Archives for category: Testing

Education policymakers in the U.S. seem to think that more tests will produce higher achievement, but there is no evidence for this assumption. As this article from the Center on International Education Benchmarking shows, the U.S. tests more frequently than any of the world’s high-performing nations.

Jackie Kraemer writes:

“Unlike the top-performing countries on the 2012 PISA, the United States stands out for the amount of external testing it requires for all students. As the chart below shows, the United States is the only country among this set to require annual testing in primary and middle schools in reading and mathematics. A more typical pattern among the top-performers is a required gateway exam, or an exam that allows a student to move on to the next phase of education, at the end of primary school, the end of lower secondary school and the end of upper secondary school. This is true of Canada (Ontario), China (Shanghai), Estonia, Poland and Singapore. In some of these cases, the secondary school exams are used to determine placement in the next level of schooling such as in Singapore and Shanghai where the lower school-leaving exam determines placement in upper secondary school. And in Poland, Shanghai and Singapore the upper secondary academic exam functions as an admission exam for university. This differs from the United States where annual tests are used primarily for school and teacher accountability purposes.”

“How tests are used is also different among the high performers. South Korea and Japan test only for diagnostic purposes in the primary schools, and South Korea continues to test for diagnostic purposes through 10th grade. It is at the secondary level that they introduce the high stakes exams for students, with Japanese students required to take an entrance exam for upper secondary school and students in both countries required to take tests at the end of upper secondary school that will determine what kind of higher education institution they can enter. These tests are recognized as very high pressure for students and both countries are trying to address that issue. In both Korea and Japan, some students enter a vocational training system at the upper secondary level and take tests to qualify for vocational credentials rather than the tests for entry into university.

“Hong Kong and Finland have no required testing until the end of upper secondary school. Taiwan is a bit of a hybrid, with no required testing in primary school, but a Basic Competency Test at the end of lower secondary (along with three required tests a year in each of three subjects during lower secondary) that determines admission to upper secondary school.”

We can’t test our way to success. The more time devoted to testing, the less time available for instruction. tests are best usedfor diagnostic purposes. tests with stakes attached are delayed in these nations until secondary schools. We should learn from the leaders of the pack.

Can you believe this?

“Out of the 180-day academic year, Miami-Dade County schools will administer standardized tests on every day but eight.”

“Though not every student will take every test, the number and consequences of testing are facing a growing backlash from parents, teachers and even some district officials…..

The Miami Dade School Board on Wednesday will approve its assessment schedule for the next school year — a calendar with dozens of different exams that start at preschool and even eat into summer vacation….”

““Florida has gone test-crazy. Whatever you may think about the value of some standardized testing, it’s clear we have gone way overboard. And the reaction that we’re seeing . . . is people saying, ‘Enough is enough,’ ” said Bob Schaeffer, public education director for FairTest, an organization that opposes what it sees as the misuse of standardized tests….”

“Miami-Dade’s testing calendar includes 18 exams required exclusively by the state, two by the federal government and five by the district. An additional 21 assessments are mandatory under a mix of district, state and federal guidelines, or are standard for getting into college — or for getting credit for advanced-curriculum studies. Those are in addition to any classroom tests an individual teacher may give.

Miami-Dade’s chief academic officer acknowledged the calendar can look alarming at first glance, but highlighted that no single student sits for every exam listed. For example, a high school senior won’t take the Florida Kindergarten Readiness Screener, just as a kindergartener won’t take the Advanced Placement exams for college credit.”

Read more here: http://www.miamiherald.com/2014/09/01/4322452/in-miami-dade-schools-testing.html#storylink=cpy

The Lee County school board will meet tomorrow at 8:30 am, a time that will exclude many parents, students, and educators. Public meetings should be scheduled when the public is not at work or in class.

This letter was written by a parent and teacher who can’t attend the meeting because she will be working. It is a plea to the board not to back down.

Regarding Lee County School Board decision to opt out of high stakes, state tests:

I am the parent of a fifth grader in Lee County. I am also an 8th grade Language Arts teacher for the district.

During public comments at the Wednesday night’s Lee County School Board Meeting, a speaker said, “Seize the day.” I agree.

