Wednesday unleashed a torrent of bureaucratic sadness as the newest batch of NAEP numbercrunching shambled out into the light of day. NAEP stands for National Assessment of Educational Progress (and not, as I always assumed, No Actual Educational Purpose), and it involves giving math and science tests to students throughout their educational career.
The Big Sadness is because high school seniors have stayed flat. While fourth and eighth grade test results have inched up for the past couple of decades, senior results stay stuck pretty much in the same corner of the testing results sargasso sea. And we are so very dismayed!!
"Our high schools take kids who have made incredible progress in fourth
grade and eighth grade," said Mark Schneider, a vice president at the
American Institutes of Research who previously led the government arm
that administered NAEP. "Whatever good we did is gone."
Experts are scrambling to take a shot at explaining this development. Schneider himself has a pair of theories. "Either our high schools are doing a terrible job, or 12th graders don't care about NAEP."
Oh, Mark. Marky Mark Mark. Let's play a little thought experiment. You are a high school senior in the two-thousand-teens. You have been taking standardized tests your entire school career, tests that you understand aren't really related to your education. But now you are a senior. There's prom and maybe college and some parties and that cute boy/girl that you've got only so much time left to ask out. Nothing left stands between you and your graduation. And here comes one more standardized dumb test that you know has absolutely nothing to do with your life, your future, or anything that you care about. The only thing special about it is that, out of 14,283 standardized tests you've faced down, this is one you can finally safely tell to take a flying leap.
What do you think, Mark? Do you think, "Boy, I had better do my level best to generate some really good, valid data for those number-crunching technocrats to look at. I don't want to disappoint them, so no matter how tough I will just bear down and-- wow, Sandy is looking really cute today!"
Caring is the great missing link in standardized test validity. Test oracles (oh, can I please call them testacles for short) are so devoted to their super duper magical mystical testing programs that it just doesn't occur to them that the world is filled with people who can look at big beautiful standardized tests and just not give a rat's ass. Every test result we ever look at starts with the assumption that the student cared enough to really try.
On some level, testacles know students don't. That's why we keep ramping up the stakes all the way to "Pass this test or you don't get to move out of this grade"-- because we know that without some sort of stick, the students would just start playing ACDC and doodling Spongebob pictures.
Course, not everybody gets that. Joy Resmovits quotes Cornelia Orr of the National Assessment Governing Board calling the senior disengagement an urban myth. After all (I swear I am not making this up), they see a motivational video first! Now, I should not scoff motivational videos. In high school we all saw drivers ed movies including Signal 30 and Mechanized Death and these automotive snuff films motivated us to want to walk everywhere for the rest of our lives (we got over it). So maybe the motivational film depicts Jimmy, a young man who fails to take the NAEP test seriously and ends up impaled on a stack of frozen moray eels at the prom.
There are other possible explanations for where all the awesomeness of the earlier results is vanishing to. One is that the whole model of educational scaffolding is just wrong, and that we can't just jump ahead of one developmental step and expect to stay ahead the rest of our educational career. If you're running a marathon, running your first five miles ten minutes faster than you usually do does NOT mean that you will finish the entire race ten minutes faster than usual.
Another is that the lower grades are loaded with all manner of test prep, which makes fourth and eighth graders particularly ready to ride the train to bubbleland. Meanwhile, schools have pretty much stopped the test prep stuff for seniors, whose bubblicious days are behind them.
Peggy Carr, an NAEP administrator, has an interesting theory-- since many students who would have dropped/flunked out in the past are now sticking it out, they are contributing lower scores to the aggregate and bringing down the overall awesomeness. Of course, her theory assumes that the awesome new grad rate numbers are not statistical shenanigans and hoary hocus-pocus; unfortunately, this article by smart person Julian Vasquez Heilig suggests that the new numbers are baloney.
Let me wrap up with one more quote from Mark Schneider.
"Students aren't learning what they should be learning in high school."
Students aren't learning? We don't really know that, do we? We just know they aren't getting the preferred answers on questions that purport to measure whether or not they have learned certain things. What they should be learning? Wow, there is a whole mountain of assumption in that one-- exactly whose idea of what they should be learning are we chasing here?
