Archives for category: Testing

John Merrow hears that the Department of Education in a state of confusion.

“From one perspective, these are the worst of times for American public education. In his inaugural address, President Trump told the nation that we have an “education system flush with cash but which leaves our young and beautiful students deprived of all knowledge.” His proposed budget acts on his words, cutting federal education dollars by 13.55, or nearly $9 billion. His Secretary of Education, Betsy DeVos, has called public education a disgrace and a disaster. Openly hostile to traditional public schools (which serve 90% of children) she plans to use the levers of power available to her to support vouchers, home schooling, on-line for-profit charter schools, and other alternatives.

“Basically, it’s open warfare against public education in Washington.

“However, it’s also chaotic, because Trump’s White House does not trust any of the Cabinet departments and has installed ‘spies’ in all of them, including Education. These Trump loyalists, often called ‘Special Assistants to the Secretary,’ report to the White House, not to the Secretary of the department they’re assigned to. So, things have to be beyond weird at 400 Maryland Avenue SW, the home of the Department of Education. One can imagine these ‘Special Assistants’ going from office to office, looking over shoulders and grilling confused bureaucrats. “What do you do?” Why does what you do matter?” And so on… I hear that morale is plummeting at the Department.

“I just came from Washington, where some Republicans and Democrats told me that “Lamar Alexander is really in charge.” Mr. Alexander is the Republic Senator from Tennessee and a former Secretary of Education who, as Chair of the Committee that approved DeVos, pushed through her nomination even though her statements revealed her lack of qualifications and understanding. They seemed to be expressing the hope that Senator Alexander could and would rein in DeVos if she really got crazy.

“So, it’s bad, but it would be worse if Trump’s anti-public school people had their act together, which they do not.”

The only solace he sees in the current situation is that Hillary would have stayed on the same Republican-designed test-and-punishe regime so beloved by Teach for America and DFER.

So, it was a Hobson’s choice, between more of the same (Hillary) and a willful, ignorant billionaire intent on destroying public schools.

Where do we go from here? We have to fight back, resist, ptotest, or watch the privatization movement steal a democratic institution.

Bob Schaeffer of FairTest reports on testing news from across the nation.

Responding to escalating grassroots pressure against standardized exam overkill, many state legislatures and education boards are advancing plans reduce testing overuse and misuse. Close monitoring by constituents is necessary to ensure that high-sounding proposals are actually implemented.

National Tell Your State to Consult with Stakeholders Over ESSA Plans
https://truthinamericaneducation.com/elementary-and-secondary-education-act/tell-your-state-slow-roll-essa-state-plans/
http://blogs.edweek.org/edweek/campaign-k-12/2017/03/essa_involvement_unions_districts_state_chiefs.html

California New School Rating System Goes Beyond Test Scores
http://www.fresnobee.com/news/local/education/article138642753.html

Delaware The Myth of School Grading

Apples, Oranges, & The Myth Of Grading Schools: The True Goals Behind Bad Education Policy

Florida Parents Push Back at Jeb Bush Plan for Higher Test Score Requirements
http://www.orlandosentinel.com/features/education/school-zone/os-fsa-scores-naep-lawmakers-20170314-story.html
Florida House Panel Advances Bill to Make Some Tests Available to Public
http://www.tampabay.com/blogs/gradebook/florida-house-panel-moves-to-make-some-state-tests-publicly-available/2317228

Georgia State Legislature Sends Governor Bill Barring Punishment for Test Refusal
http://www.ajc.com/news/state–regional-education/georgia-lawmakers-send-school-test-refusal-bill-governor/KPJQ6uVPocHHUcAi1YxzoJ/
Georgia Legislators Consider Alternatives to Standardized Exams
http://www.ajc.com/news/state–regional-education/lawmakers-consider-alternatives-standardized-tests/WyPLN761lAoZj4if3kNCRI/

Illinois Opt-Out Tool Kit
http://www.ilraiseyourhand.org/testing2016
Illinois Opt-Out Families Criticize Pressure to Take PARCC
http://chicago.suntimes.com/news/cps-families-teachers-cite-pressure-to-take-parcc-test/

Indiana State Seeks to Delay Promised Test Revamp
http://wboi.org/post/mccormick-asks-2019-start-date-new-test-not-2018

Massachusetts State Plays Shell Game Over New Test’s Contents
https://www.baystateparent.com/2017/03/14/state-officials-vague-on-new-standardized-test/

Minnesota Stop the State Testing Madness
http://www.sctimes.com/story/opinion/2017/03/16/stop-madness-mca-testing/99268306/

