Pennsylvania’s Broken Testing Promise – We Don’t Assess Students Less If We Demand Constant Diagnostic Tests

Jelani Guzman

Downcast faces, dropping eyes, desperate boredom.

 

That’s not what I’m used to seeing from my students.

 

But today they were all slumped over their iPads in misery taking their Classroom Diagnostics Tools (CDT) test.

 

It’s at times such as these that I’m reminded of the promise made by Pennsylvania’s Governor, Tom Wolf.

 

He pledged that this year we’d reduce the amount of time public school students spend taking standardized assessments.

 

“Students, parents, teachers and others have told us that too much time in the classroom is used for test taking,” he said.

 

“We want to put the focus back on learning in the classroom, not teaching to a test. Standardized testing can provide a useful data point for a student’s performance, but our focus should be on teaching students for future success, not just the test in front of them.”

 

So at his urging we made slight cuts to our Pennsylvania System of School Assessment (PSSA) tests – the assessment for grade 3-8 students.

 

We removed two sections of the PSSA – one in math, one in reading – and reduced the number of science questions.

 

This can cut testing by as much as 48 minutes in math, 45 minutes in reading, and 22 minutes in science.

 

And that’s good news.

 

But it’s not exactly the kind of sea change the state claims, given the Department of Education’s recommendations for additional tests on top of the PSSA.

 

That’s right. The state wants schools to give the CDT assessment an additional 3 to 5 times a year in reading, math and science.

 

Unlike the PSSA, this is a voluntary assessment. Districts can decide against it, but the department’s flunkies are crisscrossing the Commonwealth advising we all give the CDT as much as possible.

 

So that’s between 50-90 minutes for each assessment. A district that follows the state’s guidelines would be adding as much as 270 minutes of testing every seven weeks. In a given year, that’s 1,350 minutes (or 22.5 hours) of additional testing!

 

Pop quiz, Governor Wolf. Cutting testing by 115 minutes while adding 1,350 minutes results in a net loss or a net gain?

 

The answer is an increase of 1,235 minutes (or more than 20 hours) of standardized testing.

 

In my classroom, that means students coming in excited to learn, but being told to put away their books, pocket their pencils and put their curiosity on standby.

 

The folks who work at the Department of Education instead of in the classroom with living, breathing children, will tell you that these CDT tests are a vital tool to help students learn.

 

They provide detailed information about which skills individual students need remediation on.

 

But who teaches that way?

 

Billy, you are having trouble with this kind of multiple-choice question, so here are 100 of them.

 

We don’t do that. We read. We write. We think. We communicate.

 

And if somewhere along the way, we struggle, we work to improve that while involved in a larger project that has intrinsic value – such as a high interest book or a report on a hero of the civil rights movement.

 

When learning to walk, no one concentrates on just bending your knees. Even if you have stiff joints, you work them out while trying to get from point A to point B.

 

Otherwise, you reduce the exercise to boring tedium.

 

That’s what the state is suggesting we do.

 

Make something essentially interesting into humdrum monotony.

 

Teachers don’t need these diagnostics. We are deeply invested in the act of learning every day.

 

I know if my students can read by observing them in that act. I know if they can write by observing them doing it. I know if they can communicate by listening to them arguing in Socratic seminar. I read their poems, essays and short stories. I watch their iMovies and Keynote projects.

 

I’m a teacher. I am present in the classroom.

 

That tells me more than any standardized diagnostic test ever will.

 

It’s ironic that on a Department of Education “CDT Frequently Asked Questions” sheet, the assessment is described as “minimizing testing time.”

 

That’s just bad math.

 

And my student’s know it.

 

The district just sent out a letter telling parents and students they could take advantage of a school voucher to go to a local parochial school at public expense.

 

When presented with the prospect of another day of CDT testing in my room, one of my brightest students raised his hand and asked if kids in the local Catholic school took the test.

 

I told him I didn’t know – though I doubt it. They COULD take the test. It is available to nonpublic schools, but do you really think they’re going to waste that much instruction time?

 

Heck! They don’t even take the same MANDATORY standardized testing! Why would they bother with the optional kind!?

 

It is the public schools that are hopelessly tangled in the industrial testing complex. That’s how the moneyed interests “prove” the public schools are deficient and need to be replaced by privatized ones.

 

It’s an act of sabotage – and with the CDT it’s an act of self-sabotage.

 

School directors and administrators need to be smarter. The only way to beat a rigged game is not to play.

 

And the only way to reduce testing is to TAKE FEWER TESTS!


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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The State Penalized My School Because We Tried to Integrate

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The original sin of American education is segregation.

 

Yet in Pennsylvania, taking steps to integrate can result in a penalty from the state legislature.

 

That’s what happened to my school this year.

 

After years of innovation and academic growth, my school added a new program to bring in struggling students from another institution – and the state rewarded us by putting us on a list of “failing” schools and forcing us into a voucher program.

 

I teach in a racially diverse, high poverty district in the western part of the state, just outside of Pittsburgh.

 

Charter schools have been leeching off us for years.

