Forget Corporations… Unions Really ARE People

Labor-Unions

One word.

That’s all it takes to make some folks explode with anger.

One PARTICULAR word.

Not the F-word.

Or the C-word.

Or the even the N-word.

It’s the U-word. UNIONS!

Say that word, especially in a positive light, and heads burst like rotten pumpkins holding freshly lit firecrackers!

Eyes narrow, nostrils flare, a vein pops out on a forehead – and then a diatribe comes pouring out of your interlocutor’s mouth like the deep-seated, half-digested bile it is.

I just don’t get it.

Unions are people, after all.

Mitt Romney may have earned himself a place in the Presidential Candidate Hall of Shame for saying the same of corporations. But where he was wrong about the company, firm or business – it’s more truthful to speak this way of labor unions. Or any Democratic institution, for that matter.

No, I don’t mean that unions are individual entities that have lives of their own and deserve civil rights. But the people who make up those unions do.

That’s the whole point. Unions are made up of people. Their whole purpose is to fight for the rights of the individuals in them.

Corporations, on the other hand, have people who work for them, yes, but their raison d’etre is to earn profits for the board of directors or shareholders only.

While both work for the good of their members, unions work for ALL of their members. Corporations only work for the good of a limited selection of those connected with them – the owners.

At least that’s how it’s supposed to work. There are unions that work well and those that don’t. But the concept of a labor union – all the workers at a place of business gathering together to equal the power of the owners – is a good one.

Critics, however, see everything about unions as wrong.

They accuse unions of (1) stifling flexibility and creativity in the workplace. They say unions are (2) Communist, (3) politically allied to the Democrats and (4) increase costs. Among other things.

Let’s examine these claims:

1) Unions stifle flexibility and creativity:

Naysayers act as if unions impose rules on the helpless bosses. This is untrue. There is nothing in any union contract that was not agreed on by both parties. Sometimes it’s quite difficult to reach agreement. Often compromises are made on both sides. But each party has an equal say in what goes into the agreement.

As a result, sometimes the contract gets in the way of an easy fix to a problem. But is that really surprising for a document born of compromise? Neither party gets exactly what it wants. They meet in the middle. Sure, it would be much more flexible for the owners to make all the decisions. Likewise, it would be more flexible if the workers got to make all the decisions, too. But would either really lead to the best working environment?

Take break periods. If it were up to most managers, workers wouldn’t get any time to recoup from the constant demands of the job. They’d have to keep going with no respite until quitting time – maybe with a brief working lunch.

So union contracts often require breaks in the day. Not as much as workers would like and not as few as the bosses would prefer, either. To achieve this, you lose some flexibility.

For instance, if the contract says workers get two 15-minute breaks, you can’t combine them into one 30-minute breather. This makes it difficult if you’re needed at your post but have to stop suddenly to punch out. Otherwise, you won’t have time for both breaks.

It would seem to make more sense to keep working now and take a longer respite later. However, that is not what management and labor agreed to do.

It’s a compromise to benefit both parties. Workers are assured of having breaks in their day while management is assured that labor can’t take advantage of the situation by manipulating the clock to get a prolonged period off. If it becomes a problem, both parties can revisit it and make changes during the next contract negotiations. It may be difficult to change deeply embedded practices, but it can be done.

It doesn’t stop anyone from being creative. It just means you have to work within certain guidelines – and doing that may actually require innovation!

2) Unions are Communist

This is patently false. In fact, there are few more democratic institutions than labor unions.

All decisions are made by majority rule. Members vote on who serves as officers, who will have a seat on the negotiation committee, whether to accept a contract, when and if to go on strike, etc. That doesn’t sound like Soviet Russia! It sounds like Independence Hall in Philadelphia!

The only difference is it attempts to equalize power between the workers and the boss. It never actually achieves this ideal, but it does increase the say of the working stiff over the fat cats of the world.

That is not communism. It’s a respect for people’s individual rights.

Think about it. You don’t lose your human rights the moment you take a job. Why should the owners get free reign over their employees? Likewise, owners don’t lose all their power just because they need other human beings to make the goods and/or services they provide. Labor shouldn’t get to dictate everything either. It’s a give-and-take. When working well, it brings out the best in everyone.

