Cost of Testing -- CORRECTION

There is a correction to the Cost of Testing documents on this blog.

Due to an error the Cost of Testing documents indicated that ISTEP was given in grades 3, 4, 5, 6 and 8. A reader pointed out the obvious error. ISTEP is given in all grades 3 through 8. Please download a new copy, make this correction on any copies you might have already downloaded, or indicate the change to other recipients, before you distribute copies.

The Cost of Testing blog entry of September 3, has been corrected as have the Word document version and the pdf version.

Thanks for all your support.
NEIFPE

Cost of Testing Information

The Costs of

High Stakes Testing

What Informed Citizens 

Need to Know about

Standardized Testing in

Our Public Schools

Tests in Indiana

I-READ 3 – mandatory test for all third graders
I-READ K-2 – reading test not mandatory at present
I-STEP+ - language arts math, social studies and/or science tests mandatory for grades 3-8
English 10 ECA – mandatory test for all high school students to graduate
Algebra 1 ECA – mandatory test for all high school students to graduate
Biology 1 ECA – mandatory test for all high school students to graduate
ISTAR and IMAST - tests that replace ISTEP for special needs students
LAS – Links – test for English Language Learners
mCLASS – K-2 assessments in literacy and math
NWEA and Acuity – tests that measure reading, math, and language on the computer several times a year
SRI or AR – reading tests that check comprehension
DRA – developmental reading assessment for K-5
DIBELS – one-on-one assessment to monitor early reading progress
PALS – proficiency aligned learning skills matching state standards
NAEP - test given to a random sample in grades 4, 8 and 12

Check with your child’s school to learn which assessments are given and how much time is dedicated to them.


Cost of Testing

The Indiana Department of Education estimates the cost of testing to be $46,229,751 for the 2012-2013 school year.
This $46,229,751 could be used to:

• repair buildings and infrastructure of schools
• pay the salaries and benefits of at least a thousand teachers
• purchase laptop computers and iPads for most students

Time for Testing

Elementary educators estimate they spend about six weeks of the 36 week school year on test preparation and administration. Tests focus on reading and math, leaving little time for the following:

• Social Studies and Civics
• Art and Music
• Science and Physical Education

What will be the cost of testing in time and money when the 2014-2015 implementation of the Common Core Standards adds additional tests?
For more information about the Common Core, visit Indiana's Common Core Standards: Indiana Department of Education

As parents, educators, and concerned citizens, we think there are a number of questions that should be considered about high stakes testing.

• What do we want children to learn? What do they really need to know?
• Is standardized testing the most effective way to measure student learning?
• What teaching methods are developmentally appropriate to promote learning?
• Should we teach children how to learn, how to think, and how to question?
• Do current policies encourage the education of every child?
• What are the Common Core Standards and how much testing will be involved?
• What are the implications of these standards for your child?
• Should standardized test results be used to evaluate teachers?
• How much money is being spent on standardized tests?

What can you do?

• Attend PTA/PTO meetings
• Enlist PTA/PTO members in a discussion on proposed school reform issues
• Attend local school board meetings
• Write to local and state school board members and to state legislators to express your concerns about school reform legislation
• Follow candidates for public office and let them know your concerns
• “Like” NEIFPE on facebook and follow our blog
• Join Indiana Coalition for Public Education and Hoosiers for Public Education
• VOTE! Register at https://indianavoters.in.gov/

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Click HERE to download a copy of this pamphlet or see all our fact sheets under INFORMATION AND FACT SHEETS in the right hand column of this blog.

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August 12, 2012: Question of the Day

Even though figures vary, between 20 and 50 billion dollars is spent per annum on failed educational strategies.

Do you realize that fifty billion dollars would help pay for almost half of the cost to repair the crumbling infrastructure of public schools (U.S. Department of Labor 1995)?

Fifty billion dollars would pay the salaries and benefits of an additional one million teachers.

Fifty billion dollars would furnish each student in American public schools with a laptop computer and unlimited Internet access.

Fifty billion dollars would provide every child in North America with three meals a day.

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Click the question mark below to see all our Questions of the Day or click the link in the sidebar.