There is one thing I do know. We've had the test-centric federal-driven top-down standardized status quo in place for over a decade, and reformsters have had the chance to redesign schools as they wish. We have spent over a decade devoting the entire educational system to churning out exemplary standardized test-takers, and apparently we are bad at it. If stagnant NAEP results prove anything at all, they prove that the reformster agenda is a failure.
Wednesday, May 7, 2014
Or Else
"Well, my child won't be like that."
Are there any more hilarious words to come out of the mouths of not-quite-yet parents? Many an actual parent has enjoyed the spectacle of non-parents making pronouncements about a child they haven't even met yet, combined with criticism of the parenting skills of people whose children are actually here.
"Well, I would never let my child get away with that. My child will eat exactly what I put in front of him."
"My child will certainly not still be wearing diapers at that age."
"My child will never, ever behave like that."
"With what we now know about cognitive development, I will have my child ready to read and analyze 19th century Russian novels in their original language by age three."
As all actual parents know, this kind of predicting is hilarious because, as it turns out, children are less like programmable toaster-ovens and more like actual independently-functioning live human beings.And for real live human beings, developmental milestones come when they come. You may have your heart set on recording Junior's first steps before his first birthday, but he's going to walk when he's ready to walk.
These developmental milestones are not really negotiable. Your thirteen-month-old child is not sitting there on his butt because he has decided to Fight the Power and Stick It To the Man. You can certainly help his development either by providing the positives of help and support and a loving, safe environment. But in the end, he's going to walk when he's ready and able to walk.
You know what won't help him walk? Threats.
We've seen those parents. They're so invested in being right, so frustrated that this child who is making them look foolish and ineffectual by not delivering on their "Not my kid" pronouncement, so angry that their will is being thwarted by this child. So they go to threats.
You are going to do this, they say, or else.
Or else doesn't work, not really. It never has. History is filled with proof. You will switch to being right-handed instead of left-handed, or else. You will convert to the True Faith, or else. You will stop falling in love with the Wrong People, or else. The most you can hope for is compliance. Or else never gets you real change.
Or else only gets you compliance if it's possible. Grow a foot taller, or else, is a waste of energy.When compliance is not possible, we can expect to foster anger or resentment or a deep sense of personal failure or a complete loss of respect for us, and for our stupid, impossible demands.
So where do you think it gets us to turn to the eight-year-olds of America and say, "You must be able to read as well as we say by the date we pick in the spring. Or else."
What do the state legislators who passed "reading guarantee" laws imagine was going on-- that a great pack of third graders were out there perfectly capable of reading, but just refusing to learn out of laziness and spite, waiting for someone to kick their little tushies and get them in gear? Did they imagine we are awash in a nation of elementary teachers whose attitude is, "I don't really care if my kids learn anything. I'm just in this for the money and the recess."
Why not a height guarantee law? Let's guarantee every parent that their child will be forty-five inches tall or we will keep flunking the kid till he grows properly. Let's flunk any child is over or under weight according to the growth charts. Let's flunk any left-handed kid until he finally switches to the proper hand.
Or else is a terrible way to raise children. Having expectations that are so rigid that you have already mapped out the child's life before you meet the child-- that's no way to parent, and it's certainly no way to run a school system.
Are there any more hilarious words to come out of the mouths of not-quite-yet parents? Many an actual parent has enjoyed the spectacle of non-parents making pronouncements about a child they haven't even met yet, combined with criticism of the parenting skills of people whose children are actually here.
"Well, I would never let my child get away with that. My child will eat exactly what I put in front of him."
"My child will certainly not still be wearing diapers at that age."
"My child will never, ever behave like that."
"With what we now know about cognitive development, I will have my child ready to read and analyze 19th century Russian novels in their original language by age three."
As all actual parents know, this kind of predicting is hilarious because, as it turns out, children are less like programmable toaster-ovens and more like actual independently-functioning live human beings.And for real live human beings, developmental milestones come when they come. You may have your heart set on recording Junior's first steps before his first birthday, but he's going to walk when he's ready to walk.
These developmental milestones are not really negotiable. Your thirteen-month-old child is not sitting there on his butt because he has decided to Fight the Power and Stick It To the Man. You can certainly help his development either by providing the positives of help and support and a loving, safe environment. But in the end, he's going to walk when he's ready and able to walk.