Let’s be clear. THIS is what critics are really railing against. They’d rather preserve the owner’s power. The idea that the elites have to listen at all to menial workers just rubs them the wrong way. They’d rather be the ones making all the decisions – just like Pol Pot, Mao Zedong or Kim Jong-il. Come to think of it, the non-union workplace is more like Stalingrad than the union one.

Without unions, workers are at the mercy of their employers. Not exactly a red, white and blue proposition!

3) Unions are politically allied to the Democratic Party

How I wish this were true!

It would be great if one political party stood up for the rights of the working man! Unfortunately neither donkey nor pachyderm is exactly itching for the job.

Historically, the Democrats have done more to increase unions’ power than the Republicans. But that’s a pretty old and dusty history book you’re reading.

In the past 40 years, both parties have gleefully striped away union protections and rights. The only difference is that some Democratic politicians concede the right of unions to actually exist. Many Republicans act as if they would abolish the institution at the first opportunity.

Rank and file union members vote based on the platforms of the candidates involved. If there were a Republican candidate running on pro-union policies, union members would probably vote for him. That’s just called Democracy.

If a party wants the union vote, just give workers a reason to vote for your candidates.

4) Unions raise costs

Yes, and no.

In the short term, they do. But in the long run, unions may actually increase profits thereby paying for any increased initial investment.

When your business has a labor union, you have to pay higher wages. You have to have more safety regulations so less people get hurt on the job. You pay more for healthcare and pension plans. You have to cover more paid leaves and vacation times.

This is true. But it’s not a liability. It’s an advantage.

When you treat workers well, the quality of their labor increases. It just makes sense. If people are happy at the job, they’re going to do it better than those who hate it. This increases the quality of your product and, thus, sales. So you may have to pay more money upfront, but it gets offset by profits. Does the increase justify the cost? That depends.

Every business needs customers. Without money, consumers can’t buy the goods and/or services you provide. So when you pay a higher salary, you’re creating a potential market.

Consider this. When workers have more money, that’s cash that goes right back into the economy. They have money to buy stuff, maybe even the stuff you’re selling. That’s why Henry Ford famously made sure to increase wages at his auto factories – so that his employees could afford to buy the very cars they were making!

But what about non-union workers? Is it fair that union labor gets all this while everyone else is left wanting?

The short answer – yes.

If you’re jealous of the benefits of being in a union, join one. Don’t tear down someone else. Don’t be a resentful child popping another kid’s balloon because Mommy didn’t buy you one. Go get yours. Unionized labor will welcome you with open arms.

Petulant envy is exactly the attitude the bosses want you to take. You can always tell a news source is bought-and-paid-for when you hear some talking head spouting such petty, childish nonsense.

But leaving aside those who’d rather bring you down than boost themselves up, there’s an even more important reason to support unions. Membership actually benefits all – even non-unionized labor!

It’s called the free market. When unions boost salary and fringe benefits at one business, others have to do the same to compete. If your business doesn’t pay the same high salaries, it will lose the best employees to businesses that do. That’s simple economics.

None of this is seriously in contention. These are proven historical facts. Naysayers really just don’t want to pay a fair wage. They’d rather pay as little as possible and thus bring down salaries and benefits across the board.

In fact, as unions have decreased, that’s exactly what’s happened!

It’s a matter of point of view. Should we aim for a shared prosperity in this country or a limited one? Should we aspire to be a nation that’s best for all or only for some? I know my answer.

What about the global marketplace? Don’t unions make it harder for the US to compete with foreign markets, especially those in the third world?

Again, the answer is both yes and no.

Sure, it costs more to treat labor as human beings than as indentured servants. When you pay a living wage, your costs will be more and your profits initially lower than a company that keeps its workers in dormitories and has suicide nets outside the windows. But do we really want to compete with that? Is that the kind of America you want to live in? Does your morality really allow you to make money off of the misery of your employees?

Heck! Why pay workers at all? Slavery has a much better return on investment. The owners can keep people alive as cheaply as possible and then just work them to death. Profits would soar!

Assuming, of course, there’s anyone left to buy! That’s a pretty big problem. Right now, the third world is only able to continue these practices because it has a willing market here in the US. Without us buying these cheap products, they wouldn’t have customers and, thus, couldn’t continue.

Instead of slobbering all over ourselves in covetousness at their inhumane business practices, we should be putting political pressure on these third world companies to reform! We should boycott their products.

The irony, of course, is that many of the most egregious crimes committed against third world peoples are perpetrated by US companies who’ve outsourced their labor. We are selling short our own workers by preferring brown and black people in foreign lands whom we can more easily exploit.

