Grit is Sh!t – It’s Just an Excuse to do Nothing for Struggling Students

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Let’s say you’re out in public and you see a crying child alone in the street.

 

What would you do?

 

Would you run up to her and help? Or would you just shrug, mutter some derisive comment about the brat and walk on?

 

Our public school policymakers want us to do the later. In fact, they have a whole pedagogical justification for ignoring the needs of children.

 

It’s called “academic tenacity,” a “growth mindset” or “grit.”

 

And it goes something like this:

 

That child isn’t learning? If she just worked harder, she would.

 

It’s the political equivalent of “pull yourself up by your own bootstraps” applied to the classroom.

 

And it’s super helpful for politicians reluctant to allocate tax dollars to actually help kids succeed.

 

The idea and the euphemisms used to describe it were coined by Carol Dweck as early as 1999. It was subsequently popularized by seventh-grade math teacher and psychologist Angela Duckworth.

 

In the early 2000s, Duckworth realized that IQ wasn’t the only thing separating successful students from those who struggled. There was also the tendency to overcome adversity or not.

 

Hey, Angela. Darwin called. He wants his Theory of Natural Selection back.

 

You know Survival of the Fittest was never meant to be prescriptive. As human beings, we’re supposed to be better than mere animals that typically leave the pack’s sick and injured behind to get eaten by predators.

 

But whatever.

 

The term “grit,” is defined as a “passion and perseverance for long-term goals,” according to Frontiers in Psychology. And it’s become one of the buzziest of buzzwords in academia.

 

So much so, that as you’re reading this, standardized test manufacturers are working to develop an assessment to find it in students.

 

The agencies that administer the National Assessment of Education Progress (NAEP) and the Program for International Student Assessment (PISA) are close to including character assessments as a measure of student performance.

 

Oh goody!

 

They foresee a brave new world where multiple-choice tests will determine not just the entire scope of human knowledge but character as well!

 

But what no one wants to admit is that grit is… well… shit.

 

It’s just an excuse for a society that refuses to help those most in need.

 

In our world, there are haves and have-nots. But if we stop there, we ignore how and why this situation came to be.

 

Who places kids into segregated schools? WE DO.

 

Who allocates funding based largely on parental income? US.

 

We set kids up to succeed or fail before they even enter the school system with an economy that rewards the already rich and punishes generational poverty.

 

Yet when anyone suggests offering help to even the playing field – to make things more fair – a plethora of policy wonks wag their fingers and say, “No way! They did it to themselves.”

 

It’s typical “blame the victim” pathology to say that some kids get all the love, time and resources they need while others can do without — they just need more “grit” and a “growth mindset.”

 

Life’s tough. Get over it.

 

That’s easy for YOU to say! Because it’s the have’s who make the rules, it’s the people at the top who are telling the people at the bottom they’re to blame for their own suffering.

 

So you forget all the ways society has helped you and yours. YOU deserve all the credit for your successes.

 

But for those people over there, let’s forget all the ways society has refused to help and instead blame THEM for not overcoming the obstacles (we put) in their path.

 

Don’t get me wrong. I’m not saying effort counts for nothing. But it’s part of a complicated matrix of nature and nurture.

 

Our environments shape us, but we have some control over what we do with what we’re given.

 

Yet as a society, we can’t simply ignore our responsibilities toward others and throw it all on the individual.

 

Good teachers know how to get the best out of their students. We know that most kids – if given a safe, encouraging environment – can succeed.

 

The key often is to scaffold that success. Give them something to do that they can actually master. Then give them something slightly more challenging.

 

You teach them that they have the ability to succeed and success becomes a self-fulfilling prophecy – and not the opposite.

 

However, the teacher – and even the school, itself – can only do so much.

 

As a society, we need to change the environment in which these kids grow up.

 

We need to fully fund our public schools to meet the needs of all students. That means more funding, services and opportunities for the underserved than for those who already have the best of everything and don’t need to rely as heavily on the school system for support.

 

We need wraparound services, counseling, tutoring, after school programs, community schools, jobs programs, continuing education for adults and other services to help heal the trauma of growing up poor in America.

 

But leaving it all to this magical thing called “grit” is just ignoring our responsibilities to our fellow human beings.