 

But today was the first day school vouchers sunk their teeth into us, too.

 

It’s called the Opportunity Scholarship Tax Credit Program (OSTCP) – a ridiculous bit of legislation that allows children in struggling public schools to use public tax dollars to pay for tuition at a private or parochial school.

 

I’d say they could use that money at a participating public school, too, but in Pennsylvania the public schools taking part in the program can be counted on one hand with fingers to spare.

 

And why does my school now qualify for this dubious distinction? Because of our standardized test scores.

 

Not our test scores from this year. They won’t be released until at least June – more likely August or September.

 

This is based on test scores from last year – 2016-17.

 

Moreover, it’s not district wide. It’s just the middle school and one elementary school.

 

In previous years, the middle school was the district powerhouse. We had the highest test scores and the most innovation. So what happened?

 

In short, we integrated.

 

From a state-wide standpoint, my district is hugely segregated.

 

About 60% of our students are poor and/or minorities. Yet if you go a few miles north, south, east or west, you’ll find schools serving every flavor of white privilege. Beautiful big buildings with the best of everything and a tax base to pay for it. My district, on the other hand, is made to do the best it can with what we’ve got, which isn’t much.

 

To make matters worse, the structure within our district, inherited from decades of unenlightened social planning, doubles down on that segregation.

 

Though we only have one middle school and one high school where all our students rub shoulders, we have two elementary schools – one for the middle class white kids and one for the poorer black ones.

 

This has dramatic academic consequences. Kids at the better-resourced white school flourish scholastically more than kids from the crumbling black school. So the racial and economic skills gap becomes entrenched by the time kids move to the middle school in 6th grade.

 

If only we could integrate the elementaries.

 

However, we can’t bus kids from one neighborhood to the other because we can’t afford it. We have a walking district. Moreover, parents would revolt at the idea of elementary kids having to trudge long distances or take a city bus to school.

 

The only long-term solution is to create a new, centrally located elementary center serving both populations. However, that takes money we don’t have.

 

So last year we tried a partial solution – move the 5th grade up to the middle school. That way, we can at least integrate our students a year earlier.

 

Of course, this means taking kids from the black school with terrible test scores up to the middle school. This means adding more struggling students from the school that already is on the state’s bottom 15% list and making them the middle school’s responsibility. It means a new program, new trials and challenges.

 

You’d think we’d get praise or at least understanding for tackling such a problem. But no.

 

Taking on the 5th grade tipped the middle school’s test scores over the edge.

 

Now we’re in the bottom 15%, too. Now we have to let our students go to a private or parochial school with public tax dollars.

 

Why? Because we tried to right a wrong. We tried to correct a social and academic injustice. And the result was a kick in the gut.

 

Thanks, Harrisburg legislators! Way to support students of color!

 

This is just another way that school vouchers support white supremacy. They make it harder to battle segregation.

 

Why would anyone integrate if doing so could mean losing funding and looking like a failure in the press?

 

Moreover, forget all the junk you hear from the state about growth.

 

This penalty is based on whether we hit testing benchmarks – what percentage of students we have earning proficient or advanced on the tests. It doesn’t matter how much they’ve improved. It doesn’t matter if they’ve gone from the lowest of the low to scratching at the ceiling of proficient.

 

My 8th graders last year (the year we’re being penalized for) experienced tremendous growth just like my students this year are doing. From where they came in to where they’re leaving, the difference is phenomenal!

 

But apparently that doesn’t count in Pennsylvania.

 

A poor school serving mostly underprivileged minorities needs to meet the same benchmarks as schools with Cadillac resources serving kids who have everything money can buy. There’s certainly no need for the state or federal government to do anything about equitable resources (At least, not until the result of a lawsuit is handed down where local districts are suing the state over just such strategic disinvestment).

 

Instead, we’ve got to offer our student the “opportunity” to go to a private school on the public dime.

 

And what an opportunity it is!

 

The chance to send your child to a cooperating private or parochial school at public expense.

 

The opportunity to lose your duly-elected school board. The opportunity for decisions about how your money is spent being made behind closed doors with little to no input from you. The opportunity to send your child to a school with fewer resources and fewer certified teachers. The opportunity to send your child to (an often) religious school on the public dime.

 

Wow! I can’t imagine why so few parents take advantage of that opportunity! My district has had a few schools on the OSTCP list before, and families overwhelmingly opt to stay put.

 

Let’s not forget the justification for this “opportunity” is low test scores.

 

Wait a minute. These cooperating private and parochial schools don’t even take the same standardized tests, if they take any at all.

 

In our community, there is only one cooperating private school – a catholic school located right next door.

 

Students enrolled there don’t take the PSSA or Keystone Exams. I believe they take the Terra Nova test. And the school must do a great job because its Website is three years out of date about the results of those tests.

 

What a great way to improve test scores for our students – comparing apples-to-pears or, to be honest, actually making no comparison at all.

 

This OSTCP law is based on an unjustified assumption that private schools are always better than public ones. The reality is that if the resources both schools receive are similar, the public school usually greatly outperforms the private or parochial one.