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A Challenge

reposted from A Teacher's Fight.

We Need to Talk...

Now. Let me be more specific. We, the parents, educators, and concerned citizens, need to have a conversation via social media or in person about education in our communities. We will listen to each other and have a civil debate. No personal attacks. Put your personal agendas aside and any allegiances you may have to particular organizations. But we have to start talking. We all have to start asking questions and seeking the truth. We need to look at the research for ourselves. Then we need to look at who is doing the research and examine the context.

Beware. I'm purposely going to ruffle some feathers to get the conversation started.

Let's look at charter schools. If you are an educator in a charter school and your school does not meet the needs of children by providing the resources and opportunities that, as professionals, we know are important for addressing the academic, social, emotional, and physical needs of children, WHY ARE YOU STILL TEACHING THERE OR WHY ARE YOU NOT CHALLENGING THE INEQUALITY?

Listen, it's one thing to be teaching in a traditional public school that has been forced to make incredible cuts to important programs and opportunities for children, and another to be teaching in a charter school that just doesn't provide what students need. I'm just going to say it....you are enabling educational inequality and possibly racial inequality as well. You need to speak up for children and families. Go to the school board meetings. If your CMO or EMO is for-profit, demand that that they take less profits in order to fund what students need. Of course, be prepared to be fired.

There are some big questions that we need to answer. Look at the local statistics below. What questions arise from this data?

Fort Wayne Charter School ISTEP Percentages of Students Passing Both Math and English/Language Arts for Each Year Since Opening

Imagine MASTer Academy - 50.8% 53.6% 54.7% 53.6% 60.3% 51.7%
Imagine Schools on Broadway - 23.4% 29.8% 31.1% 36.6% 36.8%
Timothy L. Johnson - 25.8% 20.3% 35.9% 25.6% 37.8% 28.2% 41.3%

I have more important stats to share, but we'll just start out with this. Please respond or ask questions. Post a comment anonymously if you need to or e-mail me for a private conversation. (eileenrdoherty@gmail.com)

August 3, 2012: Question of the Day

How could the approximate $46 million spent on testing in Indiana be better spent?
If we divide $46 million by $50,000 per teacher, that could equal 920 additional teachers.
Since there are 152 school districts in Indiana, that could mean that there could be about 6 additional teachers per district who could be targeted towards early childhood education (or wherever the districts might need them).

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Click the question mark below to see all our Questions of the Day or click the link in the sidebar.

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July 14, 2012: Question of the Day

With so many of our tax dollars going for unnecessary high stakes testing, can you think of any better ways to spend that money?

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Click the question mark below to see all our Questions of the Day or click the link in the sidebar.

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July 13, 2012: Question of the Day

With all of the emphasis on test scores this week, do you think that these higher numbers are the best measure of what a child has really learned? Are we promoting students to be life-long learners or are we teaching them how to be good test-takers? What do you think?

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Click the question mark below to see all our Questions of the Day or click the link in the sidebar.

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Book Review: Many Children Left Behind

Many Children Left Behind by Deborah Meier and George Wood (Editors).

Reviewed by Susie Berry

Many Children Left Behind (edited by Deborah Meier and George Wood, 2004) is a compilation of essays written by educators and supported by detailed research. There has been considerable bashing of No Child Left Behind (a law mandated by the federal government) and these authors agree that much is wrong but this book gives suggestions on how we can attempt to “right that wrong.” The book is loaded with information so this review will only focus on testing – how it has changed curriculum and how it is affecting students, teachers, and schools.

One of the biggest problems of NCLB is how it measures schools. As part of the NCLB law, states are required to test students each year and show Adequate Yearly Progress (AYP). The issue is how the states do this testing. The law mandates that 100% of students must score at the “proficient” level by the year 2014. How reasonable is that expectation and is a 100% proficiency level even possible with the kinds of tests being given? ISTEP+ (Indiana’s yearly test) is a criterion-referenced test currently based on Indiana’s State Standards. Students must score above an arbitrarily selected “cut score” in order to pass. NCLB requires that a school be labeled “failing” if a certain number of students do not reach the “cut scores”. One of the problems is that the test themselves as well as the “cut scores” are often changed from year to year. It’s almost as if the state is setting up students to fail.