 

When you see someone suffering, you need to help them – not comfort yourself with excuses for ignoring them.


 

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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Few Kids in the World Can Pass America’s Common Core Tests, According to New Study

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Could you jump through a hoop?

 

 

Probably if it were lying on the ground.

 

 

But what if it were held slightly higher? Let’s say waist high? Sure.

 

 

Shoulder height? Maybe with some practice.

 

How about if we raised the hoop to the rafters of a three story auditorium? Could you jump through THAT?

 

 

No. Of course not.

 

 

You could train with the world’s greatest coach, with the best equipment, 24-hours a day and you still couldn’t jump that high.

 

 

Yet that’s kind of what the U.S. has been expecting of its public school students – minus the resources.

 

 

We hold the hoop ridiculously out of reach and then blame them when they can’t jump through it.

 

 

But don’t take my word for it.

 

 

This is the conclusion of a new study that came out in January called “How High the Bar?” by the National Superintendents Roundtable and the Horace Mann League.

 

 

They found the benchmarks for passing the National Assessment of Educational Progress (NAEP) and American Common Core tests put success out of reach for most students the world over.

 

To do so, they linked the performance of foreign students on international tests of reading, mathematics, and science to the proficiency benchmarks of NAEP and thus Common Core aligned tests which use NAEP benchmarks to determine passing or failure.

 

The difference is the NAEP is only meant to compare how students in various states stack up against each other. Common Core tests, on the other hand, apply exclusively to kids within states.

 

 

No one’s actually expected to pass the NAEP. It’s only given to a sample of kids in each state and used to rank state education systems. The U.S. government, however, gives almost all its students Common Core tests and expects them all to pass – in fact, failure to do so could result in your public school being closed and replaced with a charter or voucher institution.

 

 

However, in both cases, the study concluded the score needed to meet the bare minimum of passing was absurdly too high – so much so that hardly any group of children in the entire world met it.

 

 

It’s important to note that these aren’t standardized testing skeptics.

 

 

They believe in the assessments. They even believe in Common Core. What they don’t believe in is the benchmarks we’re expecting our kids to meet to consider them having passed.

 

 

And this has massive consequences for the entire education system.

 

 

The media has uncritically repeated the lie that American public schools are failing based almost exclusively on test scores that show only one third of our students passing.

 

 

But if the same tests were given to students the world over with the same standard for success, even less would pass it, according to the study. If we drew the red line on international tests at the same place we draw it on the NAEP and  Common Core tests, almost every child in the world would be a dunce.

 

 

Kids from Singapore would fail. Kids from South Korea would fail. Kids from Japan would fail. You name a country where kids do nothing but study for high stakes standardized tests, and even they couldn’t meet our uniquely American criterion for passing.

 

 

In fact, the percentage of our students who do pass under these ridiculous benchmarks often exceeds that of other countries.

 

 

So when you hold kids up to impossible standards a few actually make it – and more of our kids do than our international peers.

 

 

That doesn’t mean the benchmarks are good. But it doesn’t mean the American education system is failing either. In fact, just the opposite.

 

 

We have a high stakes standardized testing system that not only does not assess kids fairly, but it actually hides their success!

 

 

In the words of the study’s authors, “…the analysis suggest the U.S. has established benchmarks that are neither useful nor credible.”

 

 

How did this happen?

 

 

It comes down to one word – proficient.

 

 

If you’re proficient, it’s thought you’re competent, you are able to do something. You might not be incredible at it, but you can get the job done.

 

 

Kind of like this:

 

 

Hey. Did you hear about my leaky faucet? The plumber fixed it after three tries because he’s proficient at his job.

 

 

Oh really? My plumber fixed my leaky faucet in only one try and didn’t even charge me because she’s advanced at her job.

 

 

That sort of thing.

 

 

There are only four scores you can achieve on most standardized assessments: Advanced, Proficient, Basic and Below Basic. The first two are considered passing and the last two are failing.

 

 

However, this doesn’t line up with the five general grades most public schools give in core subjects:

 

 

A – Excellent

B – Very good

C – Average

D – Poor

F – Failing

 

 

A-D is usually considered passing. Only F is failing.