We have waited long for this day. We have fought long and hard to end the over testing of our kids. This was not a rushed decision. Parents from every walk of life, every political group, have been going to school board meetings for years.

Two years ago, Lee County School Board was one of the first in the nation to sign onto a resolution opposing high stakes testing. Mrs. Dozier, among others, carried the resolution to our state school board and fought for its passing. She was successful and we thank her. Our parent groups, locally and statewide, have tried with our representatives and senators. We have lobbied, written emails, called, tweeted, even created meme … with no response.

I myself traveled to the Network for Public Education National Conference. I was there when Diane Ravitch called for congressional hearings. We have tried. But, our leaders in Tallahassee and DC. refuse to listen.

So now it is our time to refuse. It is our obligation as parents and caretakers to refuse these toxic tests. The is no more time to wait. It is time to get comfortable being uncomfortable.

Lee County School Board and Superintendent Graham, we are here to support you as you do what is right for our children. We are here to say we need you. You are our hard hitters. We elected you. You are our last line of defense in defending our children and it is your moral imperative to do so.

You made the decision to opt us out of state high stakes assessments. That was the right choice. Now, let’s get proactive in creating a program of portfolio assessments. Let’s outline the possibilities of using concordant scores.

Let’s give our Lee County families and employees a sense of hope not gloom. The whole world is watching. Here is your chance to be world class.

After all, it is what the parents want. Ask them, most will tell you they were planning to opt out anyway. Why make it be our parents and our children who have to take a stand. Why force an opting out child to sit, humiliated, through a five hour test, day after day, during test month? Let’s stand up for them.

So, no more waiting, please. No more waffling back and forth wondering. No more hoping someone else will fix this. Let’s find a way. No amount of money is worth this. Our children are not numbers and education is not about property values. This is not about ‘Flipping Lee’… This is about the kids. Focus on our kids.

Bonnie Cunard Margolin, parent & teacher, Wear Red for Ed

Peg Robertson, a mother and teacher, responds to those who tell the Lee County Board of Education to be reasonable and to rescind their historic vote to opt out of testing. Peg wants them to stand strong and defend the children. She is one of the founders of United Opt Out.

She writes:

“As this common core and high stakes testing war comes to a head I am watching lots of folks trying to mediate and ask folks to be reasonable. They want to talk about all the harm that could come to our schools should we refuse these tests or refuse test prep common core curriculum. When I hear this my hair stands on end. Number one. Don’t flipping tell me to be reasonable. Don’t insult me – as a professional – my first job is to do NO HARM. THAT IS REASONABLE.

“Two. Speaking of harm – what harm do you think is going to come to our communities? Our children? Let’s see, they’ve stripped our schools of all funding for small class size, librarians, nurses, counselors, art, music programs, sports programs, REAL teachers, books, building repairs, classroom supplies and more. They’ve stripped our schools of democracy. They’ve stripped our schools of trust, and respect and safety – there is NOTHING safe for children in a high stakes environment. Countless communities have been destroyed and children no longer can go to their neighborhood schools. THEY REFUSE TO ACKNOWLEDGE POVERTY AND FEED OUR CHILDREN TESTS INSTEAD.

“So tell me again – hurt our schools? How?? Be careful around these reasonable folks who want you to adhere to mandates in order to avoid “hurting” your schools – they have something personal to gain or they are simply sheeple.”

Today, Marge Borchert, principal of Allendale Elementary School in the West Seneca Central School District, an inner-ring suburb of Buffalo, NY. joins our honor roll. She loves the children who attend her school. She sees each of them as beautiful human beings, growing and learning, not as data points. Many of her children opted out of the state tests. This caused Ms. Borchert to get a zero growth score. She is so proud of her children that she wears her score as “a badge of honor.”

She wrote the following letter to her students:

Dear Boys & Girls,

I wanted to write you a letter telling you how very much I enjoyed and continue to enjoy all of the painted rocks that you made. They are a great addition to our beautiful garden. I loved looking at each and every one of them this summer. I stopped to admire them when I checked on the flowers that were planted by your parents. Quite honestly, they brought a smile to my face even on rainy days. The rocks are as unique and colorful as each one of you. Each rock is painted with your own unique story.