Then to complicate this complicated issue, there is a question of Limited English Proficient (LEP) students and special needs students (what the law calls “students with disabilities”). Schools with a high number of these students are being punished and labeled “failing” – no matter what gains these students are making yearly. Large urban schools are most vulnerable.

Another issue that has surfaced with high-stakes testing is the increase in the high-school drop-out rate. Interestingly, students who have not done well on these tests eventually drop out of school. The consensus among the authors who contributed to this book is that the extensive standardized testing hurts more than the drop-out rate. Teaching to the test (so that students can pass, so that schools are not labeled “failing,” so that good teachers can keep their jobs) severely narrows the curriculum. There is less discussion, less critical thinking, and fewer school experiences. It’s not fun to teach and it is certainly not fun for the students. More than one student has come to school asking, “What kind of test do we have today?”

George Wood, one of the seven contributors to Many Children Left Behind, is a high-school principal married to a kindergarten teacher. He says that changing this law “will require a strategy that shows the progress of the standards and testing agenda and at the same time offers ways to focus on helping schools, especially those that serve our most vulnerable children.” He has these suggestions for a national campaign:

• Testing Moratorium – Call for a national or state-by-state moratorium on high-stakes testing. Tests need to have predictive value and should be linked to predicting success after school.
• Assessment of School Health – A measure of school health would show if children are engaged using their minds, and are “even happy”. It would also use samples of student work and academic achievement.
• Targeted Intervention – “We should begin by demanding that funding for our schools be equalized. Additional funds should flow to schools that serve our most needy students.

Wood contends that many supporters of NCLB have (had) good intentions. The one-size fits all, blame-and-shame agenda does nothing to help our schools and our children.

Monty Neill was another contributing author and he has these specific suggestions for helping our schools. He bases them all on “authentic accountability:”

• Shared Vision and Goals – Community goals should prioritize what is important in both academics and school life.
• Adequate Resources Used Well – Hire good teachers; spend money on professional development; and provide books, technology, and supplies in a comfortable, clean environment. Children who need more should be provided with more.
• Participation and Democracy – Teachers, parents, and administrators must play key roles in planning goals and expectations and appropriate ways to evaluate them.
• Prioritizing Goals – Standardized testing might be the easiest way to measure but improving the climate and culture in schools is more important.
• Multiple Forms of Evidence – Standardized tests do identify some educational problems but “accountability requires the use of both qualitative and quantitative evidence.” And the focus of all this assessment should be to improve instruction.
• Inclusion – Accountability and assessment should include all children but in-school and out-of-school factors should also be considered.
• Improvement – Schools and districts must implement procedures to “guide decision making” to improve the quality of schools and learning.
• Equity – All the measures established must focus on overcoming “the consequences of poverty and racism.”
• Balance – We should expect “equitable uses” of resources and a sound basis for educational reform.
• Intervention – “Firing teachers or changing governance are not paths to meaningful improvement. Intervention should focus on factors that can produce powerful improvement, such as rich professional development, stronger parent involvement, and high-quality classroom assessment.”

All this takes time but some states have begun implementing alternative forms of assessment and are minimizing the role of state standardized testing. Indiana and other states should follow and establish reasonable criteria that is good for students and truly will improve the quality of our schools.

# # #

Let Them Eat Tests

The following appeared on the United Church of Christ web site. It was written by Jan Resseger, a lay minister for Public Education and Witness for the United Church of Christ.

Let Them Eat Tests

Written by Janice Resseger
June 25, 2012
Click here to support Justice and Witness Ministries

The blogosphere went wild recently when Reuters reported that the Bill and Melinda Gates Foundation has granted $1.4 million to university researchers to investigate the use of biometric, galvanic skin response bracelets to measure whether teachers are engaging students’ interest.

This is one more step in the move to de-professionalize teaching, part of the idea that it doesn’t help teachers to go through the college certification process. Today’s “so-called” education reformers believe we need to replace “qualified” (certified) teachers with “effective” teachers, as measured by students’ standardized test scores or perhaps galvanic skin responses. We’ve come to trust counting and measuring instead of our judgment and our hearts.