New Jersey Lawmakers Try to Spike PARCC Graduation Test
http://www.nj.com/education/2017/03/nj_parcc_graduation_requirement.html
New Jersey Why All Parents Should Consider Refusing the PARCC
https://www.tapinto.net/towns/montville/categories/letters-to-the-editor/articles/why-all-parents-should-consider-refusing-the-parc-43
New Jersey The Importance of Pushing Back Against PARCC
http://www.njspotlight.com/stories/17/03/19/op-ed-the-legislative-importance-of-pushing-back-against-parcc/

New York Grassroots Organizations Unite to Urge Massive Opt-Out
http://www.nysape.org/nysape-pr-optout2017.html
New York Regents Dump Teacher Test With Large Discriminatory Impact

New York How to Opt Out of State Tests Video
http://www.optoutnyc.com/

Ohio Use Evaluations to Help Teachers Improve, Not Label
http://www.cleveland.com/metro/index.ssf/2017/03/ohio_teacher_evaluations_could_use_test_scores_for_more_growth_less_judgement.html
Ohio District-Mandated Exams Are Part of Overall Testing Crush
http://www.cleveland.com/metro/index.ssf/2017/03/local_tests_are_part_of_ohios_testing_crush_too_says_state_superintendent.html
Ohio Test-Based Graduation Crisis
http://plunderbund.com/2017/03/19/the-graduation-crisis-in-one-page/

Pennsylvania State Shies Away From A-to-F School Grading System
http://lancasteronline.com/news/local/pennsylvania-is-shying-away-from-controversial-a-f-grading-system/article_09233aaa-0998-11e7-bdc0-23f560767dc7.html
Pennsylvania Academic Test Mandates Hurt Need to Develop Future Craftsmen

Academic test mandates hurt need to train future craftsmen


Pennsylvania State Considers Changes to Testing and Accountability Measures
http://triblive.com/news/education/12096521-74/pennsylvania-department-of-education-considers-changes-to-testing-accountability-measures

South Carolina 1,300 Students Forced to Retake Mandatory ACT When Computers Freeze Up
http://www.islandpacket.com/news/local/community/beaufort-news/article138845473.html

Tennessee Lawmakers Want to Roll Back A-to-F School Grading System
http://www.chalkbeat.org/posts/tn/2017/03/20/tennessee-lawmakers-want-to-roll-back-a-f-school-grades-before-theyve-ever-been-given/

Texas Education Committee Chairs Propose Major Changes to A-to-F School Grades
http://www.khou.com/news/local/texas/education-committee-chairs-push-major-edits-to-a-f-ratings-for-schools/423017703
Texas Legislator: Testing Helps Create New Separate And Unequal
http://www.elpasotimes.com/story/opinion/columnists/2017/03/18/gonzlez-new-separate-unequal-education/99354538/

Washington State Could Say “Goodbye” to High-Stakes Graduation Test
http://tdn.com/news/local/capitol-dispatch-state-could-say-goodbye-to-high-stakes-tests/article_d6143742-0117-54d1-983e-db37b0f6c86c.html

University Admissions Test-Optional Schools Break Down Admissions Barriers

Test optional colleges break down barriers to higher education


University Admissions FairTest Database of 925+ Colleges and Universities That Don’t Require ACT/SAT Scores
http://fairtest.org/university/optional

Worth Reading Top Ten Reasons to Opt Out of Tests

Worth Viewing “More . . . Than a Score” Video About Kindergarten Testing

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

Mary Gonzalez is a member of the Texas House of Representatives. She is now serving her third term in the House, and she is deeply concerned that the state and the federal government want to destroy public education.

The goal of school choice, she says, is to create a separate and unequal system of schools for the state’s 6 million students.

She writes:

In 2011, the Legislature cut $5.4 billion in public education funding and implemented a testing regime that centered accountability on a dehumanizing, ineffective standardized test.

In short, schools would get a lot less money while facing impossible standards. It was as if schools were intentionally being set up to be labelled as failures. Why do you think campuses are now being labeled A through F?

Creating the perception of failing public schools in the minds of the public was necessary to fuel the “school choice” movement.

Listening to the political rhetoric at the state and national level, this strategy seems to have been effective. Instead of a collective discourse on strengthening and funding our public schools, the conversation centers on supporting charter expansion and vouchers.

The expansion of “school choice” translates into the creation of multiple systems, facilitating a structure of separate and unequal.

Charter school quality, however, is questionable. Research demonstrates that, on average, they don’t outperform traditional public schools.

The real problem with “school choice” is the creation of an unequal, tiered system that allows students to fall through the cracks. These tiers are only created when money and resources are taken away from public schools.