The butterfly bush that is growing outside of my office window is blooming, and it is the most beautiful shade of purple that I have ever seen. A ruby throated hummingbird has been visiting that bush every day since it bloomed. I am looking forward to seeing a butterfly visit. The baby sparrows in the birdhouse have learned to fly, and have moved away. The crow that was tormenting the baby rabbits seems to have learned not to poke its beak in their home. Several of us watched in astonishment as the mother rabbit chased after that crow, jumped in the air and batted at that crow with its front paw. This was the first time that I have ever seen such a sport! That mother rabbit had strong protective instincts– just like your moms. We can learn so much by observing nature. Who knew that there was so much to !earn by just taking some time to stop, look, and listen.

So…..by now all of you are wondering why I was inspired to write you such a long letter. It is simply for this reason. I want each and every one of you to know that you inspire me on a daily basis. Each and every one of you is unique and colorful in your own special way. Each of you has a special talent, and you are loved. I intend to hold on to these thoughts when I look at the New York State scores, and I encourage your parents to do the same. The scores are not a true picture of who you are in this world. You can and will bloom when you are ready. You will fly when you are ready. It is entirely up to you to decide what you will grow up to be in life. It all depends on you. Remember the mother rabbit who used her own unique talents and skills to “fear that nasty crow nevermore. ”

In my heart — you truly rock!!! I can’t wait to see you in September!!

Love Always,

Mrs. Borchert

P.S. These are the books that I read this summer:

The Diary of Anne Frank

Hunger Games by Suzanne Collins

Black Beauty by Anna Sewell

Recidicide by Kelly Gallagher

The Story Killers by Terrence 0. Moore

David & Goliath by Macolm Gledwell

Outliers by Malcolm Gladwell

Children of the Core by Kris L. Nielsen

The Bible

Mark J. Castellano, president of the Lee County Teachers Association, explains in this post that the Lee County school board defended a love of learning when it took a stand against the testing frenzy that has engulfed our schools.

He writes:

“Our state and our nation have become obsessed with standardized testing of students in public schools. Obsessed to the point it has changed what our public schools should be: strongholds of learning.

“Schools are places where children are meant to learn that reading, writing, math, science, music, art, and all fields of study are valued. These are the roads they can safely travel to achieve what they dream of becoming, of doing. They should be able to discover the outlet that will allow them to become more than “productive citizens,” but people with a passion, and contributors to our communities, our nation, and our world.

“Yet, over the past 15 years, a dangerous hijacking of public education has taken place. Some of the catchphrases used to justify this are “accountability,” “failing schools,” “school choice,” “fire the ‘bad teachers’,” “the teachers unions,” ad nauseum. In reality, these have all misleadingly been used to promote one ultimate agenda: privatization of public education.

“The most egregious of the tactics that has been used is the testing mania crammed down the throats of public schools, and thus, public school students. Teachers are critical of this mania because it provides minimal to no useful feedback regarding the teaching and learning in their classes. Testing is supposed to be a diagnostic exercise — not an evaluation of the teacher, but an evaluation of what a student has learned. It is meant to be used by the teacher to determine strengths and deficiencies in a student’s understanding. It is to be a guide to what the teacher can and must do to help each student grasp the knowledge they need in whatever subject is taught. Educationally, testing was never meant to be a hammer held over the heads of students, teachers, and school districts.

“Yet, in regards to the consequences of what may happen if we dare to refuse the continued abusive misuse of testing, they have not clearly identified what the nail will be. I can only assume they feel that no one would dare challenge their dictates, so there was no need to be specific with the consequences. All we know is that if a school district or board is unwilling to comply with laws mandating the implementation of high stakes testing, the State Board of Education has the authority to withhold funding for that district. Ah, that’s the nail! No funding, no ability to operate a school system. If this occurred they would undoubtedly use it as an excuse to cry for further privatization….

