these techniques is made up of data threads used to identify children who will be shaped to fit a predetermined ideal of the perfect subordinated child/citizen (learner?) Sieves are being used to generate data to decide who will be accepted into the new order and those data-judged souls who must go through “customized” re-programming. No one is making this up. This is happening now.

 

Who designs the sieves? That’s easy: TEST DESIGNERS. When people have the power to design tests, they can force what is taught, in any way they choose. Sadly, there are still people who have not realized that tests drive curriculum – what is taught, what is left out, and what is fact-adverse. Teachers use tests to see if what they taught is what students learned. Now, corporations have made testing and curriculum design a multi-billion dollar a year business. They are so powerful they can force their products and their views on school districts, universities, departments of education, and the AMA and doctors – on all of us. Few question their motives or the Barbarism behind their hidden agendas. They make the tests secret so no organization can study them understand how they are used for inculcation.

 

Those who run these corporations have amassed great wealth and power. They are well aware that by writing tests and the curriculum to support the tests, and by using tests to collect data on every aspect of a child’s life, they can engineer a new order, a utopia they design and force into place. This is beyond fiction in any genre. This is the power and warped ideology they are forcing on America and much of the world. Focusing on the Common Core fiasco is but one example. Common Core forces machine language and thinking, instead of creative and original thought in all disciplines.

 

Will it work? Can they program young brains to do what they want while sorting out those who do not or cannot think their way? As we peruse their agenda and plan of attack, we ask, who would have to be re-programmed? Who would not be admitted into their utopia? Of course, Albert Einstein. As a child he did not do what was expected. He jumped over the limited thinking of his time. He would be data-judged by the new Barbarism, and rejected as untrainable.

New York State Allies for Public Education released a letter refuting Governor Andew Cuomo’s “Misguided Agenda” for public education.  NYSAPE consists of 50 organizations of parents and educators from across New York state.

 

 

FOR IMMEDIATE RELEASE: January 5, 2015 (Revised Link)
More information contact:
Eric Mihelbergel (716) 553-1123; nys.allies@gmail.com
Lisa Rudley (917) 414-9190; nys.allies@gmail.com
NYS Allies for Public Education (NYSAPE) – http://www.nysape.org

Governor Cuomo’s Misguided Agenda is Harming Public Education

NYS Allies for Public Education (NYSAPE), a coalition of 50 groups statewide, has sent a letter to Governor Cuomo, responding to the questions posed in a letter from his office addressed to Commissioner King and Chancellor Tisch on December 18 and shared widely by the media.

It is evident that the Governor has a misguided agenda about the state of our public schools and what strategies should be used to improve them. In our letter, we challenge the current reform agenda and advocate for education policies that have been proven to work, based on evidence and experience.

“Governor Cuomo says his responsibility is to ‘represent the students’ and that he wants ‘to do the best we can for the students and for their education.’ If so, he should listen to parents throughout the state who truly want the best for their children and who believe that the policies he is proposing —to double-down on privatization, high-stakes testing, Common Core and data sharing—are severely undermining the quality of their schools,” Eric Mihelbergel, Erie County public school parent and founding member of NYSAPE.

 

Jeanette Deutermann, Nassau County public school parent and founder of Long Island Opt-Out said, “The letter claims that during the campaign, the Governor ‘spoke to New Yorkers all across the state that [sic] had many questions about…what we could do to fundamentally improve public education.’ We do not know to whom he spoke, but he clearly did not speak to public school parents, who in surveys and polls overwhelming reject the top-down policies from Albany that are leading our schools in the wrong direction. We urge him to hold town hall meetings throughout the state, to listen to parents and hear directly their views about a better course of action, based on sufficient and equitable funding, local control, diminishing the focus on privatization and testing, and treating their children as the valuable unique individuals they are, rather than test scores or data points.”

