High Stakes Testing Holds The Most Powerful the Least Accountable

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 High Stakes Testing Does Not Hold Schools Accountable. It Ensures That Those Most Responsible Escape Accountability

 

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People should be accountable for their actions.

 

If you make a mess, you should have to clean it up. If you decide how things run, you should be responsible if it fails.

 

So why do we allow those most responsible for our public school system to escape from accountability? Why do we instead blame everything on teachers and students?

 

Public school policy at the federal, state and local level has been dominated by high stakes testing for the last 15 years. It has not improved educational outcomes for students. In fact, just the opposite. But we are doing NOTHING to change it.

 

It’s called test and punish. We give students standardized tests and if enough of them fail over time, we close their schools and/or fire their teachers. We force them to move to a new school or a charter school where they continue to struggle without a single additional resource to help them succeed.

 

No Child Left Behind (NCLB) installed most of these policies in 2001. This year we revised the federal law that governs K-12 schools into the Every Student Succeeds Act (ESSA). It does little more than continue these same policies while rearranging the deck chairs on our sinking system.

 

Kids aren’t failing because they’re lazy or dumb. Their teachers aren’t shirking their duties. Instead we have a nationwide epidemic of child poverty. And the effects of that lifestyle make it extremely hard to achieve academically. Kids aren’t focused on book learning when they’re physically and emotionally exhausted, experiencing post-traumatic stress and undernourished.

 

Why has nothing been done to help them?

 

The answer is accountability.

 

Not real accountability. Not holding people accountable for things under their control. Not going up to the people and institutions that actually cause the errors and malfeasance. Instead we push all the blame onto teachers and students and call that “Accountability.”

 

Make no mistake. When politicians and policymakers talk about “accountability” this is what they mean – scapegoating educators and children for things well beyond their control.

 

An education system is made up of a complex interplay of several interconnected factors that include parents, the community, the economy, culture, media, and local, state and federal governments. Students and teachers are only two such factors.

 

High stakes testing ensures that ONLY teachers and students are held accountable. They are responsible for the entire education system but have control of very little of it.

 

For instance, do students and teachers decide how much funding their schools get? No.

 

Do students and teachers decide which education policies are enacted? No.

 

So why are they being held responsible for these things?

 

When schools without adequate funding can’t provide the necessary resources for students to succeed, we pretend like it’s the teachers and students fault. When academic policies handed down by non-educators fail to help kids learn, we pretend like it’s the students and teachers fault.

It’s not.

 

 

As New York University Education Professor Pedro Noguera said:

 

“We’ve designed an accountability system that holds those with the most power the least accountable. The governors are not accountable, the state legislature is not accountable… You can’t hold kids and teachers accountable and not hold the people in control in the first place.”

 

 

It’s not a difficult concept – we test the kids and punish the teachers if they fail. And since the focus is firmly on only those two factors, all others become invisible. No one’s holding lawmakers accountable for providing equitable funding. No one’s holding policymakers and think tanks accountable for forcing inadequate and untested Common Core academic standards down our throats. No one’s holding billionaire philanthropists accountable for using our schools as their private playgrounds for whatever social engineering scheme they thought up in the Jacuzzi. No one’s holding privately run charter schools accountable for – just about anything – instead of letting them operate behind a curtain of deniability and unending profit.

 

 

This would be impossible without standardized testing. It frames the question. It defines the debate. It assumes that only teachers and students are relevant. Therefore, it ensures that none of the obscured factors will have to do anything to help the system improve. And so it ensures that our education system will fail many of our students – especially those most in need.

 

This is the irony of modern education policy. The apparatus that allegedly ensures accountability makes that very thing impossible.

 

That’s how the system is designed. And policymakers are terrified you’ll notice. So they have developed a scapegoat for their own failures – the public school teacher.

 

Students may score badly – and they’ll have to pay for that when their school is closed or charterized as a result – but it is the teachers who are the true enemy. After all, if teachers did a better job, pundits claim, students wouldn’t fail.

 

The idea goes like this:

 

Children won’t learn unless we force teachers to educate them.

 

Teachers don’t get into that profession because they care about children. They just want an easy job with summers off where they don’t have much to do but collect huge salaries.

 

This is the great lie, the diversion, smoke and mirrors to get you to stop paying attention to lawmakers, policy wonks, environmental and other factors. Instead look only to those lazy/evil teachers and their satanic labor unions.

 

THAT’S why they say we need standardized testing!

 

If we remove the testing, they say, no one will be responsible for making sure kids learn. After all, why would teachers teach unless we threaten their jobs first?

 

As if teachers can heroically control all the factors involved in student learning. (Spoiler alert: they can’t.) As if teachers get into their profession because they don’t want to practice it. (Spoiler alert: teachers become teachers because they want to teach!) As if earning a middle class income for providing a valuable societal resource were unreasonable. (Spoiler alert: it isn’t.) As if due process meant you can’t be fired for cause. (Spoiler alert: unionized teachers are fired for cause every day.) As if teachers were paid for summers off. (Spoiler alert: they aren’t though some have their salaries earned during 9 months paid out over 12.)

 

If we really wanted to improve public education, we’d look at ALL the factors involved. We’d throw back the assumptions that have mired us in this quagmire.