If Americans had higher wages, they could more easily disengage from these abuses! If US consumers had higher salaries, they’d be more choosey about what they buy – they’d spend more freely on high quality goods – like the kind made by a unionized workforce.

In short, we need to stop shaming hard-working people from using their collective power to improve their lives. There’s nothing wrong with demanding fair treatment. Human beings deserve to be treated humanely.

And that’s exactly what unions are. Human beings.

They are engineers, nurses, auto-workers, letter-carriers and food service employees.

They are your teachers, police and fire fighters.

They are fathers, mothers, sisters, brothers, sons and daughters.

They’re just people.

Not a dirty word.


This article has also been published on the Badass Teachers Association blog.

Fight Corporate Education Reform and Meme It!

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Sometimes words alone aren’t enough.

Has this ever happened to you? You’re arguing with someone and just not able to get your point across. You know if you could just show them the picture in your brain, they’d understand what you meant with the force of a bullet. But lacking psychic abilities, you’re reduced to the efforts of your poor twisted, tangled tongue.

That’s where memes make all the difference.

A meme is “an idea, behavior, or style that spreads from person to person within a culture.” Though originally coined as a term to describe genes, the expression has expanded to encompass anything that can carry ideas from one mind to another with a mimicked theme.

I know that sounds daunting, but you’ve probably seen hundreds or thousands of memes already. At least half of the images on Facebook and Twitter are memes – Grumpy Cat, Condescending Wonka, One Does Not Simply, Conspiracy Keanu and enough facepalms to break your jaw.

As a meme-maker, myself, I’ve been surprised that some of my efforts have taken on lives of their own. By no means am I a master at the art, but a few of my 50 plus memes have been surfing the Internet on their own for a year or more. I’ll go on a nationwide education organization’s Facebook page and see my little meme staring back at me. “Hi, Daddy!”

I leave you with an experiment. Here is a collection of some of my favorite creations. I’ve limited myself here to memes on the subject of education. I’ve also organized them to some degree based on subtopics.

Please feel free to browse. If you see a meme that you like – that helps make your point about the errors of corporate education reform – you have my blessing to take it. Post it on your Facebook page, in a tweet, on Tumbler, whatever you please. Send my little message off again into the great sea of interconnected webs and communication nets. Maybe one day it’ll return to me.

Happy shopping!

 

STANDARDIZED TESTING
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BUDGETS
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COMMON CORE
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TENURE

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VALUE-ADDED MEASURES (VAM)

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CORPORATE EDUCATION REFORM

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ACCOUNTABILITY

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PENNSYLVANIA ISSUES
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MISCELLANEOUS

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The Best Evidence Against Common Core

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There were hands in the air. Lots of them.

It wasn’t just the same one or two I was used to seeing, either. It was almost all of them.

My classroom of 8th grade Language Arts students had something to say, and they could barely contain it.

We sat together in a circle, the desks piled in the center and forgotten. We peered across that distance at each other’s faces and waited for someone to be called on.

It wasn’t me who did it.

The student who had just spoken picked a girl across the room from him. A smile cracked her face wide open as she began to speak.

This wasn’t the norm in my room. At least not yet.

We had only been together a few weeks. In that short time, this group of children from impoverished families – many of whom had criminal records, behavior contracts and folders full of write up slips in the office – had really been putting me through my paces.

If you left them in a room alone, there would probably be a fist fight in 5 minutes. If you peeked at their IEPS, you’d see a host of pharmaceuticals needed just to get them through the day. And if you only looked at their standardized test scores, you’d assume they’d need help to tie their own shoes.

But here they were sitting comfortably, discussing societal racism, gender roles, and how we treat the disabled.

If you closed your eyes and just listened, you’d think it was a class of college freshmen.

That’s what a Socratic Seminar does to a class full of troubled teens.

For the uninitiated, Elfie Israel succinctly defines Socratic Seminars as follows:

The Socratic Seminar is a formal discussion, based on a text, in which the leader asks open-ended questions.  Within the context of the discussion, students listen closely to the comments of others, thinking critically for themselves, and articulate their own thoughts and their responses to the thoughts of others.  They learn to work cooperatively and to question intelligently and civilly. (89)1

Socratic Seminars acknowledge the highly social nature of learning and align with the work of John Dewey, Lev Vygotsky, Jean Piaget, and Paulo Friere.