I like to browse among college bookstore shelves stocking the required books for students studying to be professional, certified school teachers—books like Mike Rose’s Possible Lives and Gloria Ladson-Billings’ The Dream-Keepers.

Just read the titles. They are books of hope, the stories of excellent school teachers. Ladson-Billings, whose book is subtitled “Successful Teachers of African American Children,” describes professionals who honor their students’ home culture, help children understand their world and equip them to improve it. She celebrates teachers who understand themselves as members of their communities and simultaneously lifelong professionals called to nurture children steadfastly, creatively and thoughtfully.

For four years Rose traveled the United States, visiting classrooms where fine teachers in cities, towns and even a one-room school in Montana’s Grasshopper Valley inspire children to explore and work together. Rose begs us not to look for a one best measurable way to replicate good teachers: “Though the chapters offer a number of portraits of good teachers, there is no single profile of the Good Teacher.... I recommend no final list of good practices…. Such profiles and lists have value…but they also have a tendency to be… reduced to slogan or commodity.”

These books, published in the mid-1990s, have become classics. I encourage you to read them because, although the students learning to be school teachers still read The Dream-Keepers and Possible Lives, many of us outside the colleges of education no longer understand teaching as the kind of profession these books present. Our understanding of teaching has changed as our understanding of public education itself has narrowed.

In a recent graduation address at Teachers College, Columbia University, Linda Darling-Hammond, a Stanford University expert on teaching, declared, “The new scientific managers… like to rank and sort students, teachers and schools—rewarding those at the top and punishing those at the bottom…. while issuing multimillion-dollar contracts for testing and data systems to create more graphs, charts and report cards on which to rank and sort…. And the new scientific managers cleverly construct systems that solve the problem of the poor by blaming the teachers and schools that seek to serve them, calling the deepening levels of severe poverty an ‘excuse,’ rewarding schools that keep out and push out the highest-need students.” “The United States now has a far higher poverty rate for children than any other industrialized country… Our leaders do not talk about these things. They simply say of poor children, ‘Let them eat tests.’”

May 24, 2012: Question of the Day

Did you know that Indiana tax dollars spent on testing In Indiana in the last five years has increased from approximately $26 million to $43 million?

Did you know that Indiana tax dollars spent on helping Hoosier students who are having academic difficulty in the last five years has decreased from approximately $14 million to $3 million?

Where does your Indiana tax money for testing go? Click HERE to read about Indiana Tests.

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Click the question mark below to see all our Questions of the Day or click the link in the sidebar.

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How Much Testing?

The Assistant Superintendent of the Vigo County School Corporation put together a list of all the evaluations Indiana public schools are required to conduct throughout the school year. Click the image below for the document.

Education Issues 2012 #4

Corporate Reform, Parent Trigger, Wisconsin, IREAD, Testing, Testing Errors, Charters, Lies About US Education.

(Click on the titles below to read the complete articles.)

Connecticut and Alabama deal blows to Michelle Rhee-style corporate education reform

There's good news for public education in Alabama and Connecticut, as the Michelle Rhee breed of privatizers and corporate reformers were thwarted in both states, at least partially and at least for now. In Alabama, "a radical, far-reaching charter bill that would have allowed wholesale privatization of public education in the state" was declared dead in the state House for the session just ending. And in Connecticut, legislators fought Gov. Dannel Malloy's initial, teacher-scapegoating plan and gave teachers unions a voice in arriving at a compromise.

Beware! ‘Parent trigger’ misinformation coming to a theater near you

With the September release of Won’t Back Down, Tinseltown is stepping in where corporate mouthpieces, for-profit education companies, ill-informed politicians and pseudo-education reformers have been coming up short, most recently in Florida.

Starring an Oscar winner and two Oscar nominees, the movie, hope corporate education reformers and privatizers, will lend legitimacy to a movement that has generated bitter feelings and turned schools and communities against one another.