In our letter to the Governor, http://www.nysape.org/nysape-response-letter-to-governor-on-public-education.html, NYSAPE addresses issues ranging from charter school expansion, mayoral control, teacher accountability system, and the Common Core, to consolidation of districts and the selection process for the Board of Regents. Instead of harsh political rhetoric from Albany pushing privatization and high-stakes testing, New York students deserve support from elected and appointed officials who respect and understand what kind of support public schools need to succeed.
For example, NYSAPE’s response regarding charter schools notes that according to the 2010 amendment to the New York charter law, before charters are renewed or allowed to replicate, they must show they enroll and retain equal numbers of at risk students as the districts in which they are located, and yet neither the Board of Regents nor SUNY have ever rejected a charter proposal on these grounds – despite the fact that many charters have sky high student suspension and attrition rates. Neither SUNY nor the Regents have provided adequate financial oversight, and in 95 percent of charter audits, the State Comptroller’s Office has found corruption or mismanagement. Yet when the Deputy Comptroller wrote a letter to the state’s major charter-school regulators asking for stronger oversight, he received no response.
On the question of improving teacher quality, NYSAPE responds that since 2012, due to “reform,” teacher morale is at a 20 year low. New reports have shown that there have been dramatic drops in enrollment in teacher preparation programs—New York State experienced a 22% drop in two years. It is likely that the majority of that 22% were highly qualified candidates who had other career options. It is clear that the rhetoric of teacher evaluation and the assignment of blame to teachers have made teaching a less attractive profession. Moving teacher evaluation systems from the control of local boards of education to politicians in Albany has resulted in a dysfunctional evaluation system that goes against current research. Worst of all, it has created unintended consequences for students, as teachers are incentivized to drill students for the tests.
The parents and educators of New York want strong and appropriate learning standards with a focus on classroom learning not testing. Without equitable funding throughout the state, schools will continue to be at a disadvantage and not have the essential resources to help students meet their full potential. Local control has been eroded by those who want to privatize public education and destroy the most vital cornerstone of our democracy. NYSAPE and its allies around the state stand together for proven strategies to help all children succeed.

NYSAPE’s full response to the Governor’s questions was sent not only to Governor Cuomo but to every legislator in the State of New York as well as to the Board of Regents. You can find the full NYSAPE response here: http://www.nysape.org/nysape-response-letter-to-governor-on-public-education.html

Jesse Hagopian, a leader of the test boycott by teachers at Garfield High School in Seattle, lists the reasons why 2014 was a momentous year for the movement against high-stakes testing, as well as the overuse and misuse of testing.

Jesse writes:

“For too long so-called education reformers, mostly billionaires, politicians, and others with little or no background in teaching, have gotten away with using standardized testing to punish our nation’s youth and educators. They have used these tests to deny students promotion or graduation, close schools, and fire teachers—all while deflecting attention away from the need to fund the services the would dramatically improve our schools.

The year 2014 marked the greatest year of revolt against high-stakes testing in U.S. history. Across the country, students are walking out, parents are opting their children out, and teachers are refusing to administer these detrimental exams—often taking great personal and professional risk to defy the corporate education reformers. The impact of this movement can be seen in the poll released in August 2014 by Phi Delta Kappa/Gallup, which found that 54 percent of the general public said standardized tests are not helpful–the rate for public school parents was even higher, at 68 percent. To gain a full appreciation of the size and scope of this mass rebellion, check out the “Testing Reform Victories Report” from Fair Test. To gain insight into to the motivations and strategies of the leaders in this movement, order the newly released book, More Than a Score: The New Uprising Against High Stakes Testing.”

He then lists the Top Ten Events that galvanized the anti-testing movement, starting with the walkout of 5,000 students in Colorado in protest of state testing.