 

 

So you might expect them to line up like this:

 

 

Advanced – A and B

Proficient – C

Basic – D

Below Basic – F

 

 

However, that’s not how they line up on NAEP. According to Diane Ravitch, who served on the National Assessment Governing Board, the federal agency that supervises NAEP, they line up like this:

 

 

Advanced – A+

Proficient – A

Basic – B and C

Below Basic – D and F

 

 

This is important, because saying someone scored a proficient on the NAEP doesn’t mean they’re just okay at it. It means they’re excellent but have room to improve.

 

 

The problem is that when developers of Common Core tests set their benchmarks, they used almost the same ones as the NAEP. Yet the NAEP benchmarks were never meant to be the same as grade level ones. Confounding the two puts mere passing out of reach for most students.

 

And that’s not just out of reach for most American students. It’s out of reach for international students!

 

In short, American students are doing B work on their Common Core tests and failing with a Basic. Yet in other countries, this would be passing with room to spare.

 

Moreover, when you hear that only one third of American students are Proficient or above, that means only one third are doing A or A+ work on their Common Core tests. That’s actually rather impressive!

 

According to the study:

 

“National judgments about student proficiency and many state Common 
Core judgments about “career and college readiness” are defective and misleading… 
According to NAEP officials, Proficient does not mean grade level performance. The misuse of the term confuses the public. The effects of this misuse are reflected in most Common Core assessments…

 

NAEP’s term “Proficient” does not even mean proficient. “Students who may be proficient in a subject, given the common usage of the term, might not satisfy the requirements for performance at the NAEP achievement level.”

 

The report even cites other independent analysts that have come to similar conclusions such as the U.S. General Accounting Office, the National Academy of Sciences, and the Brookings Institution.

 

In short:

 

“Advocates who push for school improvement on the grounds of questionable benchmarks are not strengthening education and advancing American interests, but undermining public schools and weakening the United States.”

 

Some specifics.

 

 

The study was conducted by comparing performance of foreign students on international tests of reading, mathematics, and science with the NAEP and American Common Core tests.

 

 

Very few foreign students were able to score high enough to meet what is considered proficiency on the NAEP and Common Core tests.

 

 

 

In fact, in 4th grade reading, not a single nation was able to meet the benchmark.

 

 

In 8th grade math, only three nations (Singapore, South Korea and Japan) had 50 percent or more students who could meet the criterion.

 

 

In 8th grade science, only one nation (Singapore) had 50 percent or more students meeting the benchmark.

 

 

But wait.

 

 

Even though the benchmarks are unfair and few nations children could meet them, the percentage of U.S. children who did meet them was higher than most other nations.

 

 

Take 4th grade reading.

 

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No one had 50% or more of its kids scoring a proficient or advanced. But 31% of U.S. kids actually met the benchmark, putting us fifth behind only Singapore, the Russian Federation, Finland, and England.

 

 

Only 31% of our kids could do it, but only four other nations out of 40 could do better.

 

 

That’s kind of impressive. Yet judging our scores in abstraction solely on this unrealistic proficiency standard, we’re failures. The whole process hides how well our kids actually do.

 

 

Bottom line, Common Core benchmarks are too high and paint an unfair picture of our education system, according to the study:

 

 

“When citizens read that “only one-third” or “less than half” of the students in their local schools are proficient in mathematics, science, or reading, they can rest assured that the same judgments can be applied to students throughout most of the world…

 

Globally, in just about every nation where it is possible to compare student performance with our national benchmarks, the vast majority of students cannot demonstrate their competence because the bars are set unreasonably high.”

 

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At very least, this invalidates the scores of the NAEP and every Common Core test yet given in this country. It demands we set new benchmarks that are in line with grade level performance.

 

At most, it casts doubt on the entire process of high stakes standardized testing.

 

It demonstrates how the data can be manipulated to show whatever testing corporations or other interested parties want.

 

Standardized testing is a gun, and we have been demanding schools shoot themselves in the foot with it.

 

Instead of trying to hold our schools to impossible standards, we should be holding our lawmakers to standards of common decency. We should concentrate on equitable funding, reintegration, and supporting our public school system and public school teachers. Not enriching private testing corporations so they’ll paint a misleading picture of student performance to justify pro-privatization schemes.