 

I’ve seen this first hand. I’ve toured our next door Catholic institution. A few years ago, we relocated our students there temporarily during an emergency drill.

 

It’s a quaint school. Cobblestones and a shaded green campus.

 

But the buildings are crumbling – especially on the inside. Watermarks on the walls and dirt collecting in the corners.

 

It’s also much smaller than my school. They only have less than 300 students from K-8. We have about 1,500 from K-12.

 

I can see why parents who graduated from that school and have a history with it might want to send their kids there to continue that legacy. But anyone else would be giving up much better facilities, a much wider curriculum, much better trained and experienced teachers and even smaller classes!

 

The OSTCP bill has nothing to do with providing better opportunities for children and families.

 

It’s a public tax giveaway to private businesses.

 

The private/religious schools benefit and so do the businesses who “donate” their taxes to these programs.

 

In 17 states you can get substantial tax credits for contributing to this scam.

 

Louisiana, Oklahoma, Pennsylvania, Rhode Island, and Virginia, for example, all provide tax credits worth between $65 and $95 on every $100 donated. Alabama, Arizona, Georgia, Montana, and South Carolina go even further by reimbursing 100% of the donation. You read that right. Donate $100, get $100 back.

 

Oh, but it gets much worse. Since these are considered donations, you can also claim them as charitable deductions and get an additional 35% off your taxes. So you donate $100 and get back $135! Yes. You actually make money off this deal!

 

In Pennsylvania, investors can even “triple dip” receiving a state tax credit, a reduction in their state taxable income, and a reduction in their federal taxable income. And, yes, that means they sometimes get back more in tax breaks than they provide in contributions.

 

Meanwhile all of these “savings” come from money stolen from local public schools like mine. Businesses and individual investors are profiting off the industrial testing complex.

 

In the Keystone state, we have the OSTCP and the Educational Improvement Tax Credit (EITC).

 

This blatant swindle is championed on both sides of the political aisle.

 

We already waste $200 million in business taxes to these programs in the Commonwealth, yet both Democrats and Republicans keep trying to pass another bill to increase that sum by another $50 million.

 

In Allegheny County, where I teach, that includes Democratic State Reps. Dom Costa, Daniel J. Deasy, William C. Kortz II (who represents part of my school district) and Harry Readshaw.

 

Because of this bogus philanthropy, there will always be a bottom 15% of state schools – approximately 400 “failing schools” – that are ripe for the picking from private and parochial school vultures.

 

I’m sorry, but this just isn’t right.

 

That money should be going to public schools not private or religious institutions many of which espouse fundamentalist or racist teachings.

 

There is a reason our founders legislated a separation of church and state. We’d do best to remember it.

 

We could be using our resources to help solve our problems, alleviate segregation and increase equity.

 

Instead our lawmakers are too interested in giveaways to business and corporations even if that means stealing the money from our children.

Grades and Test Scores Don’t Matter. A Love of Learning Does.

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My daughter probably would be shocked to discover what I truly think about grades.

 

They don’t matter all that much.

 

The other day she brought home a pop quiz on sloths from her third grade class. It had a 40% F emblazoned on the top in red ink.

 

I grabbed the paper from her book bag and asked her to explain what had happened.

 

She smiled nervously and admitted that she had rushed through the assignment.

 

I told her I knew she could do better and was very disappointed.

 

Then we reread the article in her weekly reader and found the right answers to the questions she’d missed.

 

But if my little girl would be stunned, my students would probably be even more gobsmacked!

 

As a 7th grade Language Arts teacher, it’s my job to hand out grades. And I don’t give my students too much slack.

 

Just this morning, I turned to one of my kiddos placidly drawing a Spider-Man doodle in homeroom and asked if he had given me yesterday’s homework.

 

He wasn’t sure, so I pulled up the gradebook and surprise, surprise, surprise – no homework.

 

So he took out the half-completed packet, promised to get it done by the end of the day and promptly began working on it.

 

Don’t get me wrong. No one would ever confuse me for a teacher obsessed with grades and test scores.

 

I’m way too laid back for that. But my students know I will penalize them if they don’t hand in their assignments. And if it isn’t their best work, I’ll call them out on it.

 

The way I see it, grades and test scores offer an approximation of how well a student tries to achieve academic goals.

 

In Language Arts classes like mine, that’s reading, writing and communicating.

 

After a year of study, I want my students to leave me with an increased ability to read and understand what they’ve read. I want them to form a thoughtful opinion on it and be able to communicate that in multiple ways including verbally and in writing.

 

An overreliance on testing and grading can actually get in the way of achieving that goal.

 

According to a University of Michigan study from 2002, a total of 80% of students base their self worth on grades. The lower the grades, the lower their self-esteem.

 

Common Core fanatics like Bill Gates and David Coleman probably would say that’s a good thing. It provides incentive for children to take school seriously.

 

However, I think it transforms a self-directed, authentic pursuit of knowledge into grade grubbing. It makes an intrinsic activity purely extrinsic.