Ever wonder how Chinese students blow the roof off international tests? If you read Yong Zhao’s wonderful book Who’s Afraid of the Big, Bad Dragon? Why China Has the Best (and the Worst) Education System in the World, you know why. Test-prep, test-prep, test-prep. Officials at OECD, which sponsors the PISA international tests, insist that test-prep has nothing to do with it, but Yong Zhao proves they are wrong. One of the riveting stories in his book is about a small town–Maotanchang–whose main industry is a test-prep factory. Yong Zhao warns that the Chinese testing regime produces high test scores, but it is authoritarian and crushes creativity, individuality, originality, and risk-taking.

 

 

The New York Times Magazine contains a gripping story by Brook Larmer about what happens at the test-prep factory in Maotanchang. There are more students in the school than there are residents in the town. The students start school every day at 6:20 a.m., and their last class ends at 10:50 p.m. Preparing for the big exam that determines whether they will gain admission to a college, whether it will be a first-tier college or something less is all-consuming, because their exam score determines their life path. The story focuses on a student named Yang, who is hoping to pass the college entrance exam (the “gaokao”).

 

 

China’s treadmill of standardized tests has produced, along with high levels of literacy and government control, some of the world’s most scarily proficient test-takers. Shanghai high-school students have dominated the last two cycles of the Program for International Student Assessment exam, leading more than one U.S. official to connect this to a broader “Sputnik moment” of coming Chinese superiority. Yet even as American educators try to divine the secret of China’s test-taking prowess, the gaokao is coming under fire in China as an anachronism that stifles innovative thought and puts excessive pressure on students. Teenage suicide rates tend to rise as the gaokao nears. Two years ago, a student posted a shocking photograph online: a public high-school classroom full of students hunched over books, all hooked up to intravenous drips to give them the strength to keep studying….

 

For a town that turns test preparation into a mechanical act of memorization and regurgitation, Maotanchang remains a place of desperate faith and superstition. Most students have a talisman of some sort, whether it’s red underwear (red clothing is believed to be lucky), shoes from a company called Anta (their check-mark logo is reminiscent of a correct answer) or a pouch of “brain rejuvenating” tea bought from vendors outside the school gates. The town’s best-selling nutritional supplements are called Clear Mind and Six Walnuts (the nuts are considered mind-boosters in large part because they resemble brains). Yang’s parents did not seem especially superstitious, but they paid high rent to live close to the mystical tree and its three-foot-high pile of incense ash. “If you don’t pray to the tree, you can’t pass,” Yang says, repeating a local saying.
Just up the alley from Yang’s room, I met a fortune teller sitting on a stool next to a canvas chart. For $3.40, the man in the ill-fitting pinstripe suit could predict the future: marriage, children, death — and gaokao scores. “Business is good these days,” he said with a broken smile. An older man in an argyle sweater and a Chairman Mao haircut watched our exchange. This was Yang Qiming, a retired chemistry teacher, who told me he had seen Maotanchang grow from an impoverished school of 800 students, when he joined the faculty in 1980, to the juggernaut it is today — a remarkable transformation during a period when most rural schools have withered. Even so, he grumbled about the deadening effects of rote learning. “With all this studying, the kids’ brains become rigid,” he said. “They know how to take a test, but they can’t think for themselves.”

 

 

This is the last report of the year from Fairtest:

FairTest doesn’t just report the assessment reform news — we often help make it to support the movement. Check out this week’s stories.

Please support an expansion of our crucial public education campaigns in 2015, FairTest’s 30th Anniversary Year, with a contribution at http://www.fairtest.org/donate or by mailing a check to P.O. Box 300204, Jamaica Plain, MA 02130

With best wishes for a Happy New Year filled with testing resistance victories!

Remember that all donations to FairTest made by midnight, December 31 qualify for a 2014 federal tax deduction.