In the long term, this approach is unsustainable for a state serving nearly 6 million students.

The unequal distribution of resources, along with the fact that charter schools do not operate under the same rules as public schools, exacerbates the problem.

Charters claim to be “public”, but are actually run by corporations or nonprofits, rather than locally elected school boards that are accountable to parents and the community.

Charters are not subject to the same regulations as public schools. Those regulations include class size limits, student-teacher ratios, and having school nurses and counselors on site.

Also, charters can control enrollment through admission requirements like geographical location, discipline records, sibling priority, academic ability, and through dismissal and expulsion procedures that differ from those of traditional schools. This allows charters to preferentially select students who are less-expensive to educate.

When we fragment the public school system, we create more opportunity for inequity without making any real gains.

Democracy requires a strong and equitable public school system. Choice will undermine that goal.

FOR IMMEDIATE RELEASE: March 20, 2017
More information contact:
Lisa Rudley (917) 414-9190; nys.allies@gmail.com
NYS Allies for Public Education (NYSAPE) http://www.nysape.org

Link to Press Release

New York’s Largest Grassroots Education Advocacy Organizations Join Forces to
Urge Parents to Opt Out of NYS Common Core State Tests

Across the state, grassroots education advocacy organizations including New York State Allies for Public Education (NYSAPE), Long Island Opt Out, New York BATs, NYC Opt Out and Stronger Together, are urging parents to opt out of the NYS Common Core state tests.

With New York State Common Core state tests in grades 3-8 set to begin this month, hundreds of thousands of parents have notified school officials that they will refuse these flawed and harmful tests. Despite Commissioner Elia’s claims that significant changes to these tests have been made in response to the concerns of the public, parents and educators know that nothing could be further from the truth.

Jeanette Deutermann, Long Island public school parent, founder of Long Island Opt Out and NYSAPE said, “We have made great strides over the past few years. As a result of the opt out movement, many agencies, organizations, and state leaders connected to education have either willingly or forcibly shifted towards a philosophy of whole child teaching and learning, recognizing the voting power that this movement possesses. However, this shift has not resulted in the legislative changes required to stop the misuse of test scores to rank, sort, and punish our schools. We must continue to refuse the tests until the NYS education law is amended.”

New York City schools are resorting to misinformation and scare tactics to discourage opt out in communities that have less access to information, especially in Title I schools. While our schools should be empowering parents to make thoughtful decisions on behalf of their children, what we are seeing instead is the usurpation of parental rights. To be clear, every parent has the right to refuse the state tests simply by notifying their child’s school officials.” said Johanna Garcia, NYC public school parent and Co-President of District 6 President’s Council.

“As always, there are those who wish to contain our influence and weaken our resolve. Sadly, misinformation meant to strip the rights of parents and quell opt out has been disseminated by organizations and school leaders charged with overseeing the education our children. Facts are our weapon. Information is our strength.” Eileen Graham, Rochester public school parent and founder of the Black Student Leadership Organization.

Nate Morgan, President of Hastings Teachers Association and Vice Chair of Stronger Together Caucus said, “The tests are longer than ever with young students sitting for up to five hours per day for 6 days of testing and even longer now with the Commissioner’s untimed testing policy. The common core standards remain essentially unchanged and the benchmarks used to determine proficiency continue mislabel hundreds of thousands of students as failures. Teachers continue to have minimal input in test construction and in fact, are not even permitted to read the tests they are compelled to administer! Parents and educators recognize the failure of both Commissioner Elia and Governor Cuomo to respond to our concerns. The opt out movement will continue.”

“While Governor Cuomo is desperate to present himself as a progressive champion of education, his actions prove that his education platform is most closely aligned with that of federal Secretary of Education Betsy DeVos. Coupled with his failure to fully fund our public schools, Governor Cuomo’s refusal to amend the Education Transformation Act–a law that requires the use of junk science, unfairly punishes schools serving the most vulnerable students, and supports privatization efforts–proves that he cares little for our children and the well-being of our schools,” emphasized Marla Kilfoyle, Executive Director of BATs, NYS public school teacher, and parent of a NYS public school child.

We are encouraging parents to reject harmful and developmentally inappropriate tests along with non-researched standards, the continued misuse of assessment data, and efforts to punish and privatize the most under-funded schools by opt outing out of the 2017 NYS Common Core state tests.

NYSAPE is a grassroots coalition with over 50 parent and educator groups across the state.

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It is rare to report that any state has eliminated any standardized test at all, but that is exactly what may be about to happen in New York.

