Archives for category: Testing

Julian Vasquez Heilig is one of the bloggers I enjoy enormously because he has the statistical smarts and energy to vet dubious claims. Follow his blog. He always has smart insights, with the data to back them up. It is called cloakinginequity.com.

The other day I put up a post about an opinion piece in the Wall Street Journal that asserted that Texas needs many, many, many standardized tests because students don’t know the classics. Presumably, the more Pearson bubble tests they take, the more they will know about Shakespeare, Milton, Melville, and the Founding Fathers. They went on to tout their own charter schools, which presumably were succeeding at all these tests while turning children into philosopher kings.

Gosh darn, Julian checked the data. He discovered that their charter chain was underperforming the regular public schools on those tests that the authors touted.

Contact: United Opt Out National FOR IMMEDIATE RELEASE Email: unitedoptoutnational@gmail.com
Website: http://unitedoptout.com

OCCUPY THE US DEPARTMENT OF EDUCATION 2.0

The Battle for Public Schools

Administrators of the public education advocacy group UNITED OPT OUT NATIONAL are hosting the second annual event on the grounds of the US Department of Education in Washington, DC on April 4-7, 2013. We ask all of those in support of teachers, students and public schools to attend. The third day will include an organized march to the White House.

The event is a four-day gathering of progressive education activists endeavoring to resist the destructive influences of corporate and for-profit education reforms, which began in previous administrations and persist with the current one. We cannot and will not stand silent as the threats to dismantle our system of public education continue. These threats include the erosion of the teaching profession, excessive use of standardized testing, mandated scripted curriculum, the absolute disregard of child poverty, and reforms which disproportionately impact minority communities.

We ask that you join us, stand tall, and meet your responsibility as citizens to be heard above the din corporate influence.

You will have the opportunity to hear speakers and converse with public school advocates from across the country, including Diane Ravitch, Nancy Carlsson-Paige, Chicago Teachers Union President Karen Lewis, Stephen Krashen, Brian Jones, Deborah Meier, and many other students, teachers, and community members (visit the link below for full schedule details).

Do not miss this free and unique opportunity to connect with like-minded public school advocates. Come gather information and strategies that can be used to fight corporate education reform in your own community. Join us and make your voice heard.

If you require more information about the event, or to schedule interviews with the Administrators of United Opt Out National, please contact Peggy Robertson at (720)810- 5593 or via email writepeg@juno.com.

Jeff Bryant decries the phony bipartisan consensus surrounding education “reform.”

He wonders where are the progressives.

He compares the bipartisan consensus around education reform to the bipartisan consensus that prevailed before the war in Iraq, when dissenters were marginalized and ignored.

But he sees hope in the growing rebellion against high-stakes testing.

More and more parents and students understand that what is happening does not work, will not improve education, and will inflict grievous wounds to public education.

How long can our policymakers continue to demonize teachers and expect that “better” or “great” teachers will magically appear to take the places of those who left in disgust?

I share his view that the current reign of toxic policies will not last forever. Not a one of them has any evidence behind them, and not a one of them works to improve the quality of education.

Failure cannot survive indefinitely. The American people will indeed awaken to the great hoax called education “reform” and reclaim their schools.

This is a good summary of the debate about high school graduation requirements in the Texas House of Representatives.

I couldn’t help but think back to my own experience in Texas public schools many years ago (to be exact, I graduated from San Jacinto High School in 1956). To the best of my knowledge, the Legislature set minimum requirements and left the details to educators.

These days, legislators in Congress and the states seem to think they must decide everything in education and tell educators what to do. When I was in North Carolina last week, the dean of the UNC education school told me that the legislature passed laws requiring that students learn cursive writing and memorize the multiplication tables.

It is a good thing the legislators are not telling doctors how to make their diagnoses and conduct surgical procedures.

The Texas Legislature heard the voices of parents, students, teachers, and employers.

The Texas House of Representatives voted overwhelmingly, 145-2, to reduce high-stakes testing.

Under the legislation, the number of tests required for high school graduation would be reduced from 15 (the highest in the nation) to five.

The Texas Senate earlier passed a bill to cut back on testing,

As former Texas Commissioner of Education Robert Scott said last year, the testing industry in Texas turned into a vampire. Only weeks ago, at the mass Save Texas Schools rally in front of the State Capitol, he called testing “the flea that wags the tail that wags the dog.”

Legislators are talking about getting some flea powder.

How great is the Providence Student Union? The students persuaded 50 accomplished professionals to take a test made up of released items from the math test.