 

Learning no longer becomes about satisfying your curiosity. It becomes a chase after approval and acceptance.

 

We already know that measuring a phenomena fundamentally changes that phenomena. With a constant emphasis on measurement, children become less creative and less willing to take risks on having a wrong answer.

 

That’s one of the reasons I prefer teaching the academic track students to the honors kids. They aren’t used to getting all A’s, so they are free to answer a question based on their actual thoughts and feelings. If they get a question wrong, it’s not the end of the world. It hasn’t ruined a perfect GPA and put valedictorian forever out of reach.

 

Too much rigor (God! I hate that word!) creates academic robots who have lost the will to learn. Their only concern is the grade or the test score.

 

It also increases the motivation to cheat.

 

According to a national survey of 24,000 students from 70 high schools, 64% admitted to cheating on a test.

 

But if the goal is authentic learning, cheating doesn’t help. You can’t cheat to understand better. You can only fool the teacher or the test. You can’t fool your own comprehension.

 

If you find a novel way of realizing something, that’s not cheating – it’s a learning strategy.

 

I know this is heresy to some people.

 

Even some of my colleagues believe that grading, in general, and standardized testing, in particular, are essential to a quality education.

 

After all, without an objective measure of learning, how can we predict whether students will do well once they move on to college or careers?

 

Of course, some of us realize standardized testing doesn’t provide an objective measurement. It’s culturally and racially biased. Those test scores don’t just correlate with race and class. They are BASED on factors inextricably linked with those characteristics.

 

When the standard is wealth and whiteness, it should come as no surprise that poor students of color don’t make the grade. It’s no accident, for example, that American standardized testing sprung out of the eugenics movement.

 

Yet you don’t need to crack open a book on history or pedagogy to see the uselessness of testing.

 

High stakes assessments like the SAT do NOT accurately predict future academic success.

 

Kids with perfect scores on the SAT or ACT tests don’t do better than kids who got lower scores or never took the tests in the first place.

 

Numerous studies have shown this to be true. The most recent one I’ve seen was from 2014.

 

Researchers followed more than 123,000 students who attended universities that don’t require applicants to take these tests as a prerequisite for admission. They concluded that SAT and ACT test scores do not correlate with how well a student does in college.

 

However, classroom grades do have predictive value – especially when compared to standardized tests. Students with high grades in high school but middling test scores do better in college than students with higher test scores and lower grades.

 

Why? Because grades are based on something other than the ability to take one test. They demonstrate a daily commitment to work hard. They are based on 180 days (in Pennsylvania) of classroom endeavors, whereas standardized tests are based on the labor of an afternoon or a few days.

 

Yet even classroom grades have their limits.

 

I remember my high school graduation – sitting on the bleachers in my cap and gown listening to our valedictorian and salutatorian give speeches about the glorious future ahead of us.

 

Yet for each of those individuals, the future wasn’t quite so bright. Oh, neither of them burned out, but they didn’t exactly set the world on fire, either.

 

In fact, when I went to college, I found a lot of the highest achievers in high school struggled or had to drop out because they couldn’t adjust. The new freedom of college was too much – they partied and passed out. Yet a middle-of-the-road student like me (Okay, I was really good in English) did much better. I ended up in the honors college with a double major, a masters degree and graduating magna cum laude.

 

And it’s not just my own experience. The research backs this up.

 

A Boston College study tracked more than 80 valedictorians over 14 years. These high school high achievers all became well-adjusted professional adults. But none of them made major discoveries, lead their fields or were trailblazers.

 

For that, you need someone willing to take risks.

 

The folks the researchers followed admitted that this wasn’t them. Many confessed that they weren’t the smartest people in their classes. They just worked really hard and gave teachers exactly what they thought they wanted.

 

So what’s the point?

 

Some people will read this and think I’m against all testing and grading.

 

Wrong.

 

I give tests. I calculate grades. And I would do this even if I had the freedom to do whatever I wanted. (Though I would throw every standardized test right in the garbage.)

 

I think grades and testing have their place. But they aren’t the end, they are a means to an end.

 

They are crude estimations of learning. They’re an educated guess. That’s all.

 

We need to move beyond them if we are to modernize our public schools.

 

Don’t get rid of grades and testing, just change the emphasis. Put a premium on curiosity and creativity. Reward academic risk taking, innovation and imagination. And recognize that most of the time there may be several right answers to the same question.

 

Heck other countries like Finland already do this.

 

For the first six years of school, Finnish children are subjected to zero measurement of their abilities. The only standardized test is a final given at the end of senior year in high school.

 

As a result, their kids have some of the highest test scores in the world. By not focusing on standards and assessments, they counterintuitively top the charts with these very things.

 

There’s a lesson here for American education policy analysts.

 

And that lesson is the title of this article.

 


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Kiss My Assessment – A High Stakes Testing Poem

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Double, Double, test and trouble;

Standards stern so fill in that bubble.