A committee of the New York Board of Regents has proposed to eliminate the “Academic Literacy Skills Test for Teachers,” which is a useless hurdle. For now, the test has been suspended. Its future will be decided in July at a meeting of the full Board of Regents.

The test was adopted in 2014. It has a disparately negative impact on minorities. But that alone is not the reason to eliminate it. It should be eliminated because it has no predictive value about good teaching.

Critics complain that the Regents are “lowering standards,” but that is nonsense.

To get a license to teach in New York State, applicants must take and pass four exams. In the contemporary mania for testing, policymakers decided that one test was not enough; two tests were not enough; three tests were not enough. No, future teachers had to take and pass four tests, all of them at the expense of those who want to teach.

The Regents, led by Regent Kathleen Cashin–a former teacher, principal, and superintendent–conducted a review of the tests. The Cashin committee concluded that the most useless of the four tests was the ALST. It is a 43-question exam that costs future teachers $118, takes about three-and-a-half hours, and has no predictive value whatever as to who will be a good teacher. Here are sample questions. Like all standardized tests, some questions have more than one right answer. If anyone can explain how this test shows the qualities of a good teacher, please let me know.

Like all standardized tests, the ALST has a disproportionately negative impact on people of color. There is a higher failure rate among blacks, Hispanics, and Asians.

If the test actually predicted who would be a good teacher, maybe the state could ignore the disparate harm to racial minorities.

But nothing about the test has any relationship to teaching. It is a test that weeds out anyone who can’t think like test makers think. It does not predict who has the knowledge and skills to teach well. It does not predict who has the sensitivity and concern to be an effective teacher for children with disabilities. It does not predict who will succeed as a teacher of students with limited English skills. It does not predict who will be successful in any kind of classroom.

Perhaps Harvard or Yale might find it to be a good substitute for the SAT, to weed out all but the most advantaged students. Perhaps law schools might find it useful to gauge reasoning skills.

But it is not a test of the skills of teachers and should be eliminated as a requirement for teaching in New York state.

It is that time of year again: Time to take the meaningless standardized tests.

Peter Greene here gives eight reasons why students should opt out of tests.

Here are six of his eight reasons. Read the piece to learn about the other two. They may be the most important:

1) No Benefits for Children or Parents

Your child is not allowed to discuss specifics of the test with anyone, so there will be no after-test conversation that would help her glean lessons through reflection. Your child will not get any specific feedback telling her which answers she got right, and which she got wrong. You will not get any feedback on the test except a single blanket score between 4 (super-duper) and 1 (not so great). Once this test is done, you will not know anything about your child that you did not already know.

2) No Benefits for Teachers

In most states, we are not even allowed to lay eyes on the test, and we will receive a single score for your child. All of this is useless. We will learn nothing about your child, and nothing about your child’s class (except how well they did on this test). If an administrator or a teacher tells you that the test results will give them valuable information about your child, ask them why they have not already collected that information by other means and if not, what they’ve been doing for the past eight months.

3) Wasted Time and Resources

What could your student have done with the time spent on preparing for the test, drilling for the test, taking the test? What could your state and local school system have done with the millions of dollars spent on giving the test? Students, parents and schools are paying big in both financial and opportunity costs.

4) Warped View of School and Life

Test-centric schooling leaves our students with the impression that they go to school to learn how to pass the test, and then to take the test. That is a terrible model for learning and for life. Contrary to what test supporters say, life is not all about standardized tests. You will not take a bubble test to get married or to have and raise children. Whatever your career, it will not involve a steady daily diet of test prep and test taking. Show your child that the Big Standardized Test is not the point of school.

5) Don’t Negotiate with Hostage Takers

You may hear that your child must take the test because otherwise it will hurt the school or the classroom teacher. This is simply hostage taking. And it’s important to remember that every year this continues, schools and teachers continue to pay a price– in time, in money, in the growth of a pervasive toxic test-driven atmosphere. This argument is a bully who says, “If you don’t let me beat this kid up, I will beat him up even more.” In any bullying situation, the person to blame is not the victim the person that the bully uses as an excuse to bully. The problem is not that your child isn’t taking the test– the problem is the state that is threatening to punish the school and teachers. Deal with the real problem; don’t enable it.

6) Privacy Matters

This is certainly not the only mechanism being deployed to capture, collect and monetize data about your child. In fact, many folks who position themselves as opponents of BS Tests are actually doing so to build a case for other data collecting methods (but we’ll talk about Competency Based Education another day). But opting out is certainly one clear and immediate way that you can keep some of your child’s data out of the hands of the Big Data miners.

Leonie Haimson explains here the significance–or lack thereof–of the Senate’s decision to kill former Secretary of Education John King’s highly prescriptive regulations to implement the 2015 federal law called Every Student Succeeds Act.