In film, Walker talks of 'divide and conquer' union strategy

"Well, we're going to start in a couple weeks with our budget adjustment bill," Walker said. "The first step is we're going to deal with collective bargaining for all public employee unions, because you use divide and conquer."

Senator agrees: Indiana education board overreached with reading retention rule

Sen. Luke Kenley has affirmed that Superintendent of Public Instruction Tony Bennett and the Indiana State Board of Education went beyond the bounds of state law when they adopted a rule that requires third-graders to pass a reading test or face grade-level retention.

Student video: How high-stakes tests affect kids

There is one voice rarely heard in the screaming debate about the role of high-stakes tests in education: that of students.

Though the big focus today in education is on evaluating teachers and whether student standardized test results should be a part of educator assessment (they shouldn’t), there is no group more affected by high stakes on these exams than the people who have to take them. Results from a single test can determine whether a student moves up a grade or graduates from high school.

Corrupt, Unethical, Inept: Boycott Pearson

Almost 30 different test questions have now been declared invalid because they're confusing or have outright errors. And now Pearson Publishing is scrambling to explain what went wrong and how it's going to fix things.

The Nation’s Largest Charter Chain

There are legitimate questions to be raised about public dollars funding schools that are tied to a cleric, as well as questions about a charter chain that has close ties with another nation.

Report: Some charters spend more than traditional schools

For example, KIPP, Achievement First and Uncommon Schools in New York City, spend between $2,000 to $4,300 more per student than public schools. High-profile charter network schools outspend district schools in Texas, too — for example, KIPP spends around 30 to 50 percent more in some cities — but not in Ohio. The highly regarded KIPP charter network, the report says, is the one that spends more than neighboring traditional districts, though the amount varies by grade and place.

The conclusion contradicts, at least in some cases, one of the common assertions made by charter supporters: That they deliver a better education to the same profile of children for less money than traditional public schools.

Telling Lies About US Education

....this description of U.S. Education is a pack of lies that smears our nation. I wonder if the people who created this website went to fancy prep schools and looked down their noses at those of us who went to public school. They seem so eager to put down American schools, which educated 90% of us, and by implication, put down the United States. it makes one wonder who they are. Too bad they didn’t take responsibility and put their names on their work so we would know who they are.

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Revolt Against Testing is Growing

Palm Beach County Florida is the third largest county in the state of Florida and the county school system is the 11th largest school system in the country. It's also the first Florida school district to come out against the overuse and misuse of high stakes testing, following the lead of over 400 school districts, representing 40% of all school districts in Texas.

According to the Palm Beach Post Extra Credit blog, the Palm Beach County School Board added their name to the growing list of individuals and organizations supporting the National Resolution on High Stakes Testing.

The resolution calls for an end to the over reliance on high stakes testing required by the federal No Child Left Behind law, the Obama administration's Race to the Top and various state accountability systems.

The resolution calls on

...the governor, state legislature and state education boards and administrators to reexamine public school accountability systems in this state, and to develop a system based on multiple forms of assessment which does not require extensive standardized testing, more accurately reflects the broad range of student learning, and is used to support students and improve schools...

It further calls on the U.S. Congress and the current administration

...to overhaul the Elementary and Secondary Education Act, currently known as the "No Child Left Behind Act," reduce the testing mandates, promote multiple forms of evidence of student learning and school quality in accountability, and not mandate any fixed role for the use of student test scores in evaluating educators.

Groups and Individuals may sign the Resolution by clicking HERE.

In another story about the growing public outcry against the overuse and misuse of standardized tests see NY principals: A ‘wrecking ball’ of reform aimed at schools. A group of more than 1400 New York State Principals have sent an open letter to the State Board of Regents asking them to rethink their "reform" agenda.

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National Resolution on High Stakes Testing

...from Valerie Strauss's Answer Sheet

National resolution against high-stakes tests released

[A National Resolution on High Stakes Testing was] released Tuesday by a coalition of national education, civil rights and parents groups, as well as educators who are trying to build a broad-based movement against the Obama administration’s test-centric school reform program.

This is the latest in a series of recent initiatives taken around the country by academics, educators, parents and others to protest the use of student standardized test scores for high-stakes decisions, including teacher and principal evaluation, student grade promotion and high school graduation...