Rage Against The Common Core and Its New Tests

Standardized Testing Resistance Expected to Grow in 2015
http://www.marketplace.org/topics/education/learningcurve/backlash-over-standardized-testing-expected-continue

Colorado Districts Debate Move to Online Exams
http://www.denverpost.com/news/ci_27226140/colorado-school-districts-debate-move-online-state-tests

Connecticut Test-Scoring Guarantees “Failure”
http://m.stamfordadvocate.com/news/article/Wendy-Lecker-A-system-that-labels-children-as-5969574.php

Hazards of Florida’s Testing Rush
http://www.tampabay.com/opinion/editorials/editorial-hazards-of-rush-on-testing/2211574

New State Committee Will Tackle Florida Testing Controversies
http://www.miamiherald.com/news/local/education/article4931130.html

Re-Evaluating Illinois’ Assessment System: Who Are Out Masters?
http://www.huffingtonpost.com/michael-beyer/who-are-our-masters_b_6352190.html”

Massachusetts Superintendents Say, “Too Much Testing
http://wwlp.com/2014/12/23/too-much-testing-says-superintendent/

Minnesota Schools Hit Glitches With Online Testing
http://www.twincities.com/localnews/ci_27211647/minnesota-schools-hit-glitches-online-testing

Nevada Will End Up on Short End of Common Core Testing
http://www.reviewjournal.com/opinion/common-core-s-level-playing-field-tilted-coffers

New York Governor Vetoes His Own Bill to Protect Teachers From Flawed Test-Score Ratings

New York Testing Protest Song

County School Leaders Want North Carolina to Abolish School Grading System
http://www.eschoolnews.com/2014/12/29/abolish-grading-system-931/

Pennsylvania Student Condemns Test-Driven Education
http://www.dailyitem.com/opinion/student-voices-standardized-testing/article_0ca55fa8-8f8a-11e4-a5f4-37059ed4a2bf.html

Virginia Ed. Secretary Supports Assessment Reform
http://www.richmond.com/news/local/education/article_d571006b-b906-50ae-b5ba-28fd04acf11f.html

Testing Under Fire on Capitol Hill . . . And in the States
http://www.politico.com/story/2014/12/testing-under-fire-113807.html

Arne Duncan’s False Assumption About Standardized Testing
http://citizensvoice.com/opinion/assumption-about-standardized-tests-is-wrong-1.1808806

U.S. Approach to Closing “Achievement Gap” Is All Wrong
http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/12/24/we-are-trying-to-close-the-achievement-gap-all-wrong-teacher/

Standardized Testing Resistance Expected to Grow in 2015
http://www.marketplace.org/topics/education/learningcurve/backlash-over-standardized-testing-expected-continue

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

Melissa (Mel) Katz is preparing to become an elementary school teacher at The College of New Jersey. She has her own blog, The Education Activist: From Student to Teacher, and this is how she describes herself: I have been involved in education seriously beginning in my senior year of high school and especially my freshman year in college. I am a student activist, always researching, speaking in Trenton and at local board meetings, and traveling the state of New Jersey to meet different people and attend different education related events. Education is my life, my passion, and I couldn’t imagine spending every day anywhere else but in a classroom.

 

Mel recently attended a school board meeting in her hometown of South Brunswick and listened to the superintendent defend PARCC testing. In this post, she takes apart his claims and refutes them. If PARCC is so great, she asks, why have the number of states participating in it dropped from 24 (plus D.C.) to half that number? The superintendent defends Pearson and insists that PARCC testing will not drive instruction. She responds with logic and clarity.

 

Is there something in the water in New Jersey that encourages smart young women who are preparing to be career teachers–like Mel Katz and Stephanie Rivera–to speak up fearlessly about their chosen profession?

 

 

In an opinion piece in the Sunday New York Times–a very important place to make one’s views known–David Kirp attempts to explain to the lay public why there is so much pushback against the Common Core standards.

 

First is the “simple” (one might say “simplistic”) assumption that having common national standards will level the playing fields for all students. As Kirp notes, it is hard to see how that makes sense when some states and districts spend so much more than others; he might as well have added, and some districts have a higher concentration than others of students who are learning English and have severe disabilities.