In short, it’s the kind of thing teachers used to do all the time before No Child Left Behind, Common Core and Race to the Top replaced it with something more rigorous – test prep.

The text we were discussing was “Raymond’s Run” by Toni Cade Bambera. The story centers around Squeaky, an African American girl tasked with looking after her mentally challenged brother, Raymond. At first this is just a chore assigned by her parents. Her real goal is to defeat all comers in various track and field events. However, by the end of the story, she discovers that helping others is its own reward.

But hush. Destiny is speaking.

“Squeaky is kind of a Tomboy,” she read from the question sheet I provided. “Should girls do girly things like being ‘flowers or fairies or strawberries’ or should they be allowed to do more masculine things like play sports? Why or why not?”

“Girls should be allowed to do whatever they want,” she answered. “If they want to play sports or do things that we usually think of as boy things, no one should stop them.”

“In fact,” she went on, “boys should be able to do girl things if they want, too. It’s just like in the story when Squeaky says girls can’t be real friends with other girls because they’re too busy being something other people expect them to be. If people were allowed to be themselves, there’d be less fights.”

Destiny was a girl who only last week sullenly sat with her head down refusing to answer any of my classroom questions with a suck of the teeth. Now she sounded like Gloria Steinem.

And she wasn’t alone. She chose Pablo to continue answering the question about gender roles. He brought up how people in our school treat gay kids.

Pablo said it made him sad that other boys were afraid to be seen hanging around with some kids because they thought their friends would call them gay. “Two girls can hug and hold hands and no one says anything, but if boys did that – they’re gay.”

This from a child who is often absent from school and still had the remains of a black eye that the guidance councilor would only explain by saying the school was aware of it.

Serina took the floor next and had to actually calm herself down before speaking. She told us about her brother, who is gay, and how it makes her cry when people make fun of him. In fact, there may have been a tear or two she calmly rubbed out of her eye with her palm.

At this point – had he been there – David Coleman would put a halt to our discussion.

The co-author of the Common Core famously said, “People don’t really give a shit about what you feel or think.

So shut up, kids. No one cares what you have to say.

Drawing from his deep zero years of training in the field of education, Coleman said:

Do you know the two most popular forms of writing in the American high school today?…It is either the exposition of a personal opinion or the presentation of a personal matter. The only problem, forgive me for saying this so bluntly, the only problem with these two forms of writing is as you grow up in this world you realize people don’t really give a shit about what you feel or think. What they instead care about is can you make an argument with evidence, is there something verifiable behind what you’re saying or what you think or feel that you can demonstrate to me. It is a rare working environment that someone says, “Johnson, I need a market analysis by Friday but before that I need a compelling account of your childhood.”

This attitude is reflected in the standards Coleman helped write and Bill Gates coerced state and federal governments to force on our public schools.

It’s embodied in an emphasis on close reading – going over a text multiple times to squeeze every drop of intention from the author. It’s a fine way of understanding what the author may have meant. It’s not a fine way of teaching or even understanding the full scope of a literary text.

To be honest, this isn’t exactly cutting edge stuff. It comes from the New Criticism of literary theory of the 1940s. Most schools of education replaced this outdated orthodoxy with Reader-Response theory thirty or forty years ago. Reader-Response sees the author as merely one of many factors making meaning in a text. Of equal importance is the world in which the author lived and the particular point of view of the reader.

Think about it. To Kill a Mockingbird is a very different book written during the Civil Rights Movement than had it been written in the 1990s. It’s important to know that many of the characters are based on real people in the author’s life. It’s important to know about the violence and civil unrest that came to a head at the time of the book’s publication. Moreover, an inner city African American boy has a different experience reading it than a privileged white suburbanite.

Reader-Response criticism opens up the act of reading and allows for classroom activities like the Socratic Seminar. But Coleman wouldn’t know anything about that. He was an English Literature major, and when given the chance to write education standards, he paid no attention to what was most pedagogically significant. He simply favored his pet literary theory over those of more modern thinkers.

But if Coleman and the architects of Common Core could be in my classroom, they might see the error of their ways.

Allowing students ownership of the text – allowing them to take their proper place as part of a complex relationship between the text, author and the world – is so much more engaging an experience than just being an authorial archeologist.