...Many researchers in the assessment field have warned against using standardized test scores for high-stakes decisions, saying they are unreliable for such a purpose. High-stakes standardized testing, they say, has led to the narrowing of the curriculum; classrooms where “teaching to the test” is paramount; and unfair evaluation of students, teachers, principals and schools.

The resolution (see text below) is modeled on one passed in recent months by more than 360 school boards in Texas, where the Republican state education commissioner, Robert Scott, made news in February by saying the mentality that standardized testing is the “end-all, be-all” is a “perversion” of what a quality education should be, and calling “the assessment and accountability regime” not only “a cottage industry but a military-industrial complex.”

The organizers want organizations and individuals to endorse the resolution, which asks officials in every state to “reexamine public school accountability systems” and to “develop a system based on multiple forms of assessment which does not require extensive standardized testing” and “more accurately reflects the broad range of student learning.”

The resolution also calls on Congress and the Obama administration to rewrite the Elementary and Secondary Education Act, the federal education law known in its current form as No Child Left Behind, in a way that reduces the mandate for standardized tests, promotes multiple forms of evidence that students are learning and does not mandate that student test scores be used to evaluate educators...

...The national resolution was written by Advancement Project; Asian American Legal Defense and Education Fund; FairTest; Forum for Education and Democracy; MecklenburgACTS; Deborah Meier; NAACP Legal Defense and Educational Fund, Inc.; National Education Association; New York Performance Standards Consortium; Tracy Novick; Parents Across America; Parents United for Responsible Education - Chicago; Diane Ravitch; Race to Nowhere; Time Out From Testing; and United Church of Christ Justice and Witness Ministries...

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National Resolution on High-Stakes Testing

WHEREAS, our nation's future well-being relies on a high-quality public education system that prepares all students for college, careers, citizenship and lifelong learning, and strengthens the nation's social and economic well-being; and

WHEREAS, our nation's school systems have been spending growing amounts of time, money and energy on high-stakes standardized testing, in which student performance on standardized tests is used to make major decisions affecting individual students, educators and schools; and

WHEREAS, the over-reliance on high-stakes standardized testing in state and federal accountability systems is undermining educational quality and equity in U.S. public schools by hampering educators' efforts to focus on the broad range of learning experiences that promote the innovation, creativity, problem solving, collaboration, communication, critical thinking and deep subject-matter knowledge that will allow students to thrive in a democracy and an increasingly global society and economy; and

WHEREAS, it is widely recognized that standardized testing is an inadequate and often unreliable measure of both student learning and educator effectiveness; and

WHEREAS, the over-emphasis on standardized testing has caused considerable collateral damage in too many schools, including narrowing the curriculum, teaching to the test, reducing love of learning, pushing students out of school, driving excellent teachers out of the profession, and undermining school climate; and

WHEREAS, high-stakes standardized testing has negative effects for students from all backgrounds, and especially for low-income students, English language learners, children of color, and those with disabilities; and

WHEREAS, the culture and structure of the systems in which students learn must change in order to foster engaging school experiences that promote joy in learning, depth of thought and breadth of knowledge for students; therefore be it

RESOLVED, that [your organization name] calls on the governor, state legislature and state education boards and administrators to reexamine public school accountability systems in this state, and to develop a system based on multiple forms of assessment which does not require extensive standardized testing, more accurately reflects the broad range of student learning, and is used to support students and improve schools; and

RESOLVED, that [your organization name] calls on the U.S. Congress and Administration to overhaul the Elementary and Secondary Education Act, currently known as the "No Child Left Behind Act," reduce the testing mandates, promote multiple forms of evidence of student learning and school quality in accountability, and not mandate any fixed role for the use of student test scores in evaluating educators.

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Click HERE to sign the resolution.

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Education Issues 2012 #2

Testing, Corporate Reform, Teacher Evaluation, Job Qualifications, ALEC, Arne Duncan,
Fiction vs. Non-Fiction

(Click on the titles below to read the complete articles.)

Testing isn't teaching

To understand how tests and learning become enemies, imagine the impact on teachers whose job security suddenly depends on the inappropriate application of a statistical model that almost all assessment experts warn cannot validly measure teachers' performance.