You know what won't help him walk? Threats.
We've seen those parents. They're so invested in being right, so frustrated that this child who is making them look foolish and ineffectual by not delivering on their "Not my kid" pronouncement, so angry that their will is being thwarted by this child. So they go to threats.
You are going to do this, they say, or else.
Or else doesn't work, not really. It never has. History is filled with proof. You will switch to being right-handed instead of left-handed, or else. You will convert to the True Faith, or else. You will stop falling in love with the Wrong People, or else. The most you can hope for is compliance. Or else never gets you real change.
Or else only gets you compliance if it's possible. Grow a foot taller, or else, is a waste of energy.When compliance is not possible, we can expect to foster anger or resentment or a deep sense of personal failure or a complete loss of respect for us, and for our stupid, impossible demands.
So where do you think it gets us to turn to the eight-year-olds of America and say, "You must be able to read as well as we say by the date we pick in the spring. Or else."
What do the state legislators who passed "reading guarantee" laws imagine was going on-- that a great pack of third graders were out there perfectly capable of reading, but just refusing to learn out of laziness and spite, waiting for someone to kick their little tushies and get them in gear? Did they imagine we are awash in a nation of elementary teachers whose attitude is, "I don't really care if my kids learn anything. I'm just in this for the money and the recess."
Why not a height guarantee law? Let's guarantee every parent that their child will be forty-five inches tall or we will keep flunking the kid till he grows properly. Let's flunk any child is over or under weight according to the growth charts. Let's flunk any left-handed kid until he finally switches to the proper hand.
Or else is a terrible way to raise children. Having expectations that are so rigid that you have already mapped out the child's life before you meet the child-- that's no way to parent, and it's certainly no way to run a school system.
Charter$ & Ca$hing In
Since the President has declared this week National Charter School Appreciation & General Ain't Charters Swell Week, you are probably thinking, "How can I be part of the charter school excitement?"
In the past, many charters were launched that focused solidly on providing unique and exciting educational experiences for their communities. These schools were innovative. These schools were connected to their communities. These schools were icing on the public school system cake. And these schools were run by chumps. There's only one question you need to answer to gauge the success of your charter school-- am I making money.
Here's how to properly cash in on the charter school movement.
Diversify!
Not the school-- your portfolio. Set up multiple companies. Create a holding company that owns the building, and charge the school rent and facilities fees. Create a school management company, and hire yourself to run your school. Form your own custodial contracting company. Write your own textbooks, and then sell them to yourself. Buy a loaf of bread and a jar of peanut butter and set yourself up as a lunch concession with ten dollar sandwiches.
Don't Overlook the Obvious
"Non-profit" just means "not wasting money by throwing it away on stockholders." Taking money hand over fist that you can't call profit? Just put it all in a big wheelbarrow and pay it to yourself as a salary. There's no legal limit to what you can be paid as the charter school operator. The only limits to your salary are the limits set by your own sense of shame. If you have no shame, then ka-ching, my friend. Ka. Ching.
Ain't Too Proud To Beg
Have a fundraiser. When you wave schools and children at people, they fork over money like crazy, whether you actually need it or not. The only way it could work any better would be if you found a way to work in the American flag and puppies.
Students Are Marketing Tools
Students have a job at your charter, and that's to make your charter look good and marketable. If they won't do the job, fire them. If they aren't for sure going to graduate, fire them before senior year (100% graduation rate makes great ad copy). If they are going to create bad press for disciplinary reasons, fire them.
Students Are Also The Revenue Stream
The other function of students is to bring money in while not costing any more than is absolutely necessary. Never take students with special needs (unless you can use them to make the school look good without incurring extra costs). If a student will require extra disciplinary or academic intervention, fire him.
Always remember, however, that students need to be fired during Firing Season-- late enough to hold onto the money they bring, but early enough that they won't hurt your numbers.
