Showing posts with label high-stakes testing. Show all posts
Showing posts with label high-stakes testing. Show all posts

Friday, January 22, 2021

Why the DOE should cancel the unfair, unreliable and invalid "gifted" test now and forever & podcast on need to cancel all high-stakes testing this year

 Please read my piece published today at Gotham Gazette.  It explains why the DOE should cancel the "gifted" tests immediately; now and forever.  It makes no sense to continue this invalid, unreliable and biased exam, especially in the midst of a pandemic and the prospect of steep budget cuts to schools.  The contract will cost $1.7M and this doesn't even include the considerable but undisclosed DOE costs of administering this test to kids as young as four-year-old, one on one.  

My piece also deals with the horrific record of Pearson, who produces the test.  The renewal of the Pearson contract will be voted on next Wed., January 27 by the New York City Panel for Educational Policy.  Those who would like to speak on the proposal can register here, starting at 5:30 PM.  You can also email PEP members with your views.  Here are their emails: vleung@schools.nyc.gov; SWaite3@schools.nyc.gov; lpodvesker@schools.nyc.gov; PCalandrella@schools.nyc.gov; ICarmignani@schools.nyc.gov; GChacon@schools.nyc.gov; MKraft2@schools.nyc.gov; GLinnen@schools.nyc.gov; Achapman7@schools.nyc.gov; NGreenGiles@schools.nyc.gov; DDillingham@schools.nyc.gov; kparkprice@schools.nyc.gov; tomcsheppard@yahoo.com; ehenry16@schools.nyc.gov

Below is my podcast from Wednesday on the need to cancel all high-stakes testing this spring, including the gifted tests, the state 3rd-8th grade exams, and the Regents high school exit exams, with guests Akil Bello of FairTest, Lisa Rudley of NY State Allies for Public Education, and Jeanette Deutermann of LI Opt out.

 

As discussed on the podcast, here is the NYSAPE petition urging the State Commissioner to cancel the Regents high school exit exams and to ask the US Department of Education for a waiver from having to administer the 3rd-8th grade exams this spring; also the FairTest petition to the US Department of Education and state education policymakers to suspend all high stakes testing this year. Finally, blog post and fact sheet on what’s wrong with the Regents graduation exit exams.

Thursday, April 26, 2018

Debate on high-stakes testing and opting out on today's Brian Lehrer Show

Check out today's interview with CEC District 6 President Johanna Garcia on the Brian Lehrer Show. Johanna did a great job of explaining why students should opt out of these unreliable exams and the negative impact of high-stakes testing on our schools and the quality of education in a debate with Richard Buery, former Deputy Mayor under de Blasio and now chief of public affairs at KIPP charter schools.  Please listen to the entire segment -- but for a quick recap, my tweets are below.  Rarely do real-life parents or education advocates get on this show, let's hope that Brian will do this more often in the future.




Image result for johanna garcia cec nyc  Richard Buery   






















Monday, April 23, 2012

The past week has been a nightmare for New York students, their teachers and their principals


An Open Letter to the Board of Regents Regarding High-Stakes Testing and the School Reform Agenda of New York State

 