 

When will our policymakers rise to meet the benchmarks of honesty, empathy and caring about the well-being of children?

 

In the final analysis, that may be bar they are simply incapable of reaching.

NEWSFLASH: Betsy DeVos Opens Mouth. Nonsense Falls Out

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Betsy DeVos opened her mouth-hole today and a load of crap fell out.

And somehow that’s news!

Our federal Education Secretary said Wednesday, “I’m not sure how [U.S. public schools] could get a lot worse on a nationwide basis than they are today.”

Let’s add that to the list of things she’s already admitted she’s not sure of:

-Whether charter and voucher schools should be held to the same standards as traditional public schools.

-Whether guns belong on school campuses in reach of children.

-Whether the Department of Education should protect students with special needs.

-Whether the Individuals With Disabilities Act is a federal law (Spoiler Alert: It IS!).

-Oh! And what the heck’s the difference between proficiency and growth?

This woman is an idiot. Worse – she’s a rich idiot.

She only holds this office because she bought off the entire Republican Party and she still needed a historic tie breaking vote by the vice-president to get confirmed!

Why are we publishing a thing she says as anything other than standup comedy?

She knows nothing about public schools. She never went to them as a student. She never sent her own children to them. In fact, she only started visiting them in her official role as Secretary of Education!

Yet she has spent her entire life bribing policymakers to replace public schools with charter and voucher schools.

She is a saleswoman for privatization and she thinks public schools suck.

Well whoop-de-do!

They say opinions are like assholes. Everyone’s got one.

What makes DeVos’ opinion worth anything more than yours or mine?

Nothing.

But since you asked, there is a heck of a lot that makes our opinion better than hers.

Ninety percent of Americans have actually attended public schools. Ninety percent send their own children to public schools. And though popular opinion of public schools nationwide has suffered after an endless barrage of corporate propaganda against them, most people have a very high view of their own neighborhood school.

So if the media wants to publish a valuable opinion about public schools, they should publish what almost anyone ELSE has to say other than Betsy DeVos.

What does a Flat Earther have to say about constructing a globe? WHO CARES?

What does a skeptic about the moon landing have to say about NASA? WHO GIVES A CRAP?

What does Betsy DeVos have to say about public schools?

NO ONE CARES.

But fine. I’ll bite. Why does the billionaire heiress think our public schools stink?

She trots out the usual nonsense about international test scores:

“I mean, the fact that our PISA scores have continued to deteriorate as compared to the rest of the world and that we’ve seen stagnant at best results with the NAEP scores over the years. I’m not sure we can deteriorate a whole lot.”

First of all, she’s wrong about the facts.

PISA scores did not deteriorate. Like NAEP scores, they’ve remained pretty much the same for all the decades we’ve been making these comparisons.

Internationally, our test scores have always been in the middle of the pack. And that shouldn’t be surprising.

We provide every child with an education. Many of the countries we’re compared with internationally don’t. That means we’re going to have lower test scores. You’re comparing ALL of our kids with only the best academic achievers in Asia, Scandinavia and other countries.

Add to that the overwhelming child poverty rate in the United States – something completely absent in most of these other nations we’re being measured against. Obviously our poorer kids who get fewer resources than your richer kids won’t do as well on standardized tests. You’re not comparing apples-to-apples. And whenever you make the adjustment for poverty, our students score at the top of the scale!

I’m not saying we can’t improve. There’s plenty we could be doing such as providing more resources for our poor and minority students. But opportunists like DeVos have always tried to use this test score myth to justify destroying the public school system and giving it away to private interests.

Betsy, please just stop. The blatant ignorance coming out of your mouth hurts. It’s embarrassing.

But perhaps there is a silver lining here. We’re used to hearing these lies from more credible sources. Before becoming Education Secretary, Arne Duncan and John King had advanced degrees. They ran major metropolitan school systems. DeVos is just rich.

And having such an obvious fool repeat these same lies pulls back the curtain.

There is no longer any question about their veracity.

Good luck trying to fool people with this same snake oil anymore. Just by opening her mouth, DeVos has poisoned the entire corporate school reform narrative.

Thanks, Betsy!