Only Use McTeachers
Personnel costs will eat up your revenue. Make sure your teachers are young, cheap, and easily replaced. Remember-- with the proper programs in a box, teaching requires no more training and expertise than bagging up an order of fries. Why pay New Cadillac wages when all you need are Used Yugos. It should go without saying, but they should never, ever be allowed to organize. Keep them too demoralized to cause trouble, and if someone insists on causing trouble, fire her. Pro tip: TFA can be a great source of people who don't even want to be teachers and will gladly take themselves out of your way.
Remember-- You Are A Public School
You are entitled to public money, public resources, public buildings, public anything you can get them to give you. Never pay a cost out of your pocket when you can get the taxpayers to foot the bill. You also want to accent the "public" in your marketing, as it helps reduce parents' reluctance to screw over the actual public schools.
Remember-- You Are A Private School
Never let anybody see your financials, ever. This is your business, and nobody-- especially not the taxpayers who pay you-- is entitled to know anything about how you run it. "Transparency" is a dirty, dirty word.
In general, rules are for chumps. Make sure you are only playing by the ones that best serve your ROI.
Make the Right Friends
It's true that not everybody can afford to buy, say, an entire legislature or the governor of a state, but even outside of New York, it's possible to use the giant pile of money you've accumulated to help important people understand what a great public service you're performing.
We've come a long way from the days when charter school operators made the mistake of thinking that their schools should focus on educating young men and women. In Modern Times, we better understand that a well-run charter operation can contribute to an important job-- the business of taking money away from undeserving taxpayers and putting it in the hands of the deserving rich. By focusing on the One True Function of charter schools-- making money-- you can develop a robust business that will make it possible for you to send your own children to real private schools that provide the kind of education that, thank goodness, you will never try to incorporate into your own charter operation.
In the past, many charters were launched that focused solidly on providing unique and exciting educational experiences for their communities. These schools were innovative. These schools were connected to their communities. These schools were icing on the public school system cake. And these schools were run by chumps. There's only one question you need to answer to gauge the success of your charter school-- am I making money.
Here's how to properly cash in on the charter school movement.
Diversify!
Not the school-- your portfolio. Set up multiple companies. Create a holding company that owns the building, and charge the school rent and facilities fees. Create a school management company, and hire yourself to run your school. Form your own custodial contracting company. Write your own textbooks, and then sell them to yourself. Buy a loaf of bread and a jar of peanut butter and set yourself up as a lunch concession with ten dollar sandwiches.
Don't Overlook the Obvious
"Non-profit" just means "not wasting money by throwing it away on stockholders." Taking money hand over fist that you can't call profit? Just put it all in a big wheelbarrow and pay it to yourself as a salary. There's no legal limit to what you can be paid as the charter school operator. The only limits to your salary are the limits set by your own sense of shame. If you have no shame, then ka-ching, my friend. Ka. Ching.
Ain't Too Proud To Beg
Have a fundraiser. When you wave schools and children at people, they fork over money like crazy, whether you actually need it or not. The only way it could work any better would be if you found a way to work in the American flag and puppies.
Students Are Marketing Tools
Students have a job at your charter, and that's to make your charter look good and marketable. If they won't do the job, fire them. If they aren't for sure going to graduate, fire them before senior year (100% graduation rate makes great ad copy). If they are going to create bad press for disciplinary reasons, fire them.
Students Are Also The Revenue Stream
The other function of students is to bring money in while not costing any more than is absolutely necessary. Never take students with special needs (unless you can use them to make the school look good without incurring extra costs). If a student will require extra disciplinary or academic intervention, fire him.
Always remember, however, that students need to be fired during Firing Season-- late enough to hold onto the money they bring, but early enough that they won't hurt your numbers.
Only Use McTeachers
Personnel costs will eat up your revenue. Make sure your teachers are young, cheap, and easily replaced. Remember-- with the proper programs in a box, teaching requires no more training and expertise than bagging up an order of fries. Why pay New Cadillac wages when all you need are Used Yugos. It should go without saying, but they should never, ever be allowed to organize. Keep them too demoralized to cause trouble, and if someone insists on causing trouble, fire her. Pro tip: TFA can be a great source of people who don't even want to be teachers and will gladly take themselves out of your way.
Remember-- You Are A Public School
You are entitled to public money, public resources, public buildings, public anything you can get them to give you. Never pay a cost out of your pocket when you can get the taxpayers to foot the bill. You also want to accent the "public" in your marketing, as it helps reduce parents' reluctance to screw over the actual public schools.