The past week has been a nightmare for New York students in Grades 3 through 8, their teachers and their principals. Not only were the New York State ELA exams too long and exhausting for young students, (three exams of 90 minutes each), they contained ambiguous questions that cannot be answered with assurance, problems with test booklet instructions, inadequate space for students to write essays, and reading comprehension passages that defy commonsense. In addition, the press reported a passage that relied on knowledge of sounds and music which hearing-impaired students could not answer and Newsday reported that students were mechanically ‘filling in bubbles’ due to exhaustion []. Certainly the most egregious example of problems with the tests is the now infamous passage about the Hare and the Pineapple.
On Friday, Commissioner King offered no apologies in what appeared to be a hastily written press release regarding the Hare and the Pineapple passage. In that release, Commissioner King faults the media for not printing the complete passage (many did), and passes the buck by noting that a committee of teachers reviewed the passage. In short, he distances the State Education Department from its responsibility to get the tests right. Considering the rigor and length of the exams, as well as their use in the evaluation of educators and schools, one might have hoped that the State Education Department and Pearson would have reviewed the tests with more care.
For many of us, however, this is but the latest bungle in the so-called school reform movement in New York State. More than 1400 New York State principals have repeatedly begged the department to slow down, pilot thoughtful change and avoid using student test scores as high-stakes measures. The recent ELA test debacle was foreseeable to those of us who lead schools and know from experience that you cannot make so many drastic changes to curriculum, assessment and educator evaluation in a short period of time, especially without listening to those who lead schools.  The literature on leadership is clear. Effective leadership is about the development of followership. If truth be told, however, there are fewer and fewer followers of this State Education Department every day.  The Pineapple, like the ‘plane being built in the air’, is now a symbol of the careless implementation of a reform agenda that will cost billions of dollars, without yielding the promised school improvement.
There are many who disparage our public schools in New York State.  Although we acknowledge that improvements are needed, there is also much of which we are proud. We are proud of our tradition of New York State Regents examinations.  We are proud that New York State students are second in the nation in taking Advanced Placement exams. We are proud of our Intel winners and the number of New York high schools on national lists of excellence. We are proud that our schools are second in the nation according to a comprehensive analysis of policy and performance conducted by the research group, Quality Counts.
We also know that too many of our schools are racially and socio-economically isolated with overwhelming numbers of students who receive little opportunity and support in their communities as well as in their schools. We cannot ignore deep-seated social problems while blindly believing that new tests, data warehousing systems and unproven evaluation systems are the answer. That view, in our opinion, is irresponsible and unethical.
This ill-conceived Race to the Top, recently critiqued by the National School Boards Association, is no more sensible than the race of the Hare and the Pineapple.  Yet the New York State Education Department continues to enthusiastically push its agenda. Our schools are faced with contradictory and incomplete directives regarding high-stakes testing and evaluation, our teachers are humiliated by the thought of publicized evaluation numbers and our students are stressed by the unnecessary testing that has consumed precious learning time.
We understand that change is important for school revitalization. We have years of collective experience successfully leading educational improvement in our schools, often as partners with the State Education Department. Unfortunately, our voices have been ignored and marginalized during the past year. Nevertheless, we believe that we have an ethical obligation to speak out. It is often said about educational change that it is a pendulum that swings. We are now watching the pendulum of school reform swing dangerously, and we fear that this time it is a wrecking ball aimed at the public schools we so cherish.
The following principals respectfully submit this open letter to the New York State Board of Regents:

Anna Allanbrook, Brooklyn New School, New York City Public Schools

Carol Burris,South Side High School, Rockville Centre School District

Gail Casciano,Nassakeag Elementary School, Three Village Central School District

Carol Conklin-Spillane,Sleepy Hollow High School, Tarrytowns School District

Sean Feeney,The Wheatley School, East Williston School District

Sharon Fougner,Elizabeth Mellick Baker School, Great Neck School District

Andrew Greene,Candlewood Middle School, Half Hollow Hills Central School District

Bernard Kaplan,Great Neck North High School, Great Neck School District

Harry Leonardatos,Clarkstown High School, Clarkstown Central School District

Michael McDermott, Scarsdale Middle School, Scarsdale School District

Shelagh McGinn,South Side Middle School, Rockville Centre School District

Sandra Pensak, Hewlett Elementary School, Hewlett-Woodmere School District

Elizabeth Phillips,PS 321 William Penn, New York City Public Schools

Donald Sternberg, Wantagh Elementary School, Wantagh Public Schools

Katie Zahedi, Linden Avenue Middle School, Red Hook Central Schools


Saturday, October 22, 2011

Video: Yong Zhao on how high-stakes testing is damaging our schools

Check out Yong Zhao's terrific (and funny!) presentation on October 12, along with the question and answer session, co-sponsored by Class Size Matters, GEM, Time out From Testing, and Parents Across America.

Prof. Zhao is the nation's most eloquent critic of high-stakes testing and discusses how the current education reform agenda is taking our nation's schools in entirely wrong direction.



Dr. Yong Zhao speaks at "It's Time to Change the Stakes With Testing" from Grassroots Education Movement on Vimeo.


Dr. Yong Zhao QandA Oct. 12, 2011 from Grassroots Education Movement on Vimeo.

Sunday, November 7, 2010

UK government to drop high-stakes testing?


