Archives for category: Testing

In an article in “Politico Pro,” which is behind a paywall, AFT President Randi Weingarten applauded the decision of the New York State United Teachers, which passed a resolution of “no confidence” in New York State Commissioner John King.

She said that NYSUT was right to withdraw support from Common Core unless there are “major course corrections.”

The implementation of the standards was badly botched, she said, and neither King nor Board of Regents Chair Merryl Tisch was listening to the public or teachers.

Randi was especially outraged that King is pushing ahead with the Common Core standards at the same time that budget cuts have caused the layoff of thousands of people who provide important services for students.

Weingarten was insistent that the standards had to be delinked from the new tests.

On Saturday morning, the Board of Directors of NYSUT–the New York State United Teachers–voted unanimously for a resolution of “no confidence” in State Commissioner John King.

This is tantamount to calling for his removal.

The implementation of Common Core testing in New York state was widely recognized as a fiasco. Many legislators, including the leader of the State Assembly, have called for a delay.

King’s high-handed tactics, his refusal to listen to the public, and his lack of experience as an educator have set off widespread protests among teachers, principals, and parents.

This is the press release from NYSUT:

ALBANY, N.Y. Jan. 25, 2014 – New York State United Teachers’ Board of Directors approved a resolution Saturday that declared “no confidence” in the policies of State Education Commissioner John King Jr., therefore calling for his removal by the Board of Regents.  NYSUT’s board also withdrew its support for the Common Core standards as implemented and interpreted in New York state until SED makes major course corrections to its failed implementation plan and supports a three-year moratorium on high-stakes consequences from standardized testing.

The union’s board acted unanimously Saturday morning at a meeting in Albany.

“Educators understand that introducing new standards, appropriate curriculum and meaningful assessments are ongoing aspects of a robust educational system. These are complex tasks made even more complex when attempted during a time of devastating budget cuts. SED’s implementation plan in New York state has failed. The commissioner has pursued policies that repeatedly ignore the voices of parents and educators who have identified problems and called on him to move more thoughtfully,” said NYSUT President Richard C. Iannuzzi. “Instead of listening to and trusting parents and teachers to know and do what’s right for students, the commissioner has offered meaningless rhetoric and token change. Instead of making the major course corrections that are clearly needed, including backing a three-year moratorium on high-stakes consequences for students and teachers from state testing, he has labeled everyone and every meaningful recommendation as distractions.”

The resolution states that the board declares “no confidence in the policies of the Commissioner of Education and calls for the New York State Commissioner of Education’s removal by the New York State Board of Regents.”

NYSUT Vice President Maria Neira said the union has been sounding warning bells since 2011 about the over-emphasis on standardized testing and the state’s rushed and unrealistic timeline for introducing curriculum and assessments tied to the Common Core state standards.  She said NYSUT is seeking:

  •  completion of all modules, or lessons, aligned with the Common Core and time for educators to review them to ensure they are grade-level appropriate and aligned with classroom practice;
  •  better engagement with parents, including listening to their concerns about their children’s needs;
  •  additional tools, professional development and resources for teachers to address the needs of diverse learners, including students with disabilities and English language learners;
  •  full transparency in state testing, including the release of all test questions, so teachers can use them in improving instruction;
  •  postponement of Common Core Regents exams as a graduation requirement;
  •  the funding necessary to ensure all students have an equal opportunity to achieve the Common Core standards.  The proposed Executive Budget would leave nearly 70 percent of the state’s school districts with less state aid in 2014-15 than they had in 2009-10; and
  •  a moratorium, or delay, in the high-stakes consequences for students and teachers from standardized testing to give the State Education Department – and school districts – more time to correctly implement the Common Core.

“The clock is ticking and time is running out,” Neira said. Students sit for a new battery of state assessments in just a few months. It’s time to hit the ‘pause button’ on high stakes while, at the same time, increasing support for students, parents and educators. A moratorium on high-stakes consequences would give SED and school districts time to make the necessary adjustments.”

The resolution will go to the more than 2,000 delegates to the 600,000-member union’s Representative Assembly, to be held April 4-6 in New York City.  The resolution underscores NYSUT’s longstanding, strong opposition to corporate influence and privatization in public education and calls for an end to New York’s participation in InBloom, a “cloud-based” system that would collect and store sensitive data on New York’s schoolchildren.

New York State United Teachers is a statewide union with more than 600,000 members. Members are pre-K-12 teachers; school-related professionals; higher education faculty; other professionals in education, human services and health care; and retirees.  NYSUT is affiliated with the American Federation of Teachers, the National Education Association and the AFL-CIO.

John Savage, a freelance journalist and former teacher, reviewed “Reign of Error” in the “Texas Observer.”

I liked the review for many reasons.

First, because Savage liked the book. That pleases every author.