“The Lee County School Board has taken the first real public stance by voting to “opt out” of the mandatory testing our Legislature requires. Other school boards around the state are now looking towards Lee County and beginning the conversation in their district. If more of them stand up and declare “ENOUGH!”, maybe our legislators and governor will realize that public schools should be permitted to fulfill their true purpose: give our children the gift of a love of learning, a desire for knowledge, and a purpose for offering their skills, whatever those may be, to better their lives and our world.

“The school board has chosen to take this strong stand and we applaud their efforts. We will proceed cautiously to ensure that teachers and students are not harmed, but we are prepared to tell our legislators and governor, “You WILL NOT punish our students and our education professionals to further YOUR agenda! You WILL adequately fund our schools, as our state’s constitution demands of you! You WILL stop the abusive misuse of high-stakes testing!”

Last week, the Lee County, Florida, school board voted 3-2 to remove the district from state testing. Some members want to reconsider. They have scheduled a meeting at a time when students, parents, and teachers are likely to be unavailable.

Bob Schaeffer of Fartest issued the following statement:

​​​​​​​​​
for immediate release Friday, August 29, 2014
NATIONAL CENTER FOR FAIR & OPEN TESTING (FAIRTEST) STATEMENT
BY PUBLIC EDUCATION DIRECTOR BOB SCHAEFFER

As a 15-year resident of Lee County, I have closely followed the Lee School Board’s debate about standardized testing misuse and overuse, testified at recent public hearings on the topic, ready Attorney Martin’s memo and communicated directly with School Board members.

The Lee School Board has the right to reconsider its vote to “opt out” of state-mandated testing. But the decision to schedule a special meeting at 8:30am on a weekday — when working Lee County public school parents, district educators, and students cannot attend is outrageous. Those are the stakeholders most directly impacted by the decision.

This important session must be rescheduled to a date and time when more members of these constituencies can participate in the democratic process.

The massive public relations campaign promoting worst-case scenarios and hypothetical “doomsday” penalties from the state ignore the damage being done to Lee County children by continued compliance with standardized exam misuse and overuse mandates.

Precipitous action to reverse the Board’s vote is not justified. Lee students do not face any immediate risk. It would make better sense to see what other districts do (for example, Palm Beach is considering a resolution similar to Lee’s) and how the state responds.

Rather than rescind the August 27 vote, a more measured approach would be to establish a committee of administrators, educators, parents and assessment experts to assess testing policies and propose a measured action plan to implement the goal adopted by the Board.

Bob Schaeffer, Public Education Director
FairTest: National Center for Fair & Open Testing
4163 Dingman Drive, Sanibel, FL 33957
office- (239) 395-6773 fax- (239) 395-6779
mobile- (239) 696-0468
web- http://www.fairtest.org

Veteran educator Michael Deshotels filed a public records request last June to find out how the state tests were scored. The state claimed that the tests were harder but the scores held steady. Deshotels got the records and concluded that the state had manipulated the scoring of the tests.

He writes:

“It turns out that the number of correct answers required for a passing score (or a level of basic) was significantly reduced for three out of four categories of the LEAP high stakes testing. Once one knows how the passing scores are routinely manipulated it’s no surprise that the percentage of students scoring basic or above remained steady. The test grading scale for LEAP was adjusted or “equated” (to use the lingo of testing experts), apparently to make certain that the perceived performance of students on the new Common Core aligned tests remained steady.”

Crazy Crawfish (aka Jason France, who was a data analyst for the Louisiana Department of Education) wrote a post about the same scores called “Standardized Lying.”

He writes:

“Student performance in Louisiana is dropping rapidly. The decline started just about the time John White became superintendent of Education and has accelerated rapidly with the introduction of Common Core in Louisiana schools. Based on a sample analysis of the very meager data LDOE finally released under threat of lawsuit it is clear that not only is student performance not increasing or staying steady, it Is in fact declining, and being masked by a lowering of the number of correct answers required to pass LEAP and iLEAP tests….

“I don’t have magical powers, but I can confidently predict this is something you will find and see happening across the nation, especially in education Reformer infested territories. There is nothing standardized about the testing of Common Core, the only standardization comes in in the form of lying about it.