Remember-- You Are A Private School
Never let anybody see your financials, ever. This is your business, and nobody-- especially not the taxpayers who pay you-- is entitled to know anything about how you run it. "Transparency" is a dirty, dirty word.
In general, rules are for chumps. Make sure you are only playing by the ones that best serve your ROI.
Make the Right Friends
It's true that not everybody can afford to buy, say, an entire legislature or the governor of a state, but even outside of New York, it's possible to use the giant pile of money you've accumulated to help important people understand what a great public service you're performing.
We've come a long way from the days when charter school operators made the mistake of thinking that their schools should focus on educating young men and women. In Modern Times, we better understand that a well-run charter operation can contribute to an important job-- the business of taking money away from undeserving taxpayers and putting it in the hands of the deserving rich. By focusing on the One True Function of charter schools-- making money-- you can develop a robust business that will make it possible for you to send your own children to real private schools that provide the kind of education that, thank goodness, you will never try to incorporate into your own charter operation.
Tuesday, May 6, 2014
Dear Sasha Growick
Dear Sasha;
I read your entry in the ongoing Louis CK bloggy wars. It's so monumentally special that I just had to send you a little fan mail.
Your intro is fine. Blah blah blah Louis CK's twitter rant blah blah as a third grade teacher blah blah I don't want to throw gas on the fire, but I feel compelled to, somehow.
You followed that up with what you're doing in third grade math, and underlined that the Core are "a new set of multi-state learning standards that challenge students to think rather than compute." I like that "multi-state" thing-- great way to skate around the term "national standards," which sure doesn't fly with some folks these days. And that "think rather than compute"-- boy, that really gets to the heart of it. Who wants kids who can actually do math when we can get them to just think about it. I'm kind of surprised that it has taken us this long to adapt Professor Harold Hill's think system to math.
Then you gave proof that the strategies work. Once again, nail-head-ouch! New test prep aligned with new tests can only lead to better scores-- how can people not get that?
Does all this create stress for teachers, students, parents, lawyers, corporate test writers, you asked (I think). Sure it does! They should suck it up. And if they can't suck it up, they should just do what you folks at the highly effective Success Academies do-- throw the losers out on the street (well, or back into a public school). When the going gets tough, the tough get to bounce third graders back to whatever loser factory they crawled out of. "As teachers, we can’t afford to stand around complaining that the new standards are too hard. We have kids to inspire," or to force out of school-- whichever is going to make our numbers look best.
Next you brought up grit. Boy, am I glad you did that. People just don't understand that grit is magical; it's like a cleanser that scrubs away any need for kindness, support, or empathy. At least I think it gets rid of empathy. I can't really get a sense of what other people are thinking and feeling (but you know, who give a s#!%?).
And then, my favorite part-- you scold Louis CK.
"But a Twitter tirade doesn’t help anybody, least of all students. " You say, and boy that's dead on. The only thing that really helps people is a blog scolding; twitter tirades don't do a damn thing. Also, remember that the math world is hard on girls-- some day Louis CK will be glad that school roughed up his daughter and made her tough enough to succeed with her mathy thoughts.
"So to you, Sir, I say: Your daughter can do it. Her tears will not break her. Sometimes, caring means comforting and sheltering our kids—but sometimes it means challenging them, too"
Excellent finish. As a seven-year veteran of the classroom, and as someone who is a complete stranger to Louis CK and his daughter, you are clearly the best person to tell him what his daughter needs and what she will benefit from, as well as how best to show he cares about her. If there's anything parents need to understand about the brave new CCSS world, it's that complete strangers who don't know them or their children are clearly the best people to make educational prescriptions for them.
So you go, young woman. Using CK's daughter as a prop to make points about the Core may seem excessively ballsy to some, but I say, if you have to sell a program without any actual facts, data or support to back yourself up, sheer ballsiness is just what you need.
I read your entry in the ongoing Louis CK bloggy wars. It's so monumentally special that I just had to send you a little fan mail.
Your intro is fine. Blah blah blah Louis CK's twitter rant blah blah as a third grade teacher blah blah I don't want to throw gas on the fire, but I feel compelled to, somehow.