Second, because the first article I ever published appeared in the “Texas Observer,” a gritty liberal journal that covers Texas politics. The article was called “My Ghetto and Yours,” and it was about growing up Jewish in Houston. It appeared, I think, in 1961. I think I was lamenting how little I knew of the big world outside Houston. I haven’t read it since 1961, so I can’t be certain what I wrote but I feel pretty sure I launched my writing career by stepping on toes. I think that it would be called “juvenalia” if it ever appeared in a collection.

Tom Loveless had the nerve and courage to publicly rebuke OECD for giving a distorted view of Shanghai’s test scores on the latest international test (PISA). He said that the tests excluded significant numbers of children from migrant families, and OECD ignored this practice.

I posted both his articles on the subject.

The director of OECD said Tom Loveless was wrong.

The Néw York Times wrote up the controversy, and the story left no doubt that China gamed the system, and OECD looked the other way.

Tom told the Times:

““They are presenting Shanghai in the best possible light” as “a paragon of educational equity, and that’s not accurate,” said Mr. Loveless, who objects to PISA’s comparison of Shanghai to other major world economies. “It’s such a unique system, I wouldn’t compare it to anybody,” he said in an interview.”

Congratulations, Tom, for calling out an obvious wrong.

A teacher in the UK describes what happens when superiors demand that he or should hit their predicted targets, without respect to reality.

It begins:

“The Secret Teacher

“Some years ago I was called by my head of department to discuss the grades I’d predicted for a year 11 class. They were aspirational and realistic. I was told to change them. My forecast was not in line with school targets for A*-C so if I didn’t change them I would be “targeting failure”. I changed them.

“I’ve got young kids, a mortgage and could do without the stress of a capability procedure. Morals don’t pay the bills. The class achieved close to my original prediction. I was admonished over my underperformance and the inaccuracy of my predictions – the predictions which weren’t actually mine at all.

“Following so far? Good. Because that’s target-driven education; a farce.
This September, Birendra Singh, who spent five years observing science teaching in three unnamed London schools, told BBC News that “the rate of cheating suggested in [my] small study may be indicative of a bigger picture”. He was right. It’s epidemic.

“We’ll go to epic lengths to fiddle controlled assessment. We’ll enter whatever number we need to make the spreadsheet turn green regardless of whether a kid has done the work. Until recently, we’d lie about pupils’ speaking and listening scores (easy pickings – nobody ever checked) to boost them to a C. In short, we remove every last scrap of accountability from the pupil and pull every trick in the book to make sure “they achieve their potential”.

“The result? There’s a demographic of our children with little cognitive link between hard work and achievement – that hard work leads to achievement. It doesn’t matter if you work hard or not, you’ll get the grade anyway and we’ll parade you under the banner of “improving standards”.

Rebecca Mead has written a brilliant blog post for “The New Yorker” explaining why parents plan to opt their children out of NewYork’s Common Core testing in 2014.

It Is as succinct an explanation as I have read, and it is vivid because the writer is a parent in a progressive public school that teaches students to think for themselves. The principal of the Brooklyn New School has spoken out against the cruel and unusual demands of the tests but she must comply, by law.

The parents, however, have a special interest: their children.

Mead begins:

“Anna Allanbrook, the principal of the Brooklyn New School, a public elementary school in Carroll Gardens, has long considered the period of standardized testing that arrives every spring to be a necessary, if unwelcome, phase of the school year. Teachers and kids would spend limited time preparing for the tests. Children would gain familiarity with “bubbling in,” a skill not stressed in the school’s progressive, project-based curriculum. They would become accustomed to sitting quietly and working alone—a practice quite distinct from the collaboration that is typically encouraged in the school’s classrooms, where learners of differing abilities and strengths work side by side. (My son is a third grader at the school.) Come the test days, kids and teachers would get through them, and then, once the tests were over, they would get on with the real work of education.

“Last spring’s state tests were an entirely different experience, for children and for teachers. Teachers invigilating the exams were shocked by ambiguous test questions, based, as they saw it, on false premises and wrongheaded educational principles. (One B.N.S. teacher, Katherine Sorel, eloquently details her objections on WNYC’s SchoolBook blog.) Others were dismayed to see that children were demoralized by the relentlessness of the testing process, which took seventy minutes a day for six days, with more time allowed for children with learning disabilities. One teacher remarked that, if a tester needs three days to tell if a child can read “you are either incompetent or cruel. I feel angry and compromised for going along with this.” Another teacher said that during each day of testing, at least one of her children was reduced to tears. A paraprofessional—a classroom aide who works with children with special needs—called the process “state-sanctioned child abuse.” One child with a learning disability, after the second hour of the third day, had had enough. “He only had two questions left, but he couldn’t keep going,” a teacher reported. “He banged his head on the desk so hard that everyone in the room jumped.”

Mead gets it. Read the whole article. Testing has spun out of control. It is consuming time and resources needed for teaching and learning.

This can’t continue. When little children are tested more than those who take the bar, you must know something is terribly wrong.

