As we have spoken out against high-stakes testing this year,
after our family was first directly affected by it through our third-grade son,
we have had the wonderful experience of connecting with like-minded parents in
New York and across the country who are also determined to put education back
into the hands of educators.
We have also heard from many teachers who, unlike
parents, are often under the direct threat of being fired for speaking out
against run-away testing in our schools. We would like to put forward, with her
permission, the thoughts of one such teacher working in Brooklyn. What follows
are her words, taken from our recent correspondence with her, with comments
from us interspersed in italics.
We wish this teacher’s experiences were unusual. But
increasingly this is the norm in our public schools. Professional educators
across the country are being prevented from exercising their best professional
judgment and are actually punished for responding to children as individuals
--all in the name of “standards” and “accountability.”
Our position is simple: we want our children to be
educated by teachers like this one, who care about children and learning, who recognize
and protest counterproductive teaching methods that are forced on them by the
state. We will not rest until parents and teachers are once again in charge of
education policy, and teachers are free to use their knowledge and expertise to
make learning the joyous experience it should be for all our children.
If you are interested in this issue, please attend the
forum Tuesday night, April 17, at 5:30 pm, on the new teacher evaluation system
and high-stakes testing at Murry Bergtraum HS; more info at the Changes the Stakes website. – Anne Stone and Jeff Nichols
Dear Mr. Nichols and Ms. Stone,
I would like to thank you for speaking out against standardized
testing and making the courageous choice to opt-out of the tests. In my eight
years as a NYC Public School teacher, I have seen that the tests are patently
unfair and detrimental to real learning. I have half-jokingly said many
times that the ELA tests are a part of a conspiracy to make kids hate reading.
Make eight-year-olds sit at a desk for an hour and a half without talking or
getting up, reading "passages" that may or may not be relevant or
interesting to them, and answering questions they are told have only one
correct answer - even when those questions are subjective ("which detail
is the most important?") or debatable ("why did the author include
dialogue in the fourth paragraph?"). Ever since my school made me
attend the most recent "Test Prep Workshop" at Teachers College, I
have fantasized about all of my students committing an act of civil
disobedience and handing in blank tests. I doodle print/web ad campaigns
targeted at kids across the city to discourage them from taking the tests
("STATE TESTS CAUSE COOTIES! PENCILS DOWN, KIDS!").
I am still weighing the potential for change against the probable loss of my
job and teaching license, but if there is anything that I can do to help your
cause, or any suggestions that you can offer me to help mobilize parents in my
school, please let me know.
After this initial contact, she shared with us a letter
she sent out to friends of hers, referring to her having joined our parent
group:
Never content to "leave things be," I've become
involved with a group of parents in NYC who feel that the over-reliance on
standardized testing is both dumbing down education and perpetuating
socioeconomic inequality. These parents have chosen to protest the tests by
keeping their children home on test days or by asking their children to hand in
blank tests. They feel that since punitive measures for noncomplying or
underperforming teachers and schools are built into the premise of high-stakes
testing, the responsibility to change the system lies first and foremost with
the parents. When I asked them how I can help, they suggested that I share my
story with any non-educator friends who will listen, and hope that they will
speak out since - unlike me - they have nothing to lose. So, here goes
nothing:
At my own school, the Extended Day enrichment programs in
Art, Music, and Social Studies were recently put on hiatus for eight weeks so
that students and teachers could conduct mandatory "test prep" during
that time. This decision was made by the administration without consulting
teachers, students, or parents. The groupings for these test prep periods were
created and assigned based on the results of ONE predictive assessment. So, for
example, a 3rd grader who reads above grade level but has oppositional defiance
disorder and filled in all the wrong bubbles on purpose, was placed in the same
group as another 3rd grader with multiple cognitive delays who reads at a
Kindergarten level.
Even more egregiously, the "learning objectives"
during these test prep periods were mandated by the administration based on
this same data, with no input from teachers or consideration of how the
question was asked. For example, I was told that based on the data I MUST teach
my group of students how to identify details in a text that support a main
idea, because "they all got question 10 wrong" - never mind that
question 10 asked students to write a full essay based on a nonfiction article,
something that has never been taught in 3rd grade and is not part of the state
standards OR the Common Core Learning standards for that grade level. (Our
staff developer from Teachers College said that it was most likely included as
a "pilot" question for future years' tests). It's unlikely that none
of these kids know how to identify supporting details and far more likely that
these kids had no idea what to do when they were confronted with two full blank
lined pages.
This year's New York State English Language Arts test asks
students as young as seven years old to sit for 90 minutes straight reading passages
and answering multiple-choice questions. Students are allowed one five-minute
break, during which they may not talk or look at each other, and are to be
strongly discouraged from using the restroom (this information was shared by a
staff developer who had spoken to people on the state level). Even more
absurd, the state strongly recommends that students with disabilities who
receive extended time as a testing accommodation take the full time completing
the test, and proctors should not end the testing period early even if students
claim to be finished - which means that students with autism, ADHD, dyslexia,
cognitive delays, and/or emotional disturbance are being subjected to a
three-hour block of testing, three days in a row, for two successive weeks.
This last observation speaks to a major issue parents and
teachers are raising: the testing “accommodations” for special-education
students have the perverse result that children with attention problems are
compelled to concentrate for twice as long as their neurotypical peers. But for
“typical” kids the testing experience can also be overwhelming. In a subsequent
letter, this teacher shared with us an anecdote that says it all:
The topic of the test came up during a reading lesson a few
weeks ago, before "test prep" officially began. One boy in my class
put his head down and started crying. I took him out of the room to talk to him
after the lesson. He said that he doesn't like talking about the test because
he's worried he might fail. This boy is highly intelligent, reads above grade
level, and qualified for a g/t program. I told him that there was no reason he
had to worry - that the test is just a reading test and he's an excellent
reader. Unfortunately the principal was in the vicinity and she chewed me out
the next day for the way I responded to the boy. She told me that I needed to
tell him that it's up to him whether he passes or fails - whether he takes the
test seriously or chooses to fool around!