 

 

Little Laquan, Empty belly

Reading passages by Maichiavelli

Does he know what the author thinks

Last night did he get forty winks

Drive-by shooting in his neighborhood

Answer questions that he should

Interrogated by the cops

Took away and locked his pops

Now he sits slumped in school

Testing, testing, it’s a rule

Will he – this time – make the grade

A debt to society he has paid

 

 

For being poor and his black skin

Success and riches, let me in!

But not unless you answer right

Like wealthy kids whose hue is white

Not two plus two or three and four

Context implied when you ask for

European culture and white society

If you know it, you’re in propriety

If not, take a longer road

Hurdles to jump and words to decode

 

 

But do not label the test unfair

Rich folks will blast you with hot air

Testing makes them bundles of billions

Leaching off of us civilians

Test prep, grading and remediation

Never mind that it keeps you in your station

Need new books, here’s Common Core

So big corporations can make some more

Money off your starving schools

The funding is drying up in pools

 

 

As politicians vote to gut

So they can give bankers another tax cut

Hotels and yachts and Maltese vacations

Touring havens in other nations

To hide their money and avoid paying

Anything to keep preying

On little kids and their moms

So long as they aren’t forced to pay alms

 

 

No nurses, no librarians, no psychologists

Nothing to feed a tummy or an esophagus

No fancy buildings, no small class sizes

Nothing to match the suburban enterprises

Fewer resources, fewer tutors,

Crumbling classrooms, archaic computers

Just give them tests as charity

And pretend it means populace parity

When he fails, we’ll blame Laquan

Fire his teacher and make her move on

 

 

Close his school and open a charter

And then his services we can barter

To turn his funding into profit

Democracy melts like warm chocolate

Private boards get public voice

Deciding who to enroll and calling it choice

Spending tax money behind closed doors

Filling classrooms with Americorps

Instructors who never earned a degree

But cheap trumps any pedigree

For teachers to teach the darkest of humans

As long as they don’t form any pesky unions

Reformers they’re called, really just hypocrites

Wolves with sheep skin in their identity kits

 

 

They might refuse to come out of the closet

But don’t burn this humble prophet

Who tells you the truth about high stakes tests

About the school system and the unholy mess

We’ve made for kids so hedge funders

Can bark and rave and push for blunders

To make money off of kids misery

And a better world – not for you, not for me.

Am I obsessed and distressed by oppressive divestment?

Oh who cares? Kiss my assessment!

 

 

Double, Double, test and trouble;

Standards stern so fill in that bubble.


NOTE: I wrote this poem during and after proctoring this year’s PSSA test for my 7th grade students. Can’t imagine where the inspiration came from! I’ll just say that the opposite of standardized testing has always seemed to be poetry. I hope you enjoyed my verses.  It was either that or spit curses!


Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Every Public School Teacher Should Support Opting Out of Standardized Tests

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Over the last few years, educators and parents have built up a wall of opposition to high stakes testing in the Opt Out movement.

 

But now it seems some teachers are starting to tear it down.

 

Not so long ago, tens of thousands of parents refused letting their children take the tests – with full support of their teachers.

 

Yet today you hear some educators question their involvement or even if they’re on the right side.

 

It’s almost like an anthropomorphic red pitcher smashed through the bricks and offered beat down educators a drink.

 

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And far from refusing that rancid brew, some are actually gulping it down.

 

“OHH YEAH!”

 

You hear things like these:

 

“Opt Out’s dead. Stealth assessment schemes like Personalized Learning and Competency Based Education have replaced the federally mandated tests.”

 

GLUG. GLUG. GLUG.

 

“The tests often take up fewer days now so there’s no reason to opt out.”

 

GLUG. GLUG. GLUG.

 

“The kids who opt out aren’t doing it for the right reasons. They just want to get out of work.”

 

GLUG. GLUG…

 

Blargh! I can’t drink any more of that artificially flavored propaganda crap!

 

I’ve even heard of some teachers in New York State agreeing to call families who have refused testing in the past and asking them to reconsider!

 

What the heck!? Have we all lost our minds!?

 

We’re educators!

 

If anyone knows the problems with standardized testing, it’s us.

 

We know in intimate detail how these assessments are biased and unscientific.

 

So let me counter some of this dangerous disinformation going around.

 

1) You say the tests take up less time?

 

Marginally, yes. There are fewer test days.

 

But we’re still being pressured to narrow the curriculum and teach to the test just about every other day!

 

2) You say stealth testing has made the traditional standardized assessments irrelevant?

 

Okay. Competency Based Education is a real problem that threatens to make everyday test day – I’ll go with you there. In fact, schemes like Personalized Learning could transform every app into an opportunity to test kids without them even knowing it.

 

But that doesn’t mean the old fashioned high stakes tests have gone away!

 

Far from it. The federal government still requires all states to give these assessments to public school students in grades 3-8 and once in high school.

 

Let’s say the feds required teachers to give rich kids higher grades than poor children.

 

Or say the state commanded teachers to copy down sensitive information about students and give it to private corporations.

 

Imagine if the school board instructed teachers to put minority kids in slower classes than white kids.

 

If any of that happened, there would be wide scale revolt!

 

Yet standardized tests do all of these things!