“Proponents of Common Core, and the High Stakes testing required by it, have claimed the comparability of test scores across states will make for meaningful comparisons. To have this meaningful comparison, all states must teach the same curriculum and all must administer identical tests from one of the two federally funded consortiums (Smarter Balanced and PARCC). However neither consortium controls the cut scores; those are entirely in the control of the states. These scores can go up or down as local politics require.

“Let me spell this out for you. If you want to show progress in your state you can artificially inflate the scores to show improvement. If you need to make a case for more charter schools and school closures simply lower the scores and take them over and then raise the score back to show that reform worked. That is exactly what Louisiana has done and no doubt other reform markets as well. The actual data shows the Reforms, including Common Core, have had the exact opposite effect, and a very dramatic one.
Even though the proposed tests are identical, even though the curriculum is identical, the actual scores and their meanings are left up to individual states to determine. That fact nullifies the argument for identical standardized tests and even the need for a standardized curriculum. Our scores, our levels of achievement, will not be and are not comparable to scores in other states. These tests are actually the opposite of comparable. NAEP and DEIBELS are national tests that are comparable, and neither of them requires a standardized curriculum nor extensive, expensive, technology intensive, obsessive testing, like Common Core does.”

Does Palm Beach County, Florida, have the nerve to follow the example set by Lee County, Florida, which voted last week to opt the entire district out of state testing?

The Palm Beach County school board is weighing that decision, according to the Sun-Sentinel.

“Palm Beach County School Board members want to opt out of state-required testing, a controversial move that could jeopardize funding, athletics and students’ ability to graduate.

“They say testing has gotten out of control and creates too much pressure for students and teachers. After discussing the opt-out idea at a recent meeting, board members asked their lawyers for further study. They will discuss it again at a workshop in the next few weeks.

“Sometimes it takes an act of civil disobedience to move forward,” School Board member Karen Brill said. “We must explore the consequences, but we cannot allow fear to hold us back.”

“Last week, the Lee County school board became the first district in the Florda to opt out, after hundreds of parents pushed them to do so.

“But Joe Follick, a spokesman for the Florida Department of Education, said opting out would create chaos. The tests help determine a school’s letter grade and can affect school enrollment, teacher pay and even the prices of homes.

“There’s no way to know how you’re doing if you don’t take a test every year,” he said.”

The state warned that it could suspend funding to punish the district.

Imagine, as John Lennon sang. Imagine if many districts opted out. Imagine if most districts opted out. Imagine if every district opted out. Maybe then the state bureaucrats would remember that they work for the public, not the other way around. Maybe then the legislators would listen to their constituents.

Imagine schools where children were tested every three or four years, at transition points, as in the world’s top-performing nations. Imagine schools where teachers wrote their own tests and used their professional judgment. Imagine schools that did not insist on giving tests to children in hospice care.

Imagine.

Jason Stanford is a journalist in Austin, Texas, who follows the testing wars with keen interest, probably because he has children in school.

Having followed the blowback in Texas, where parents and educators together convinced the legislature that their zeal for testing was unreasonable, Stanford decided that standardized testing is not a good way to hold schools accountable. Actually, he says it is a lousy way because the tests don’t measure what we think they measure.

He writes:

“We’ve been using bubble tests to hold schools and students accountable for a long time, mostly without anyone asking tough questions about whether the scores were valid measures. Controversy over student testing was slow to develop and then mostly concerned the number of tests and the harsh consequences. We never asked whether the thermometer really measured the temperature, even though our education system is based upon the validity of these tests.”

He refers to “value-added measurement” as junk science. It is easy to parody as “Orwell-Meets-Kafka,” especially when the government does absurd things like ranking teachers by the scores of children they never taught.

This was the key point for him: “What really seemed to shake things up was an April report by the American Statistical Association, which said that because VAMs were based only on standardized tests they were 10 pounds of hooey in a 5-pound bag. And if you’re inclined to want the details, here’s the phrase that pays: “Most VAM studies find that teachers account for about 1 to 14 percent of the variability in test scores.”

And that led him to ask: “If teachers only account for 1 to 14 percent of the change in test scores, then what does the other 86 percent measure?”

“And if we don’t know what it means, why are we holding schools, students, and teachers accountable to it?”