You followed that up with what you're doing in third grade math, and underlined that the Core are "a new set of multi-state learning standards that challenge students to think rather than compute." I like that "multi-state" thing-- great way to skate around the term "national standards," which sure doesn't fly with some folks these days. And that "think rather than compute"-- boy, that really gets to the heart of it. Who wants kids who can actually do math when we can get them to just think about it. I'm kind of surprised that it has taken us this long to adapt Professor Harold Hill's think system to math.
Then you gave proof that the strategies work. Once again, nail-head-ouch! New test prep aligned with new tests can only lead to better scores-- how can people not get that?
Does all this create stress for teachers, students, parents, lawyers, corporate test writers, you asked (I think). Sure it does! They should suck it up. And if they can't suck it up, they should just do what you folks at the highly effective Success Academies do-- throw the losers out on the street (well, or back into a public school). When the going gets tough, the tough get to bounce third graders back to whatever loser factory they crawled out of. "As teachers, we can’t afford to stand around complaining that the new standards are too hard. We have kids to inspire," or to force out of school-- whichever is going to make our numbers look best.
Next you brought up grit. Boy, am I glad you did that. People just don't understand that grit is magical; it's like a cleanser that scrubs away any need for kindness, support, or empathy. At least I think it gets rid of empathy. I can't really get a sense of what other people are thinking and feeling (but you know, who give a s#!%?).
And then, my favorite part-- you scold Louis CK.
"But a Twitter tirade doesn’t help anybody, least of all students. " You say, and boy that's dead on. The only thing that really helps people is a blog scolding; twitter tirades don't do a damn thing. Also, remember that the math world is hard on girls-- some day Louis CK will be glad that school roughed up his daughter and made her tough enough to succeed with her mathy thoughts.
"So to you, Sir, I say: Your daughter can do it. Her tears will not break her. Sometimes, caring means comforting and sheltering our kids—but sometimes it means challenging them, too"
Excellent finish. As a seven-year veteran of the classroom, and as someone who is a complete stranger to Louis CK and his daughter, you are clearly the best person to tell him what his daughter needs and what she will benefit from, as well as how best to show he cares about her. If there's anything parents need to understand about the brave new CCSS world, it's that complete strangers who don't know them or their children are clearly the best people to make educational prescriptions for them.
So you go, young woman. Using CK's daughter as a prop to make points about the Core may seem excessively ballsy to some, but I say, if you have to sell a program without any actual facts, data or support to back yourself up, sheer ballsiness is just what you need.
NWEA: Teachers Think Testing Sucks Slightly Less
Northwest Evaluation Association just released some poll-based research about testing. It's not exactly a shocker, but get ready to watch its results get spun like marbles in a blender.
NWEA is a testing form that has been around since the pre-computer days, so they are not your typical CCSS cash-in operation, but they have picked up the language quickly, perhaps from some of their corporate partners including Edmentum, Achieve3000, Silverback and Triumphlearning. In some parts of the country, you know them as the MAP folks.
The new research covers attitudes about testing. On the only slightly surprising front, we have the news that fewer teachers think too much time is spent on testing than in 2011, though the majority still believe that too much time is being spent on testing.
1) Administrators, educators and policymakers need to engage with students when they're designing this stuff, especially when making test mandates at--wait?! What!! Engage with students??!! That's crazy talk!
2) Realign assessment priorities in support of teaching and learning. In less fancy words, stop designing tests around all this other baloney and create tests that actually help with education. One and two taken together translate as, "Design and deliver tests more like teachers and less like corporate bureaucrats."
3) There's a lot of gobbledeegook in this one, but I think it paraphrases roughly as "Train teachers better in how to sell these state tests, because students aren't properly absorbing the propaganda about what is going on."
4) Make educator collaboration a priority in every school and district. I honestly don't see where this one is coming from.
5) Prioritize technology readiness.
The title of the report is Making Assessment Matter. That title includes a message (hint: why are there no reports "Making Water Wet"?)-- you don't have to "make" something become what it already is. The contents of the report are clear-- the majority of students and teachers have figured out that state assessments don't matter, not when it comes to actual education.