 

And the first assumption that has to go is that standardized testing is a valuable assessment tool.

 

Standardized tests are terrible assessments. We’ve known that for almost a century. Invariably they narrow the curriculum. They suck up countless hours of class time that could be better spent. They measure more the circumstances kids live in than any academic ability. They’re culturally, racially and economically biased.

 

But we keep giving them with no end in sight – not because they make teachers do a better job, but because they give cover to those actually responsible for harming our children’s education.

 

There is such a thing as accountability without standardized tests. It is possible to examine all the factors involved and make changes accordingly.

 

We can, for instance, make sure all schools receive the same basic services. We can make sure all classrooms are equipped with up-to-date books, materials, desks, etc. We can make sure no schools go without heat, have crumbling infrastructure and/or suffer from infestation of vermin, mold and filth. We can make sure all children have access to healthy food. We can make sure no children are drinking water poisoned with lead.

 

We can look at parental involvement. An overwhelming amount of research shows this is vital to academic success, but in our poorest neighborhoods parents are often the least involved in their children’s schooling. Why is that? Many of them are working three or more minimum wage jobs just to feed and clothe their children. There’s little time to help with homework when you’re working the night shift. So countermeasures such as raising the minimum wage and increasing the frequency, access and training for well-paying jobs would actually improve education as well as the economy.

 

We can look at school climate. What are the rates of suspensions and expulsions? What are the root causes? How can we improve student discipline without being overly punitive? How can we increase student engagement? How do we improve student attendance and graduation rates?

 

We can update our broken system of student assessment. This may come as a surprise to our policymakers, but there are many ways to assess student learning that have nothing to do with standardized tests. For example, we can institute performance or portfolio-based assessments. Instead of evaluating students based on a snapshot of their performance on a given day or week, we can base it on a grading period or even an entire school year. Assessments can include projects, individual and group presentations, reports and papers and portfolios of work collected over time. You don’t have to be an education expert to realize these would be better measurements of academic achievement than multiple choice tests – BUT IT HELPS! And we can do this without resorting to stealth assessments like competency based education.

 

Does this mean that teachers should escape accountability? Absolutely not. But we can ensure they’re evaluated fairly. Don’t judge them based on factors beyond their control. Judge them based on what they actually do. As the old adage goes, you can bring a horse to water, but you can’t make him drink. Evaluate teachers on whether they’ve brought their little ponies to water. Did they engage in best practices? Are they engaged in professional development? How do they treat their students? Are they grading fairly? In almost every profession, workers are evaluated based on observation from their superiors. Teaching should be no different.

 

It’s shocking that no one on the national stage is talking about this. Pundits and policymakers shake their heads at standardized test scores, they point their fingers and cry crocodile tears for the children. But hardly anyone is doing a thing to make positive change.

 

Our schools have been transformed into factories. We’ve let them become resegregated based on race and wealth. We’ve let the rich schools get Cadillac funding while the poor ones struggle to survive on the leftovers. We’ve let non-educators set the standards and curriculum. We’ve let the testing industry co-opt and bribe our lawmakers and social institutions. We’ve opened the door wide for privitizers to steal as much of the shrinking funding pie as possible and funnel it into their own bank accounts without producing any quality for the students they’re supposed to be serving.

 

In short, we’ve let those responsible for setting our public schools aflame get away scot-free!

 

They’re laughing all the way to the bank. And the tool that lets them get away with it is standardized testing.

 

Throw back the curtain and show them for what they truly are.

 

Fight back. Refuse the tests for your children. Join the Badass Teachers Association, United Opt Out and the Network for Public Education. Write your legislators. Write to the newspapers. Take to the streets. Make some noise.

 

Hold them accountable.

49 thoughts on “High Stakes Testing Holds The Most Powerful the Least Accountable”

  1. […] The most primitive response for a social problem is to find a scapegoat. It accomplished nothing. It is destructive.  But scapegoating relieves the society from having to deal with the complexity of that problem. Steven Singer describes how scapegoating teachers harms our students and does not address the complex and challenging problems in our society that are played out in our public schools.  Read here or read on https://gadflyonthewallblog.wordpress.com/2016/04/08/high-stakes-testing-holds-the-most-powerful-the… […]

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  3. The absolute best description of the HOAX of test-based reform I have ever read! This should be required reading for every single politician that has enabled the testing LIE to become unchallenged “truth”.

    The scapegoating of teachers, schools, unions, and students and the ongoing blame-game is demoralizing to teachers and will backfire in a complexity of unintended consequences that history will not treat kindly.

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  4. Would not a good start be an end to the DOE at the Federal level? Taking Washington out of Education would be a big step toward the right direction, no?

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    • I see that the DOE has had a terrible track record for quite a while, but I’m not in favor of getting rid of it. Having a DOE shows that we’re committed to prioritizing education. I think that’s good. But the role of the DOE should change back to one of ensuring equity. It should not mandate education policy as it does now.

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  5. I think it would be hard to ensure equity without looking deeply into the practices at the district and school level.

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  47. […]  I don’t love being praised for being the most important factor in school for student learning but bullied to ignore the importance of out of school factors. I don’t love being blamed for a child’s poverty or home life or the bias of standardized test questions. I don’t love being held responsible for everything by people who don’t listen to me and are, themselves, responsible for nothing.  […]

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