 

They dishonestly give higher scores to rich kids and lower scores to poor kids.

 

The apps used for preparation and remediation often steal student data and sell it to third parties.

 

They are used to justify increased segregation within school buildings because implicit testing bias means white kids generally score higher than children of color. So the white kids get more advanced courses and the brown ones get test prep.

 

3) You say the Opt Out kids are just trying to get out of doing work. It’s just laziness.

 

First, of all, it is the parents who are opting their children out of standardized testing – not the students. Second, who are you to question their motives?

 

We serve the parents and children of the community. If they say they don’t want their children tested in this way, we should listen to them.

 

Third, why are you defending these tests? They are used by charter and voucher schools as “proof” that the public schools are failing.

 

These tests are used to justify unfairly evaluating YOUR work, narrowing YOUR curriculum, repealing YOUR union protections, reducing YOUR autonomy, cutting YOUR funding, and ultimately laying YOU off.

 

Why are you standing up for THAT?

 

So why are some teachers wavering in their opposition to high stakes tests?

 

I think it has to do with who we are.

 

Most teachers are rule followers at heart. When we were in school, we were the obedient students. We were the people-pleasers. We got good grades, kept our heads down and didn’t make waves.

 

But the qualities that often make for the highest grades don’t often translate into action. That, alone, should tell you something about the limits of assessment which are only exacerbated by standardized test scores. When it comes to complex concepts, it’s hard to assess and even harder to determine if success on assessments is a predictor of future success.

 

Bottom line: Every teacher should be in favor of the Opt Out movement.

 

And I don’t mean quietly, secretly in favor. I mean publicly, vocally in favor.

 

Many teachers are parents, themselves, with children in the districts where they teach. Every educator should opt out their own children from the tests.

 

If we can’t at least do that and lead by example, what good are we?

 

Next, we should force our unions to do the things that we can’t as safely do as individuals.

 

Call parents and ask them to opt IN!? We should be doing just the opposite, but that would put a target on our backs.

 

As a teacher, I can’t unilaterally call or send a letter home to my students’ parents explaining why they should opt their kids out. If I did that, I could find myself in administration’s cross hairs and face grave repercussions.

 

But isn’t that why we have a union? To stand up as a collective and do the necessary things we can’t do as individuals?

 

Imagine if every teachers union in the country routinely sent open letters to all parents asking them to opt their kids out! What an impact that would make!

 

Imagine if the unions put pressure on the school boards to pass resolutions against testing and in favor of opt out! What effect would that have on state legislatures and the federal government?

 

How could the feds continue to demand we give high stakes tests when nearly every school board across the country objected and advised parents to refuse testing for their children?

 

Taken individually, these aren’t really all that difficult things to do.

 

They require a certain degree of moral courage, to be sure. And teachers have been beaten down by a society that devalues their work and begrudges them just about everything.

 

But what do we have to lose?

 

Our backs are already against the wall.

 

We are being slowly erased – our numbers dwindle more every year while policymakers shrug and point to a teacher shortage that they refuse to explain by reference to the way we’re treated.

 

The tech moguls and the testing giants are salivating over the prospect of replacing us with apps and low-skilled, low paid babysitters to oversee students hunched over computers and tablets. (See? Told you Personalized Learning was poison.)

 

We shouldn’t be helping them destroy our own profession by advocating for the same tests they’re using as a tool in our destruction.

 

It’s high time teachers get some backbone.

 

We may all end up on the unemployment line, but that’s where we’re headed already.

 

I’d rather go kicking and screaming.

 

Who’s with me?

Absurd Defense of Standardized Testing in Jacobin Magazine

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A bizarre article appeared in this Month’s issue of Jacobin – a left-leaning, even socialist magazine.

 

It was titled, “The Progressive Case for the SAT” and was written by Freddie DeBoer.

 

In it, the author attempts to explain why the Scholastic Aptitude Test (SAT) – though flawed – is a more unbiased way to select which students deserve college admissions than indicators like K-12 classroom grades.

 

It’s all convoluted poppycock made worse by a baroque series of far left think tank connections, intellectual bias and mental illness.

 

In short, DeBoer argues that our schools are unfair, so we should embrace unfair high stakes tests.

 

I know. That doesn’t make a lot of sense.

 

Let me slow it down a bit, premise by premise so you can see his point – or lack thereof.

 

The current education system privileges white affluent children, says DeBoer, so they have an easier time getting into college than poorer children of color.

 

Check so far.

 

Richer whiter kids often go to schools that are better funded than those that teach mostly impoverished minorities. Therefore, the privileged get smaller classes, wider curriculums, more extracurricular activities, more counselors, better nutrition, etc. – while the underprivileged… don’t.

 

Then DeBoer says that classroom grades are often dependent on the resources students receive. Richer whiter kids get more resources, so they often get better grades.

 

Still with you so far.

 

Therefore, he concludes, we need standardized tests like the SAT to help equalize the playing field. We need so-called “objective” assessments to counteract the “subjective” classroom grades.