NWEA is a testing form that has been around since the pre-computer days, so they are not your typical CCSS cash-in operation, but they have picked up the language quickly, perhaps from some of their corporate partners including Edmentum, Achieve3000, Silverback and Triumphlearning. In some parts of the country, you know them as the MAP folks.
The new research covers attitudes about testing. On the only slightly surprising front, we have the news that fewer teachers think too much time is spent on testing than in 2011, though the majority still believe that too much time is being spent on testing.
Look for this to be spun as a trend. EdWeek went with the mostly-misleading headline "Survey: More Educators Think 'Just the Right Amount' of Time Is Spent on Testing."
The online survey also turned up some responses from students regarding the purpose and value of testing, and this next chart is interesting because it shows that students know the difference between the classroom teacher's tests and the High Stakes Standardized Tests.
Note that for students, state tests only really serve the intent of evaluating student levels and evaluating teachers, schools, and administrators. For all other purposes, they are at best redundant and at most unnecessary, because classroom tests have it covered.
And given the framing of the question, this isn't even about the actual utility of the tests, but instead addresses the student perception of why the test is given. In other words, despite years of sales pitches, most students don't believe that states are administering these tests to help them with their education. Or, to frame it another way, students uniformly trust their classroom teacher more than the state to be giving tests that serve a useful educational intent.
Or more simply, even students understand that state standardized tests serve no educational purpose.
Or more simply, even students understand that state standardized tests serve no educational purpose.
Teachers and administrators have different perceptions and levels of understanding about the role of assessment in their work, and students demonstrate a more nuanced and sophisticated understanding of assessment than their teachers believe.
Ya think? NWEA has five recommendations based on the study results.1) Administrators, educators and policymakers need to engage with students when they're designing this stuff, especially when making test mandates at--wait?! What!! Engage with students??!! That's crazy talk!
2) Realign assessment priorities in support of teaching and learning. In less fancy words, stop designing tests around all this other baloney and create tests that actually help with education. One and two taken together translate as, "Design and deliver tests more like teachers and less like corporate bureaucrats."
3) There's a lot of gobbledeegook in this one, but I think it paraphrases roughly as "Train teachers better in how to sell these state tests, because students aren't properly absorbing the propaganda about what is going on."
4) Make educator collaboration a priority in every school and district. I honestly don't see where this one is coming from.
5) Prioritize technology readiness.
The title of the report is Making Assessment Matter. That title includes a message (hint: why are there no reports "Making Water Wet"?)-- you don't have to "make" something become what it already is. The contents of the report are clear-- the majority of students and teachers have figured out that state assessments don't matter, not when it comes to actual education.
Idaho: More Interesting Than You Think
Across much of the US, we don't really think of Idaho as the hotbed of, well, anything. That's our mistake. But in the current battle for American public education, Idaho is the stage for some interesting battles.
The fight to watch right now is the four-way GOP contest for Idaho Superintendent of Public Instruction; it's a battle that includes at least one anti-CCSS candidate. The other bone of contention is the report from the governor's task force and its recommendations for education in Idaho.
Let's back up a step. That report exists because previous Superintendent Tom Luna pushed a set of laws through in 2011 now known as Propositions 1, 2, and 3. Proposition 1 essentially erased all labor protections for teachers and principals; they could be fired without cause, and contract terms could be imposed by school boards. Proposition 2 was a lumpy, misshapen merit pay plan. Proposition 3 tackled technology and funding.
These laws raised a stink, and the battle over their rejection raised a ton of money, including $$ from the NEA (against) and Michael Bloomberg ($200,000 for). But ultimately the voters rejected the Luna Laws, leaving education "reform" in Idaho all dressed up with no place to go.
So Governor Otter rustled up a Task Force for Improving Education which came up with twenty recommendations that are the very picture of the proverbial committee-designed camel. The range is broad: mastery-based learning, adopt Idaho Core Standards, literacy before "significant content learning," college classes for high school students, statewide big data, tiered pay system for teachers, PLCs, more technology, strategic planning, and more kitchen sinks. Okay, I made up the last one. And despite the central-planning elements like Idaho's rebranded Common Core, a call for more autonomy and less state restricting of local schools.