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Coming Soon to a School Near You: Big Ed

Corporate America has given us Big Banks - banks too big to fail. Corporate America has given us Big Pharma - a pharmaceutical industry too big to fight. Coming soon to a school near you, courtesy of corporate America: Big Ed - a centralized education system too big to question its self-serving, profit-driven, intellect-destroying priorities.

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Stephen Krashen on Teacher Evaluations

Stephen Krashen, professor emeritus at the University of Southern California, responds to a USA Today article about evaluating teachers using test scores.

A number of studies have shown that rating teachers using test score gains does not give consistent results. Different tests produce different ratings, and the same teacher's ratings can vary from year to year, sometimes quite a bit.

In addition, using test score gains for evaluation encourages gaming the system, trying to produce increases in scores by teaching test-taking strategies, not by encouraging real learning. This is like putting a match under the thermometer and claiming you have raised the temperature of the room.

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The Tragedy of Education Transformation: Leadership without Expertise

Professional degrees in education and experience in the classroom don't matter. So say some politicians who have no professional degrees in education or experience in the classroom.

South Carolina's Superintendent of Education Mick Zais makes several claims in The State (March 25, 2012) that build on one central argument: "The most important information about teachers isn’t the degrees they have or their years of seniority. Their effectiveness in the classroom matters much, much more."

Like Secretary of Education Arne Duncan, Zais has no experience teaching children in K-12 public education. This complete lack of teaching experience and degrees in the field of education is a suspect position from which to claim that these two characteristics do not matter. In fact, political appointees and elected officials sit in unique positions often above both accountability (the mantra du jour of the political elite regarding education) and qualifications—unlike the real world markets they often praise.

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Lobbyists, Guns and Money

ALEC isn’t single-handedly responsible for the corporatization of our political life; its influence is as much a symptom as a cause. But shining a light on ALEC and its supporters — a roster that includes many companies, from AT&T and Coca-Cola to UPS, that have so far managed to avoid being publicly associated with the hard-right agenda — is one good way to highlight what’s going on. And that kind of knowledge is what we need to start taking our country back.

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Condi Rice-Joel Klein report: Not the new ‘A Nation at Risk’

The report cites lots of statistics that paint public schools in the worst possible light, and continues the trend of comparing America’s educational system with that of high-achieving countries — but doesn’t note that these countries generally don’t do the kinds of things these reformers endorse. Its recommendations would lead to further privatization of public schools and even more emphasis on standardized testing.

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Flunking Arne Duncan

Diane Ravitch gives US Secretary of Education, Arne Duncan, a report card.

Secretary of Education Arne Duncan loves evaluation. He insists that everyone should willingly submit to public grading of the work they do. The Race to the Top program he created for the Obama Administration requires states to evaluate all teachers based in large part on the test scores of their students. When the Los Angeles Times released public rankings that the newspaper devised for thousands of teachers, Duncan applauded and asked, “What’s there to hide?” Given Duncan’s enthusiasm for grading educators, it seems high time to evaluate his own performance as Secretary of Education.

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Fiction vs. Non-Fiction

Does non-fiction help children learn to read better than fiction? Maybe if you define "learn to read" as "passing a standardized test."

See also Keith Oatley's Scientific American article (Nov. 2011) Fiction Hones Social Skills.

The first article below touts a study showing that non-fiction helps students learn to read better than fiction.

Nonfiction Curriculum Enhanced Reading Skills, Study Finds

Children in New York City who learned to read using an experimental curriculum that emphasized nonfiction texts outperformed those at other schools that used methods that have been encouraged since the Bloomberg administration’s early days, according to a new study...

Howard Gardner, professor at the Harvard Graduate School of Education, responds.

Reading Curriculums

To the Editor:

Re “Nonfiction Curriculum Enhanced Reading Skills, Study Finds” (news article, March 12): It is instructive to know that second graders who received a Core Knowledge curriculum performed better than comparison groups on measures of reading. But every choice of curriculum — and, more important, every choice of an assessment measure — entails a value judgment.