 

But DeBoer admits standardized tests aren’t objective! They are also the result of resources – that’s why richer whiter kids tend to score better on them than poorer blacker kids!

 

The argument makes no logical sense.

 

Justifying one unfair system with another unfair system is beyond bonkers.

 

Plus DeBoer contends out of nowhere that classroom grades are more easily manipulated than the tests and thus the tests are more valid.

 

Wrong again.

 

Classroom grades are based on roughly 180 days of instruction a year for 12 plus years. The SAT is roughly one day. More if you retake it.

 

It is MORE difficult to influence 2,160 days worth of grading than 1 or 2 or 3. Not the other way round.

 

Moreover, classroom grades are tabulated by numerous teachers, many of whom have little or no contact with each other. Standardized test scores are tabulated by a handful of temporary summer workers who often collaborate on the scores.

 

Whether students get good or bad grades generally doesn’t affect a given teacher. However, low test scores are actually beneficial to testing corporations because they allow the company to make additional money by retesting and selling remediation materials to the district.

 

If one group is more subject to bias, it is those grading the standardized tests, not the classroom teachers.

 

He has a point that getting rid of standardized testing won’t by itself eliminate inequality. But doubling down on it certainly won’t either.

 

That’s just logic.

 

DeBoer seems to be ignorant of history, as well.

 

The SAT test didn’t just spring up out of the ground. It was written by people –  Psychologist Carl Brigham building on work by U.S. Army Psychologist Robert Yerkes to be exact.

 

Brigham devised the SAT in the early half of the 20th Century based on Yerkes’ and his own deeply racist eugenicist theories.

 

And when I say they were eugenicists, I’m not speaking in hyperbole. They truly believed that some races were just smarter, more moral and downright better than others.

 

“American education is declining and will proceed… with an accelerating rate as the racial mixture becomes more and more extensive,” wrote Brigham in his seminal A Study of American Intelligence.

 

“No citizen can afford to ignore the menace of race deterioration,” wrote Yerkes in 1922.

 

And this idea was the foundation of their application of standardized testing, as Yerkes  noted a year later:

 

“The contrasting intellectual status of the white versus the negro constituents of the draft appear from table 3. Few residents of the United States probably would have anticipated so great a difference. That the negro is 90 per cent. [sic] illiterate only in part accounts for his inferior intellectual status.”

 

Yerkes eugenics Table 3

 

Brigham was basing his ideas on another test created by Yerkes, the Army Alpha and Beta tests.

 

As noted above, Yerkes  used test scores to “prove” black soldiers in WWI were inferior and thus more suited to menial service and the trenches while whites should be given better positions.

 

And Brigham continued this practice with his SAT test.

 

In both cases, the psychologists used standardized testing to back up a racist and classist status quo.

 

Yet it is this same SAT test that DeBoer is suggesting we keep because it reduces racial and economic bias!

 

Certainly the SAT has changed some since Yerkes time, but it hasn’t changed THAT much!

 

And that brings us to DeBoer, himself.

 

Who is this guy and why did an allegedly respectable publication like Jacobin print his crap theory?

 

DeBoer appears to be a very troubled individual.

 

Back in December of 2017, he published a blog post about his mental illness, almost being committed to an institution, the antipsychotic drugs he was taking and the break he would have to take from being a “public intellectual.”

 

I don’t mean to shame anyone who suffers from mental illness. But when someone offers such a bizarre policy suggestion, questions of stability arise.

 

Next, there’s DeBoer’s think tank connections.

 

On the same Website, DeBoer talks about “My anti anti-SAT take for the People’s Policy Project” – the same theory he expanded upon in his Jacobin article.

 

People’s Policy Project (3P) is a left-leaning think tank created by another frequent Jacobin contributor, lawyer and policy analyst, Matt Bruenig.

 

You may recall Bruenig. In 2015, he criticized schools that provide more resources to impoverished children by dubbing them “welfare schools.” He saw the inclusion of free healthcare, free meals, free pre-K, and other wraparound services as increasing the welfare state and making children and families dependent on the government for survival.

 

And, yes, like DeBoer, this is a guy who claims to be a far left Democrat.

 

This is all very troubling.

 

Sometimes we fall into the lazy attitude that high stakes testing, charter schools and other corporate education reforms are only championed by the right.

 

Certainly the left – or at least the far left – is immune to this neoliberal agenda.

 

You definitely wouldn’t expect to get a heaping helping of top down supply side school policy in Jacobin!

 

It just goes to show you how little policymakers on both sides of the aisle understand education and how ignorant they can be when we don’t force them to include the experts in the conversation.

 

I am, of course, talking about real, live classroom teachers.

 

Until we prize what they can tell us about education, we will continue to be led in circles by the ignorant.


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Testing Corporations Rake in Cash while Teachers Sell Plasma to Survive

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If you want to get rich in education, don’t become a teacher.

 

Open a charter school or take a job at a testing corporation.

 

Sure, charter schools are elaborate scams to make money off children while providing fewer services.

 

Sure, standardized tests are just corporate welfare that labels poor and minority kids failures and pretends that’s their fault.

