Archives For High-Stakes Testing
To the Public School Families and Educators of New York-
I would like to thank the many of you who have gone way out of their way to stand up for our schools, for their children’s educators, and for public education in New York. Governor Cuomo’s attacks have galvanized parents , students, and educators across the state, and have united in us in solidarity to protect our schools. So many of you have volunteered your time, attended rallies, spoken with your friends in person and through social media, signed letters and petitions, contacted elected officials, opted your children out of the state tests, and otherwise demonstrated your resistance to the data-obsessed, privatization-oriented corporate “school reform” agenda typified by Cuomo’s budget proposals.
I must make clear, though, that this is no time to declare victory or let up on the pressure; the budget that passed is a brutal one for public education in NY, different from Cuomo’s original proposals in only minor and cosmetic ways, though the Times and our the deeply compromised UFT leadership suggest otherwise. The funding secured, though it represents an increase, STILL does not satisfy the Campaign for Fiscal Equity lawsuit. The teacher evaluation system, though technically kicked down the road a bit to high stakes testing advocate Meryl Tisch and other like-minded bureaucrats at the State education department, is already pretty well established at this point, and it is everything we feared as far as escalating the testing regime, disempowering and demeaning educators (including principals), and almost certainly exacerbating the looming teacher shortage. Raising the charter cap (some would say the true heart of Cuomo’s proposals because charters are the main interest of his most ardent financial backers, hedge fund managers) has also been delayed for a few months, another fight soon to come. The Assembly Democrats who we thought had our backs threw us under the bus.
That is not to say that we shouldn’t take stock and appreciate how far we have come; we have mobilized in a way that is unprecedented, with staff, parents, and students uniting to stand up for the kids and for public education in solidarity across the state in the face of a concerted divide-and-conquer strategy (now being further utilized to attempt to placate parents in wealthy districts where opt-out rates and other forms of parental resistance are high). But we cannot allow ourselves to think that we have won and sink into complacency; the enemies of public education have struck a significant blow here, and though the changes will not be visible in the halls of our schools immediately, it will not take long before we see the effects, among the most visible of which is likely to be the high teacher turnover which is so harmful to a school, whether caused by getting fired for having the wrong kind of students or simply becoming demoralized by being made scapegoats for society’s ills. If we truly believe that the children and educators of New York are more than a score, this must be only the beginning of our resistance to Cuomo’s depredations.
Technology Coordinator/UFT Chapter Leader
PS 58, The Carroll School
Carroll Gardens, Brooklyn, N.Y.
Dear UFT Leadership
By Jia Lee
There have been several points along my 14 years as a public school special education teacher when I felt I’d had enough. Many teachers across the country are fleeing the profession, retiring as soon as possible and publicly stating why. When I presented my reasons for becoming a conscientious objector to high stakes testing before the US Senate, some may have viewed it as a risky step, but for me, it was a moment of absolute clarity. The “I Refuse” Resolution reclaims our pedagogical and professional rights and values. It is why over forty locals across New York State have passed this exact resolution. It supports the values of Teachers of Conscience and initiates a means of directly countering Governor Cuomo’s education proposals with the moral force of teachers acting as individuals and collectively in the interests of their students and themselves.
We are at an unprecedented time of policy-making in education that is being driven by those who have very little or no experience teaching. Some of us have joined grassroots groups to organize forums to educate the public about our work and why their children are more than a test score. Sadly, we must also educate the leadership of the largest and most influential local teachers union in the world. At the United Federation of Teachers Delegate Assembly on February 11, 2015, Sterling Roberson, the Vice President of Career and Technical Education stated, in opposition to the resolution, “… the union is against over-testing, but testing is important for parents to know where their child is compared to other children.” The goal and purpose of education in this day and age, we would hope, is to prepare our students to collaborate with each other to solve the immense problems our world faces. We work with beautifully diverse student populations, whose strengths and talents should never be used to compare, rank, sort and place labels based on faulty, opaque metrics.
Mr. Roberson used the term “diagnostic,” as if these tests are being used to provide some kind of useful information that would inform our instruction, or as he put it, “Tell parents where their children are.” Where has he been? Teachers no longer have access to the tests, and scores arrive at the end of the year. We no longer have the ability to know how our students answered, let alone have the ability to engage in any kind of meaningful dialogue around the items. They are useless for the purposes of teaching and learning. That is because they are not meant to be diagnostic. The sole purpose of the tests is to evaluate teachers. There is ample research which demonstrates that these tests are not indicators of school, teacher or student success or failure. In fact, they are indicators of students’ socioeconomic status, access to resources and other outside-of-school factors. High stakes tests are not diagnostic: they are tools for profit and managing the teaching workforce, made possible by alignment with the Common Core and a climate of rigid enforcement that is taking over our public schools.
Diagnostic exams in schools can be thought of as akin to those used in medicine. Various tools are used to assess a patient’s condition, and physicians often use more than one tool to synthesize the outcomes, in order to provide a comprehensive diagnosis that suggests a path for treatment. The information is immediate and informs professional judgement about the patient’s condition and possible ways of treating them. Imagine if the results of X-rays were not made available to doctors or their patients until months later, and the results came in the form of a 4, 3, 2 or 1. I’d hope that Sterling Roberson himself would say this type of practice is medically useless, if not dangerous.
To continue with this analogy, imagine the X-rays were then viewed by a minimally-trained temp hired by a major corporation with other financial interests in this field, which then determines the score as an indicator of the doctor’s ability to practice medicine. It is absurd, and a danger to both patient and doctor. How out of touch from what is happening in schools and classrooms has our leadership become that they refuse to acknowledge the obvious faults in their own arguments?
It is time for our union leadership to acknowledge that hundreds of thousands of teachers are in fight or flight mode. The moment of clarity for me came two years ago, when one of my most creative and hard working students suddenly scratched into her test booklet, “Dear Testing People, I hate writing because of this test.” Before she could let out another painful word, I gently pulled away her test booklet. When the extended testing time was up, I showed her the notebooks filled with stories she had written and responses to her reading that led to her typing book reviews on several major online platforms. Her test form indicated the “999” refusal. This beautiful little girl is more than a test score and always will be.
We need our union leadership to be an integral part of educating the public, so that the promise of public education, which we all know is still an aspiration, can be realized. However, it seems that they first need a lesson on the intended purposes, workings and consequences of these tests for students and teachers.
If they’re unwilling to learn, then they should step aside and let rank and file teachers speak and act for themselves and their students.