Those educators who selected a reading program that valued fictional works presumably thought that was an appropriate emphasis. It is now up to those educators to provide measures that might reveal better performances on their curriculum — for example, richer imaginations by students or a greater likelihood of reading books of any sort outside the school environment.

HOWARD GARDNER
Cambridge, Mass., March 12, 2012

...and Neuroscience responds...

Your Brain on Fiction

Reading great literature, it has long been averred, enlarges and improves us as human beings. Brain science shows this claim is truer than we imagined.

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Taking Back Our Classrooms in North Carolina

From the Advancement Project via Schools Matter.

Taking Back Our Classrooms: The United Struggle of Teachers, Students, and Parents in North Carolina Against High-Stakes Testing

March 5, 2012

North Carolina students, parents and teachers say the state’s use of high-stakes testing as its primary means of evaluating students and schools is ineffective, counterproductive, and denies young people the quality education they deserve, according to a new report.

Released today by Advancement Project, Advocates for Children’s Services and the North Carolina NAACP, Taking Back Our Classrooms: The United Struggle of Teachers, Students and Parents in North Carolina Against High-Stakes Testing shares the experiences of more than 100 teachers, students and parents across five counties – Wake, Durham, Buncombe, Mecklenburg, and Guilford – and the results of a statewide survey of 600 teachers. The report offers their collective recommendations for structuring an accountability system which reflects the realities of classrooms across the state.

Key recommendations include:

• Establishing classroom-based assessment and accountability for students, teachers and schools by offering multiple methods of evaluating students with different learning styles and incorporates peer reviews into teacher evaluations.
• Equipping students to be active and engaged participants in society by focusing on the development of “life skills” and encouraging them to challenge ideas.
• Focusing on early interventions for literacy as a basis for all learning.
• Providing meaningful professional development opportunities for teachers around classroom management.
• Establishing a system for evaluating implementation of reform efforts and identifying disparities in access to quality education.

Attached files
Taking Back our Classrooms Executive Summary (1.42MB PDF)
Taking Back our Classrooms Report (14.60MB PDF)
Taking Back our Classrooms Action Kit (1.57MB PDF)

xposted at Live Long and Prosper

Test Based Teacher Evaluations Released in NYC

New York City has released evaluation numbers based on student test scores for city teachers. The teachers union has argued that personnel information should be protected from publication and when the evaluation was first begun, then chancellor Joel Klein promised that, because the procedure was "experimental," it would be held in strict confidence. The administration, however, has reneged on that promise and has released the information.

Last week the newspapers in New York City published the results on tens of thousands of teachers.

Testing experts know that using student test scores to evaluate teachers is neither valid nor reliable. Diane Ravitch wrote in How to Demoralize Teachers,

Most testing experts believe that value-added assessment has many technical problems that reduce its validity and reliability. The most recent research review appears in the current issue of the Phi Delta Kappan. Unfortunately, advocates of measuring teacher quality by student test scores never let research or evidence or, in New York City's case, unequivocal commitments to privacy, get in their way.

The backlash against teachers has begun. Here's the story of one NY teacher who was the subject of misinformation, harassment and personal humiliation.

The True Story of Pascale Mauclair

As in many other cases, the story of Pascale Mauclair and P.S. 11 begins with a tale of the flawed methodology and invalid measurements of the Teacher Data Reports.

P.S. 11 is located at the epicenter of a number of different immigrant communities in northern Queens, and over a quarter of its students are English Language Learners. Mauclair is an ESL teacher, and over the last five years she has had small, self-contained classes of recently arrived immigrants who do not speak English. Her students arrive at different times of the school year, depending upon that date of their family’s migration; consequently, it is not unusual for her students to take the 6th grade exams when they have only been in her class for a matter of a few months. Two factors which produce particularly contorted TDR results – teaching the highest academic need students and having a small sample of students that take the standardized state exams – define her teaching situation.

If a journalist with integrity had examined the TDR data, a number of red flags which suggested something was seriously amiss with the scores for Mauclair and P.S. 11 would have presented themselves.

Read the complete story here.
More on the New York City teacher evaluations here and here.

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