When we insist on strict adherence to the author’s message – and only that – we create a false objectivity. Language Arts is a subject that is at most times open to interpretation. But Coleman makes it a guessing game to get the “right answer.”

Literature is not math. We shouldn’t try to turn it into something it isn’t.

This is why at the beginning of the year, my students take my innocent questions about the meaning of a text as an affront. They see me as just another adult trying to trick them. They assume I’m trying to get them to guess what I’m thinking – about what the author was thinking. There has to be only one true answer, they suppose, and if they haven’t been good at guessing it in the past, why try now?

It takes a while, but through lessons like the Socratic Seminar, I try to broaden their horizons, to show them that they have a vital place in this dynamic. Without a reader, a text is nothing but words on paper. Without a larger societal context, those words lack their full meaning.

Moreover, not all texts are created equal. By this I don’t mean that some aren’t rigorous enough. I mean that literary texts are richer and deeper if they come from a multitude of cultural points of view.

We used to know this. Schools used to encourage students to read works by the full spectrum of Americans – African Americans, Latino-Americans, Asian Americans, Jewish Americans, Muslim Americans, etc. Now we shove all that under the carpet in favor of “rigorous” works by the same safe vanilla European Caucasian males.

Common Core doesn’t stop schools from using multicultural texts, but it doesn’t value them, either. There is no standard about the importance of reading diverse authors. In fact, the only diversity I see valued is that students should view diverse kinds of media!

Great! Read an essay, watch a video, play a song. But what about being exposed to diverse cultures and points of view?

Oh! I almost forgot. Coleman says no one gives a shit about that stuff.

My students do. When they read a work by an African American woman like Toni Cade Bambera, they can see themselves in her work. I’ve taught an awful lot of Squeakies in my years as a teacher. (I’ve even taught a few David Colemans.)

When you can open a book and see yourself looking back, what a motivation to read! But how unfair that we only value providing this experience for the white kids!

If we had truly high standards, we’d recognize this. We wouldn’t ignore the value of multiculturalism. We wouldn’t dumb down Language Arts to a simplistic and anachronistic formula designed to fail and humiliate.

Coleman and the Common Core designers would know that if they had ever led a classroom of students. But hardly any of them are educators. They’re bureaucrats, politicians and millionaire philanthropists.

They’re missing the true picture.

Because the best evidence against Common Core is denied them.

Because the best evidence against Common Core is in the classroom.


NOTES:

1 – Israel, Elfie.  “Examining Multiple Perspectives in Literature.”  In Inquiry and the Literary Text: Constructing Discussions n the English Classroom.  James Holden and John S. Schmit, eds.  Urbana, IL: NCTE, 2002.

-For more information about Socratic Seminars, professional development and even ideas about how to extoll their Common Core benefits (lesson plans, people!) please visit Socratic Seminars International.

This article was also published on Diane Ravich’s blog and the Badass Teachers Association blog.

The Multiple Choice Mind

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What’s wrong with standardized tests?

Federal and state governments have been pushing for more multiple choice, fill-in-the-bubble tests in our public schools for decades. Districts, teachers and administrators are labeled as effective or ineffective based on how well their students score on these tests. The whole media blitz of stories about failing schools comes down to this one thing: too many kids aren’t scoring well on their many, many standardized tests.

In an effort to increase test scores, public schools that miss the mark are being stripped of their school boards and given to for-profit companies who promise to bring up those scores but never actually do.

Meanwhile test-making companies like Pearson are raking in the cash BOTH producing the tests and the remedial material schools are told they need because their students aren’t scoring well enough.

And the reason for all these failing grades is obvious to anyone who actually looks at student demographics: the rich kids score high and the poor kids score low. So poor test scores are really an indicator of the almost 1/4 of American children living in poverty. But instead of attacking the root of the problem, politicians and policymakers scream for more standardized tests.

It’s a political scam that’s easy to see. One could oppose standardized testing without even looking at a single bubble sheet. But that would be to miss a perhaps even more pernicious aspect of this whole educational fiasco. There’s something wrong with the tests, themselves, with the whole idea that standardized testing taken to this extreme is (1) a good indicator of student learning and (2) produces sound educational outcomes.

To see how this is true, please answer the following multiple choice question.

Fill in the correct answer using a number two pencil. Please fill in the bubble directly before the letter of the answer choice that best completes the following sentence:

1) A strong emphasis on standardized testing in public education systems is                          to student learning.