60% of these brave and successful people would have failed to get a high school diploma if they were high school students.

The Providence Student Union made a video of the event. It is less than three minutes. See it here.

Next time you hear elected officials or advocates say they want more tests, ask them if they are willing to take the high school graduation test themselves. Ask Michelle. Ask Bill. Ask Arne. Ask Joel. Ask Bobby. Ask Andrew.

An article in the Wall Street Journal goes on a rant against critics of standardized testing. It was written by a charter school advocate in Texas and a professor at ultra-conservative Hillsdale College in Michigan. The authors are shocked that so many parents and local school boards in Texas want to reduce the number of tests needed to graduate high from 15 to only three or four.

They insist that American students are really incredibly stupid and the best way to make sure they gain the wisdom of the ages is to demand more of Pearson’s multiple choice tests.

You can see that they really care about the Higher Things because they drop names like Homer, Milton, Melville, and Shakespeare. They also drop some references to the Founding Fathers.

Two things are odd about this article (in addition to the fact that the statistics they cite were based on a telephone survey of 1,200 students, who were asked multiple-choice questions and had no reason to take the survey seriously).*

First, when American students were classically educated, many eons ago, as the authors yearn for, they were not taking any standardized tests. None. Zero. Zip. They were writing essays and examined orally by their teachers. It seems the authors yearn for the good old days of 1910, when the high school graduation rate was about 10%.

And then there is the irony that the authors are the sort who usually rant about the importance of respecting parental choice. Why do they deny the choice that so many Texas parents so clearly and passionately want: an education where more time and resources are devoted to teaching, not testing?

Gosh, with more time for teaching and learning, the students would actually have time to read Homer, Shakespeare, Melville, and Milton, instead of test prep.

*Full disclosure: I was co-chair of the organization that commissioned the survey and co-authored the introduction. The organization, named Common Core, has no connection to the Common Core State Standards. It was created to advocate for the liberal arts and sciences, not for testing them. I resigned from it in 2009.

P.S. a comment below points out that Hillsdale College attracts many home-schoolers who do not take batteries of standardized tests annually.

Iowa officials are very proud of a school that increased test scores of low-income kids. One reason, officials say, was that the school eliminated morning recess.

This teacher says the tradeoff is a bad deal. Was it to make time for more instruction or more test prep?

Chris Liebig engaged in a Twitter debate with State Commissioner Jason Glass.

Chris writes:

“You can be the judge of whether the discussion is going anywhere. But it seems clear that Glass must have a different definition of test prep than I have. Mine would be: single-mindedly pursuing higher test scores at the expense of other values that are cumulatively more important. One such value is providing a humane school experience. Another is preserving a child’s enjoyment of learning. Another is not teaching authoritarian values. Another is giving enough attention to subjects that aren’t tested or don’t lend themselves to testing.”

Another question: Would Jason Glass want this for his own children?

NYC officials prepared a guide
for parents to help their children survive the stress and trauma of the upcoming tests.

Please read it.

It sounds chilling.

It says the state is about to subject your child to an ordeal. Here is how you should deal with it.

What do you think?

http://schools.nyc.gov/NR/rdonlyres/745FABA2-C5B2-46AF-BD52-5687683F4D77/0/SupportingYourChild1pagerforParents22013FINALESEnglish.pd

State commissioner of Education John White has outdone himself this time.

He puts forward one goofy plan after another, like sending children to schools that teach creationism and calling it “reform.”

But now he has an even nuttier idea: He wants to tie the funding for the state’s gifted high school students to their test scores. Really. No kidding.

It’s merit pay for kids.

What’s next: Tying funding for poor kids to their “performance?” Cutting their funding if they don’t get high enough test scores?

Currently the state has 10,000 students in gifted programs in high schools.

Under the present formula, they get 1.6 times the allotment as is available for those in general education.

The gifted students would take a cut to 1.3 times the regular students unless they hit the following goals:

Under the BESE-approved MFP plan students would qualify for the aid if:

“Eighth-graders score excellent on their Algebra I end of course test.
Ninth-graders score excellent on their geometry end-of-course test or 3 or higher on an Advanced Placement test, which can be used to qualify for college credit.
10th-graders score 3 or higher on an AP exam.
11th-graders score 3 or higher on an AP exam or 4 or higher on an International Bachelorette course, or IB.”

The savings would be small, but the message to students is that John White will cut their funding if they don’t get the scores he wants.

A few more big ideas like this and John White will turn Louisiana into an international laughing stock.

Unless he has already reached that goal.