The new Conservative Education Secretary in the UK, Michael Gove, is to appoint a commission to re-evaluate the use of high-stakes testing in elementary schools in that country, called the Sats, as well as the "league tables" or report cards based on their results:

The education secretary, Michael Gove, wants teachers to be more autonomous – or "free to set their own direction". The Department for Education said "too many schools believe they must drill children for tests and spend too much time on test preparation at the expense of productive teaching and learning".

Yet the same so-called "expert" who helped devise this system in the UK under the Labor government went on to develop our accountability system here in NYC and is still pushing the adoption of these systems nationwide -- Sir Michael Barber, now at McKinsey.

The above article also omits mentioning that one of the primary reasons driving this re-evaluation was provoked by the fact that one fourth of UK teachers had their students boycott the tests this year. Steve Koss has written extensively on this blog about the widespread dissatisfaction with the high-stakes accountability system among British teachers and parents alike and its negative impact. See this, for example:
Want to See the Future of NCLB? Look to the UK.

Is it too much to hope that the re-evaluation in the UK triggers a similar re-examination of this issue here in the US, where the Obama administration seems wedded to this version of education reform?

Tuesday, January 13, 2009

Check out SED contract list and other agency spending info

PowerPoint Presentation

Check out the new website, www.openbooknewyork.com, where you can search spending information on state and local agencies. This includes broad categories of NYC DOE expenditures, but more interestingly, specific State Education contracts.


One of the largest SED contracts is listed as $20,518,160 for McGraw Hill/CTB to “DEVELOP GRADE 3-8 ASSESSMENTS IN MATHEMATICS” from 2004 -2011.


Another $17.8 million is again for CTB McGraw Hill, to “DEVELOP GRADE 3-8 ASSESSMENTS IN ENGLISH LANGUAGE ARTS” over the same period. Wonder why math exams are more expensive than the ELA?'


Lots of charter school grants as well, including a $175,000 “planning” grant last June to the Ross Charter School.


Many of member items listed as well, though the list doesn’t identify which legislators were the sponsors. Check it out, and please share anything interesting you find in the comments section.

Thursday, November 20, 2008

Weingarten Endorses Teacher Pay Based on High Stakes Testing


Randi Weingarten’s recent speech, where she was introduced by Mike Bloomberg, includes a strong endorsement for teacher merit pay based on high-stakes standardized testing.

From an AP article entitled “Union Prez: Performance Pay Works”:
Weingarten described the teacher pay system in New York City , where school-wide bonuses are based on overall test scores in high-poverty schools. Weingarten, as head of the New York teachers union, negotiated the system last year with Mayor Michael Bloomberg.

The new system is working, she said: Teachers already are getting bonuses for improving student achievement in 128 of 200 eligible schools.
But it wasn’t so long ago we were hearing a different story from the Weingarten-led United Federation of Teachers. Last year, a more detailed analysis in the UFT newsletter was entitled: “Pay for performance not performing well: Places using such models have run into snags”. The UFT article starts out this way:

“Guess what? New teacher pay-for-performance plans in Florida and Texas have run into big problems. Not surprised? Aha. You may be a teacher”.


It's not just teachers who should be concerned. The program here in NYC makes standardized testing even more high stakes which will lead to more cheating, test prep, teaching to the test and the narrowing of the curriculum. It's our kids who will suffer.

Weingarten’s new position is certainly disappointing. Is it a result of politics and ideology trumping research and actual experience?

Full AP article here.

Full UFT newsletter article here.

Sunday, August 3, 2008

Three amigos: deconstructing the Klein/Sharpton/McCain Alliance

Joel Klein and Al Sharpton have been traveling the country, wooing editorial boards and other assorted opinion makers with the message of their Education Equality Project, which isn’t really about equality at all, but about promoting a particular conservative agenda: the panacea of competition and charter schools, scapegoating teachers, and overemphasizing high-stakes testing in the form of merit pay.

John McCain recently signed onto these principles, which was easy enough for him to do as they are basically the same as the education agenda of the GOP. In McCain’s speech to the Urban League, posted here, he attacked Obama for not doing the same:

“… My opponent talks a great deal about hope and change, and education is as good a test as any of his seriousness. The Education Equality Project is a practical plan for delivering change and restoring hope for children and parents who need a lot of both. And if Senator Obama continues to defer to the teachers unions, instead of committing to real reform, then he should start looking for new slogans.”