 

Second, the Obama administration’s demand for more and more high-stakes testing built heavy opposition to the standards. High-stakes testing, says Kirp, is very unpopular.

 

He adds:

 

The Obama administration has only itself to blame. Most Democrats expected that equity would be the top education priority, with more money going to the poorest states, better teacher recruitment, more useful training and closer attention to the needs of the surging population of immigrant kids. Instead, the administration has emphasized high-stakes “accountability” and market-driven reforms. The Education Department has invested more than $370 million to develop the new standards and exams in math, reading and writing.

 

Kirp does not object to the standards. He suggests that if they had been introduced along with a moratorium on high-stakes testing, there would have been less opposition. He is right about that. The collapse of student scores that follows Common Core testing has not helped the standards or the tests win friends. Their advocates would have us believe that 70% of our kids are dumb, and their schools have been lying to them. But neither parents nor teachers believe the test results have any merit, and when you learn that both PARCC and Smarter Balanced Tests were aligned with the NAEP proficient level, which is beyond the reach of most students and has been ever since the NAEP achievement levels were set in the 1980s. If you set a passing point that you know most kids cannot meet, you are setting them up for unwarranted “failure.”

 

If we go back to his first point–what difference will national standards make when there is so much inequitable funding–one is left to wonder what difference the Common Core standards would make even if there were a moratorium on high-stakes testing?

 

 

EduShyster pays a visit to Salem, Massachusetts, where “school choice” has enabled the affluent families to go to some highly-resourced schools, while the less-affluent go to less-resourced schools.

 

If you want to see how bizarre and brain-dead “reform” is, look no farther than Salem. There, the town has fallen in love with jargon and data, and looks to edupreneurs to solve all problems by supplying edumanure.

 

She writes:

 

“At the center of the Open System beats an edupreneurial heart, one belonging to Empower Schools, founded by edupreneur Chris Gabrieli, whose list of political connections is as long as an extended school day, and Bret Alessi, former Education Pioneer and current Mass 2020 visionary. What precisely Empower Schools does, other than BELIEVE IN OPEN SYSTEMS…and produce case studies like this one, remains a bit vague-ish. What I can tell you is that Empower has quickly one over powerful friends aka *aligned leaders,* like Massachusetts Commissioner of College and Career Readiness, Mitchell D. Chester, who recently sang Empower’s praises to the Boston Globe in a story on how school partnerships with edupreneurial groups like Empower are failing to produce results…..Everybody who is anybody
But I digress. The important thing is that the Salem schools bus is hurtling towards a new system, an Open System, and that everyone who is anyone appears to be on board, from the city’s politically ambitious mayor, to the members of the Salem Partnership, to the members of the Community Advisory Board of the Salem Partnership, to the members of the Salem Education Foundation. In other words, everybody who is anybody in the city is *highly aligned,* jargonically speaking, behind a vision of what the city’s students need to succeed. A *laser-like focus on instruction* and *frequent assessments.* The Open System comes with transportation — and to quote district leaders, *data drives the bus.* And that teachers don’t just want to teach, they want to Teach Plus co-captain the data bus.”

 

But what happens when one family says “No, we don’t want our child to take the tests?” Shockingly, the family won the right to opt out. They have been joined by five other families. Hopefully there will be more. How will the “data bus” function if there is no data? Stay tuned. Will the data bus veer out of control? Or will it continue to drive right over the cliff with the children of Salem?

 

 

This is the regular report from Bob Schaeffer of FairTest, which has been promoting test reform for many years.

 

 

Happy Holidays to assessment reformers around the nation from everyone at FairTest, and best wishes for a New Year filled with victories rolling back test misuse and overuse.

 

You can help strengthen the movement for 2015 by making an online contribution at: http:/www.fairtest.org/donate or mailing a check to P.O. Box 300204, Jamaica Plain, MA 02130.

 

Thanks for all you do!