There were some who reacted with joy to see the King regs killed. King was known for his love of high-stakes testing.

Others worried whether the death of the regs meant that the states would be free to ignore the neediest kids because of the withdrawal of federal oversight.

I worked in the U.S. Department of Education for two years. What I learned is there are very few educators who work for ED.

The Feds have two important roles:

1. Supplying extra money for equity purposes

2. Protecting the civil rights of children

The federal government has zero capacity to direct or measure academic quality.

The people who work in the Department of Education are clerks, not educators.

THE ED has no capacity whatever to assure or ascertain quality of education. Very few people who work there have a view about what education is or should be. That is not their job. Most have worked for ED for many years, regardless of which party is in power. They do not express their views. They do their job. They write checks, collect data, review contracts. They can tell you how many students are served in which programs. They can determine how much money is allocated and spent. The Department consists of clerks and bureaucrats. I was there. Nothing has changed. Educators are in schools, not at the U.S. Department of Education.

Now that the U.S. Department of Education has an advocate for privatization in charge, Denver’s charter chains have moved for rapid expansion.

Denver has been under corporate reform control for several years. The charter industry and equity investors have poured large sums into school board elections, squeezing out ordinary candidates who wanted to help public schools. Now the district, with a board fully committed to closing public schools and opening new schools, kind of like shoe stores, is fully committed to becoming a corporate reform Mecca.

“Leaders of four charter school networks delivered an open letter to Denver Public Schools leadership Friday asking the district to let them open more new schools in the coming years to help meet ambitious goals to improve the city’s schools. [i.e., by turning them over to private management].

“The charter school executives’ letter, a copy of which was obtained by Chalkbeat, came on the deadline for responses to the district’s annual open call for new school applications.

“Three of the networks — University Prep, STRIVE Prep and Rocky Mountain Prep — submitted 10 charter school applications this cycle for schools they hope to open over the next few years.

“The school board already has approved six additional DSST schools to open in the coming years, and two existing STRIVE charters are awaiting permanent placement. If all those schools are approved and open, they would serve 11,300 additional students at full capacity.

“In all, the district received 23 letters of intent for new school proposals, 17 of them from charters, by Friday’s deadline.”

Churn, churn, churn.

Singapore has decided to eliminate grades. No more standardized testing for young children.

http://www.bbc.com/news/business-39142030

Singapore has decided that values and character must be emphasized, not test-taking skills.

The BBC reports:

“Singapore is in top place in the international rankings for education. But it wants the next upgrade of its school system to focus on keeping students positive and resilient.

“Dr Lim Lai Cheng, former head of the prestigious Raffles Institution school in Singapore and director at the Singapore Management University, explains the push for character as well as qualifications.

“It was no accident that Singapore created one of the world’s highest performing education systems in five decades.

“Reminiscent of the examinations for selecting mandarins in old China, the road to success in Singapore has always been focused on academic credentials, based on merit and allowing equal access for all.

“This centralised system helped Singapore to create social cohesion, a unity of purpose among its schools and an ethos of hard work that many nations envy.

“But the purpose of the education system has changed and Singapore in 2017 is no longer the fledgling state it was in 1965.

“Schools have become highly stratified and competitive. More advantaged families are better able to support their children with extra lessons outside of school, such as enrichment classes in mathematics, English, dance and music.

“Those who can’t afford this have to depend on their children’s own motivation and the resources of the school to catch up.

“Dr Lim Lai Cheng says the school system needs to encourage well-being

“This social divide continues to widen because the policies that had won the system its accolades – based on the principle of meritocracy – no longer support the social mobility they were meant to bring about.
So work is in progress to tackle anything in the system that seems to be working against social cohesion.

“This time around, it will no longer be enough to develop a highly-skilled workforce to plug into the global economy.

“The next update of the education system will have to ensure that Singapore can create a more equitable society, build a stronger social compact among its people while at the same time develop capabilities for the new digital economy.

“Government policies are moving away from parents and students’ unhealthy obsession with grades and entry to top schools and want to put more emphasis on the importance of values.
Schools have been encouraged, especially for the early elementary years, to scrap standardised examinations and focus on the development of the whole child.”

Interestingly, the Singapore school
Authorities were influenced by the work of Dr. Martin Seligman of the University of Pennsylvania.

The U.S. Department of Education may pull this off its website.

Click to access essaassessmentfactsheet1207.pdf

Download it now. These are John King’s accountability regulations, based on FLORIDA accountability, including A-F ratings for every school!

The Senate voted to revoke them by 50-49.

Farewell and good riddance!