The school asks its fifth-grade students: “What are we willing to stand up for?”

The parents will answer this spring, not only at the Brooklyn New School, but in many schools and districts and states.

Yesterday, Thomas Friedman published yet another article lambasting American public education. Every time he writes about public schools, it is a put-down. He said in one article that America is “in decline” because of low scores on international tests, because McKinsey & Co. said so. Google his name and “Teach for America,” and you will get more than 100,000 hits.

David Sirota, an investigative journalist, wondered why New York Times’ columnist Thomas Friedman always sides with the economic elites in this country and around the world, and he suggests the answer: He married into one of the richest families in America.

He wrote in 2006:

I’ve documented repeatedly how New York Times columnist Tom Friedman parrots the propaganda of Big Money, using his column to legitimize some of the worst, most working-class-persecuting policies this country has seen in the last century – all while bragging on television that he doesn’t even bother read the details of the policies he advocates for. I have always believed Friedman’s perspective comes from the bubble he lives in – that is, I have always believed he feels totally at ease shilling for Big Money and attacking workers because from the comfortable confines of the Washington suburbs he lives in and the elite cocktail parties he attends, what Friedman says seems mainstream to him. But I never had any idea how dead on I was about the specific circumstances of Friedman’s bubble – and how it potentially explains a lot more than I ever thought.

As the July edition of the Washingtonian Magazine notes, Friedman lives in “a palatial 11,400-square-foot house, now valued at $9.3 million, on a 7½-acre parcel just blocks from I-495 and Bethesda Country Club.” He “married into one of the 100 richest families in the country” – the Bucksbaums, whose real-estate Empire is valued at $2.7 billion.

Sirota thinks that full disclosure matters. In the case of Ted Kennedy, for example, everyone knew about his family and its wealth. And, furthermore, he did not advance his family’s economic interest.

As we have seen again and again, whenever Thomas Friedman writes about education, he writes with hostility towards public education, towards career educators, and with indifference to the struggles of many middle-class and poor families. He consistently writes admiringly about corporate reform policies such as high-stakes testing and Teach for America (one of his daughters joined TFA).

Sirota writes:

Friedman, unlike Kennedy, uses his position to push the very specific economic policies (such as “free” trade) that the superwealthy in this country are pushing and exclusively benefit from. That’s why his billionaire scion status is so important for the public to know – because it raises objectivity questions. If, for instance, Richard Mellon Scaife wrote articles in newspapers demanding the repeal of the estate tax – don’t you think it would be important for readers to be warned that Scaife was a multimillionaire whose family (and the few families like his) would almost exclusively benefit from the policies he was writing about? Of course. That’s called full disclosure and transparency, the very things critical to an objective free press and democracy – the very thing Friedman says is so important for other countries when he writes about foreign policy.

So the next time you read a piece by Tom Friedman telling us how wonderful job outsourcing is or how great it is to pass Big Money’s latest trade deal that include no labor, wage, human rights or environmental provisions – just remember: Tom Friedman, scion of a billionaire business empire, is just doing right by his own economic class.

I spoke at Fox Lane High School in Bedford, New York, on January 16.

Here is a video of my talk. 

I explain how federal policy has taken control of every public school in the nation, promoting policies that have no research or evidence behind them, closing schools, and causing demoralization among teachers and administrators.

I recommend a moratorium for testing of the Common Core.

I recommend regular reviews of the standards by the state’s teachers and scholars. No standards are perfect. These are not. They should be reviewed and revised where appropriate.

Be not afraid of authority.

We live  in a democracy. Take responsibility for your schools and your children.

I suggest that there is one way to fight back and restore sanity in education: Contact your legislators. Now.

The corporate types who hate teachers’ unions and public schools have been running a billboard and mass media campaign in New York and New Jersey.

But they are not the only ones who know how to frame a message.

Here is a fabulous billboard posted on a major highway in Colorado by critics of the nutty testing regime imposed by No Child Left Behind and Race to the Top.

Readers of this blog know that I have repeatedly argued that standardized scores on international tests predict nothing about the future.

Now comes an article in Forbes–Forbes!–saying that the international scores don’t mean much.

Scott Gillum quotes sources such as Sir Ken Robinson, Carol Dweck, and Yong Zhao to argue that what matters most–creativity, originality, initiative–is not captured by standardized tests.

He concludes:

“The U.S. has had a long tradition (and culture) of producing rule-breakers, game-changers and out-of-the-box thinkers — not easily measured in the form of test scores, but better captured in optimism, perseverance and innovation. Perhaps being “average” is the right result to ensure that we are not, as Robinson would say, “educating people out of their creativity.”

Anyone who seriously believes that the test scores of 15-year-old students in Estonia, Latvia, and other small countries puts our nation at risk cannot be taken seriously. Our competitive edge has always been those who think differently, outside the box, not inside it.