 

Delaware Selective School Entrance Exams Under Fire
http://www.newsworks.org/index.php/local/item/76322-delaware-school-entrance-assessments-face-tough-test

 

Florida State Government Will Investigate School Testing Concerns
http://www.tampabay.com/news/education/k12/state-says-it-will-investigate-standardized-tests-in-schools/2211152

 

Atlanta, Georgia Test Cheating Trial May Last Until Spring
http://blogs.edweek.org/edweek/District_Dossier/2014/12/atlanta_trial_week_11.html

 

Maryland Teachers Call for Suspension of Kindergarten Readiness Test
http://blogs.edweek.org/edweek/curriculum/2014/12/maryland_teachers_union_calls_.html

 

New Jersey Teens’ Testimony Leads Board to Evaluate Testing Requirement
http://www.nj.com/hunterdon-county-democrat/index.ssf/2014/12/voorhees_student_opposition_to.html
Parents Cheer 10-Year-Old Student’s Dissection of New Jersey Common Core Test
http://www.theblaze.com/stories/2014/12/16/i-dont-want-to-deal-with-this-nonsense-what-a-10-year-old-girl-had-to-say-about-common-core-left-parents-cheering/
12 Reasons Why New Jersey Activists Oppose PARCC Testing
https://www.facebook.com/SaveOurSchoolsNJ/posts/882113598488468

 

New Mexico Legislation Would Limit Testing Days
http://www.kob.com/article/stories/s3656903.shtml

 

New York Advocates Blast Gov. Cuomo’s Teacher Testing Scheme
http://poststar.com/blogs/a_time_to_learn/cuomo-poses-teacher-changes-advocates-say-priorities-misplaced/article_1c4d39be-870e-11e4-aa87-8332f9b35724.html

 

Over-Testing Tea Party for North Dakota Students
http://www.grandforksherald.com/opinion-letters/3637256-letter-tea-party-students-tested-enough-already

 

Purpose of Texas Schools Should Not Be Generating More Testing Data
http://www.cagle.com/2014/12/point-of-schools-isnt-more-testing/

 

Utah Grades the Wrong Things in Education
http://www.standard.net/Guest-Commentary/2014/12/20/Grading-the-wrong-things-in-public-education.html
Teacher Defense Association Seeks Reinstatement of Educator Fired for Refusing to Administer Tests
https://www.facebook.com/pages/Utah-Teacher-Defense-Association/733485876728516

 

Common Core Tests Steal Joy Out of Reading
http://www.alternet.org/how-newest-high-stakes-tests-are-stealing-joy-reading-our-kids?akid=12579.32230.NKFXSG&rd=1&src=newsletter1028778&t=11

 

More States Drop Out of PARCC Testing Consortium
http://www.huffingtonpost.com/mercedes-schneider/parcc-attrition-from-2011_b_6364458.html

 

Arne Duncan’s World of Denial
http://www.huffingtonpost.com/peter-greene/arne-duncans-denial_b_6336960.html

 

Duncan and Other “Reformers” Should Apologize
http://scholasticadministrator.typepad.com/thisweekineducation/2014/12/thompson-the-power-of-the-words-im-sorry.html

 

Teachers Cal for 360-Degree Accountability
http://www.livingindialogue.com/teacher-team-offers-new-vision-responsibility/

 

One Public School Teacher’s Open Letter to America
http://www.mcsweeneys.net/articles/an-open-letter-to-america-from-a-public-school-teacher–2

 

Pushing Back Against High-Stakes for Students with Disabilities
http://www.aft.org/ae/winter2014-2015/tanis

 

Bad Assed Teachers Push Sec. Duncan on Test Misuse for Students with Disabilities
http://badassteachers.blogspot.com/2014/12/the-badass-teachers-association-open.html

 

Pearson and the Assessment Problem
http://www.huffingtonpost.com/vicki-cobb/pearson-and-the-assessmen_b_6343602.html

 

 

 

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