 

And teachers? They’re just the people who do all the actual work of educating children. Yet there’s never enough money, never enough resources for the job they do.

 

 

According to the U.S. Bureau of Labor Statistics, the average salary of public school teachers in Pennsylvania is between $53,000 and $59,000 per year.

 

Compare that with the salaries of the people who make and distribute the state’s federally mandated standardized tests – employees at Data Recognition Corporation (DRC).

 

DRC publishes numerous assessments in various states. However, in the Keystone state, the corporation makes everything from the Pennsylvania System of School Assessments (PSSA) to the Keystone Exams in Algebra, Literature and Biology.

 

At its 14 locations across the country, the company has more than 750 full time employees and 5,000 seasonal ones used mainly to help grade the tests.

 

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According to glassdoor.com, a site that showcases job listings, here are some openings at DRC and their associated salaries:

 

Test Development Specialist – $68K-$86K

 

Quality Assurance Analyst – $77K-$83K

 

Technology Manager – $77K-$84K

 

Business Analyst – $81,856

 

Software Developer – $83,199

 

Psychometrician – $95,870

 

Senior Software Developer – $96,363

 

So teachers spend 180 days in overcrowded classrooms with fewer resources than they need – often forced to buy school supplies for their students out of pocket – to get their students ready to take the high stakes tests.

 

Meanwhile, the test makers sit in luxury office buildings taking home tens of thousands of dollars more just to make the tests that students take over the course of a few weeks.

 

And these corporate test employees DO work in luxury.

 

Here are some of the benefits they receive listed on DRC’s own Website:

 

 

“DRC offers a comprehensive benefits program that allows employees to make choices that best meet their current and future needs.

Key Benefits

  • Choice of medical plans
  • Choice of dental plans
  • Flexible spending accounts
  • HSA account
  • 401K savings plan
  • Profit sharing
  • Short- and long-term disability plans

Wellbeing Benefits

  • Paid vacation
  • Paid holidays
  • Personal time off
  • Workout facilities/locker rooms at select locations
  • Tuition reimbursement
  • Community service hours
  • Discount programs
  • Adoption assistance
  • Fitness classes
  • On-site massage
  • Walking paths

Convenience Benefits

  • Business casual attire

  • On-site subsidized cafeterias

  • Dry cleaning pick-up and delivery

  • Company store”

 

It’s funny. Some folks get all in a lather about the much less extravagant benefits given to teachers, but I’ve never heard anyone in a rage about these benefits being paid to corporate test makers.

 

And keep in mind, both teachers and test makers are being paid with public tax dollars. YOU are funding the test makers on-the-job massage break just as you’re funding the public school teachers trip to the doctor for anti-anxiety meds.

 

The Pennsylvania legislature has entered into three contracts with DRC through 6/30/21 for services related to standardized testing for a total of $741,158,039.60, according to State Sen. Andrew Dinniman (D-West Chester).

 

That is your money funding the test makers workout facilities and flexible spending accounts. You pay for their walking trails, fitness classes, dry cleaning services and subsidized cafeterias.

 

Meanwhile, public school teachers – who do the bulk of the work educating children – are left struggling to make ends meet.

 

According to estimates by the National Education Association (NEA), teaching salaries from Pittsburgh to Philadelphia have stagnated by 2.3% in the past 15 years.

 

But that’s way better than in most parts of the country.

 

In West Virginia, teachers across the state went on a 9-day strike to get a 5% pay raise.

 

Teachers in Arizona and Oklahoma are planning their own strike due to even worse neglect.

 

In Oklahoma, some educators have actually had to resort to selling plasma in order to survive.

 

KOCO News 5, in the Sooner State, reported on a fifth grade teacher at Newcastle Elementary school, Jay Thomas, who sells blood to supplement his income.

 

“I’ve got a permanent scar doing that. Just did it yesterday,” Thomas said.

 

“I’ve been doing it for a couple of years. I’ve given over 100 times. It’s twice a week.”

 

Though Thomas has been an Oklahoma teacher for 16 years, he makes less than $40,000 a year after taxes.

 

Selling plasma nets him about $65 a week.

 

And if you think Thomas is the anomaly, when this story was spread on Twitter, other teachers responded that they do the same, some even including pictures of themselves at the blood bank.

 

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This is why there is a teacher shortage in many states. This is why fewer college students are entering the field. And it is why many of those educators who have stayed in the classroom are considering strikes.

 

We take teachers for granted. We value the work they do but not the people who do that work.

 

 

Meanwhile, we give extravagant rewards to the corporate vultures who provide very little for children but divert funding that should be going to educate students – the standardized testing corporations and the privatized school operators.

 

If we really want to improve our education system in this country, the first step is to value those who work in it.

 

We need to turn the money hose off for unnecessary expenses like standardized testing and allowing charter and voucher operators to pocket tax money as profit.

 

And we need to spend more on the people in the trenches day-in-day-out making sure our children get the quality education they deserve.

 

We need to give teachers the resources and respect they need to succeed and end the scams of high stakes testing and school privatization.

 

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Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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