After the speech, Klein and Sharpton circulated a joint statement, praising McCain for his enlightened support, and by implication, pressuring Obama to follow suit:

"We are gratified that Sen. McCain has endorsed the principles of the Education Equality Project, joining education, civil rights, and elected officials across America who are working together to bring meaningful reform to our nation's public schools. Education reform, like civil rights, is above partisan politics and must be embraced by all."

McCain then further circulated the Klein/Sharpton statement, while his campaign aides lit into Obama for supposedly playing the race card.”

All this put Sharpton in a rather sticky position. One would imagine that it is somewhat dangerous for him to be seen as complicitous with the conservative opponent of the first African-American nominee for President. As Sharpton himself is well aware, polls show that among African Americans, Obama far outstrips him in popularity.

Perhaps recognizing his vulnerability, Sharpton quickly backtracked, issuing a second statement, in which he tried to distance himself from McCain. This one, unlike the earlier one, was not posted on the Education Equity website:

While I am gratified that Sen. McCain has joined us in endorsing the principles of the Education Equality Project, I do not want to see this endorsement used as a political weapon nor as an opportunity for Sen. McCain to use this as an attack on Sen. Obama…I disagree with Sen. McCain using the fight for education equality in a political way and I disagree with Sen. McCain's statement that Sen. Obama used the race card.

So what platform is the Klein/Sharpton (and now McCain) alliance pushing? Let’s deconstruct it a little. See this from the EEP website:

The project will take on conventional wisdom and the entrenched impediments to real reform, focusing on teacher quality and pay; accountability for results; and maximizing parents' options..” [Read: let’s bash the teacher unions, and promote even more testing and charter schools.]

It will also challenge politicians, public officials, educators, union leaders, and anybody else who stands in the way of necessary change. [Read: Let’s ignore the experts who point out the negative effects of high-stakes testing, including the way in which it makes test scores unreliable; and let's deny the legitimate priorities of public school parents and other stakeholders, who recognize the need for improving classroom conditions. Instead, let’s slander them and anyone else who dares to oppose us as defenders of the status quo.]

This means challenging laws and contracts that preserve a system that fails students. [More union bashing]

The one measure of every policy, regardless of the depths of its historic roots or the power of its adherents, must be whether it advances student learning. [Right. So why does Klein himself continue to refuse to provide urban, high needs students with the uncrowded conditions and smaller classes that he ensured that his own child would receive?]

It’s not a big mystery why Klein should be pushing himself into the national stage; clearly the man has a huge ego and probably aspires to being the next US Secretary of Education. (It was reported today that his mom called the Palm Beach Post to complain that her son’s name had been edited out of a syndicated column by David Brooks; perhaps what he really wants to do is to please his own mom.)

A larger question is why Sharpton would put his own status and legitimacy on the line, by allying himself with such a controversial figure as Klein, who commands far less trust and respect in the minority community, especially in NYC. (Indeed, Klein continues to have high disapproval ratings among black New Yorkers – at 39%)

Until recently, Sharpton was under the cloud of numerous investigations. Most prominently, federal officials accused him of owing nearly $10 million in payroll taxes, and threatened him with criminal prosecution. According to news reports, “Sharpton’s civil rights group had failed for several years in a row to file income tax returns, obtain workers compensation insurance, or disclose how much it was collecting in donations or paying its top employees, as required by law.”

Just ten days after launching the Education Equality Project, Sharpton came up with $1 million, which he promptly handed over to the IRS as a downpayment; in turn, the feds agreed to drop criminal charges if he paid back what he owed the government over the next few years.

Still, according to the NY Post, the NY Attorney General is investigating Sharpton’s finances, his group, the National Action Network, and his other business ventures.

So where did he get the $1 million? As Sharpton explained to the Daily News, “"I make money, so I can pay."

Another mystery is who is funding the Education Equality Project. Until recently, David Cantor, the chief communications officer of the DOE, was listed as the main press contact on all its press releases; now they are being sent out without any names attached.

Is this effort being subsidized by tax dollars that should be going towards improving our schools? Or as Cantor recently announced to our list serv, is the source of funding an “anonymous” donor, but someone other than Bloomberg? If so, who might that be?

UPDATE: see this John McCain oped in the Daily News -- in which he argues for vouchers -- and criticizes Obama for not supporting them. Will Klein/Sharpton endorse that controversial position as well?