( ) (A) essential
( ) (B) modeled
( ) (C) the expression of a standard in relation
( ) (D) peculiar

If you picked A-D, congratulations! You’ve written on your computer screen and may need to buy a new monitor, ipad or cellphone screen, in which case Bill Gates thanks you for playing!

If you chose a different answer in your own head such as “harmful,” “destructive” or “stunting,” then you’ve just shown the biggest problem with standardized tests: you have to pick between pre-approved alternatives. In the real world, we want people to be able to make their own decisions, not just chose from the available options. If someone asks, “Coke or Pepsi?” you should be free to answer “Water.” If someone asks, “Football or Basketball?” you should be free to say “Art.” If someone asks “Democrat or Republican?” you should be free to say “Independent.” But this is not how we are preparing our public school kids for the world. Standardized testing is an effective way to create good consumers, not good thinkers.

From a business point of view, one can see the value of narrowing people’s options. After all, the world is not multiple choice, but advertising is. We are constantly bombarded by false choices and expected to accept them at face value. Turn on the TV and you’ll be deluged by commercials for various energy drinks: Red Bull, Five-Hour Energy, Monster, etc. Nowhere will you find an advertisement for getting a good nights sleep or exercising regularly – things that might actually give you real energy and not just a caffeine boost. One could put it as a multiple choice test:

2) Which is the best way to get energy?
( ) (A) Drink Red Bull
( ) (B) Drink Five-Hour Energy
( ) (C) Drink Monster
( ) (D) Drink Rockstar

The correct answer isn’t even one of the choices. If you can get the consumer to let you frame the question, you can increase your market share and boost profits. Training people to accept limited choices, to accept someone else framing the alternatives is a good business model. Big business doesn’t care how well you can think, only how much you spend and continue to spend every week.

Compare this to our mainstream media. Talking heads get to frame the narrative convincing us there are only a limited number of possible choices in any news story. (Given how much we’ve internalized these media narratives, it’s best to give my examples in the most generic ways possible to avoid political knee-jerk reactions to hot button issues.) Are you with us or against us? Do you believe in science or religion? Are you for country A or Country B? Do you think product X is harmful or do you believe in free choice? Should people be allowed to do Z or are you a bad person?

Life is more complicated than that, but everyday you hear people foaming at the mouth, screaming at each other from only two well-defined view points. Again we could see this as a multiple choice question:

3) Which country do you side with?
( ) (A) Country A
( ) (B) Country B

No middle ground allowed. Rarely do you hear someone say Country A is right about this and wrong about that, while Country B is wrong about this and right about that. And we don’t even question it. Whether intentional or not, this is the outcome of a strong emphasis on standardized testing.

Think about it. Public school students today don’t just take one or two multiple choice, fill-in-the-bubble tests. Standardized testing easily can go into the double digits every year and gobble up months of class time. When kids aren’t testing, their teachers are being forced to steer the curriculum toward more test prep. We’re teaching generations of children that the most important choices – the ones that count – are multiple choice. If something requires you to think beyond the bubbles, it’s not as important.

The result of this decades-long effort to deify the standardized test as the only valid, objective measure of student learning is a dumbed down educational system. Sure, individual teachers and administrators fight against it, but legislators now insist the only measure of teacher efficacy is student achievement on these same tests. So any educator who goes above and beyond and teaches his students to think for themselves actually does himself a disservice professionally. How can students who expect to think outside of the box be accurately judged on their ability to pick between the same canned multiple choices? And if their test scores drop, this educator will be judged “ineffective” and – if he doesn’t straighten up and teach to the test – he’ll soon be out of a job.

The bottom line is simple: we need to reign way back on standardized testing. These test have value to evaluate the most basic levels of understanding, but abused they lead to the results explicated here.

We need to teach our young people to think outside of the box, not inside the bubble. But sadly even the school reform debate is usually framed in this reductionist pattern:

4) Which statement is true?
( ) (A) Corporate reform strategies like standardized tests are the best way to evaluate student learning.
( ) (B) Not all children can learn.

5) Student learning is best stimulated by which of the following?
( ) (A) Common Core and its associated testing
( ) (B) Traditional antiquated styles of learning.

6) Who has the best interests of students at heart?
( ) (A) corporate school reformers
( ) (B) people in the pocket of the teachers unions

The real answers go beyond the multiple choice mind. Our children are being trained not to be able to tell the difference. Can you?