Idaho Superintendent candidates have plenty to choose from, and choose they do. Randy Jensen (a principal) wants to raise the money needed to implement tiered licensing and career laddering for teachers, because that's the kind of thing that attracts top teachers.
Andy Grover (a superintendent) wants to see the state fund better teacher training; the recommendations include an endorsement of CCSSO's new teacher training program. "We need to make sure teachers have the tools they need to match the rigorous standards," says Andy.
Sherri Ybarra (federal programs director, which I suppose is an actual thing) is chirpilly supportive of both teachers and the Common Core.
And John Eynon (teacher) thinks the Core and its attendant noise are "just more big government" and that the Task Force ignored the voice of the people.
So there's always the possibility that the pro-CCSS vote splits three ways and a teacher becomes state superintendent with a promise to wipe out the Reformy Status Quo. The defeat of the three Propositions suggests that Idahoians (what do we call folks from Idaho) is not fully on board the CCSS train. Meanwhile, Gov. Butch Otter has re-election hopes of his won, which he's pinned on his desire to take the work he's started and "see it through."
I don't know the ins and outs of local politics in Idaho, but from out here in the cheap seats it looks like Idaho is one more state that may soon tell us just how toxic the Core have become politically.
The fight to watch right now is the four-way GOP contest for Idaho Superintendent of Public Instruction; it's a battle that includes at least one anti-CCSS candidate. The other bone of contention is the report from the governor's task force and its recommendations for education in Idaho.
Let's back up a step. That report exists because previous Superintendent Tom Luna pushed a set of laws through in 2011 now known as Propositions 1, 2, and 3. Proposition 1 essentially erased all labor protections for teachers and principals; they could be fired without cause, and contract terms could be imposed by school boards. Proposition 2 was a lumpy, misshapen merit pay plan. Proposition 3 tackled technology and funding.
These laws raised a stink, and the battle over their rejection raised a ton of money, including $$ from the NEA (against) and Michael Bloomberg ($200,000 for). But ultimately the voters rejected the Luna Laws, leaving education "reform" in Idaho all dressed up with no place to go.
So Governor Otter rustled up a Task Force for Improving Education which came up with twenty recommendations that are the very picture of the proverbial committee-designed camel. The range is broad: mastery-based learning, adopt Idaho Core Standards, literacy before "significant content learning," college classes for high school students, statewide big data, tiered pay system for teachers, PLCs, more technology, strategic planning, and more kitchen sinks. Okay, I made up the last one. And despite the central-planning elements like Idaho's rebranded Common Core, a call for more autonomy and less state restricting of local schools.
Idaho Superintendent candidates have plenty to choose from, and choose they do. Randy Jensen (a principal) wants to raise the money needed to implement tiered licensing and career laddering for teachers, because that's the kind of thing that attracts top teachers.
Andy Grover (a superintendent) wants to see the state fund better teacher training; the recommendations include an endorsement of CCSSO's new teacher training program. "We need to make sure teachers have the tools they need to match the rigorous standards," says Andy.
Sherri Ybarra (federal programs director, which I suppose is an actual thing) is chirpilly supportive of both teachers and the Common Core.
And John Eynon (teacher) thinks the Core and its attendant noise are "just more big government" and that the Task Force ignored the voice of the people.
So there's always the possibility that the pro-CCSS vote splits three ways and a teacher becomes state superintendent with a promise to wipe out the Reformy Status Quo. The defeat of the three Propositions suggests that Idahoians (what do we call folks from Idaho) is not fully on board the CCSS train. Meanwhile, Gov. Butch Otter has re-election hopes of his won, which he's pinned on his desire to take the work he's started and "see it through."
I don't know the ins and outs of local politics in Idaho, but from out here in the cheap seats it looks like Idaho is one more state that may soon tell us just how toxic the Core have become politically.
My Teacher Appreciation
It is Teacher Appreciation Week, though you could be forgiven for not having noticed. It's the perfect time for all of us to stop and say a few words about the teachers who made a difference for us, whose work we respect, and whose lives in the classroom (and beyond) inspire us. Here are some of mine:
Susie and I went to high school together. She eventually returned to this area as a music teacher, a job she did with energy and panache; then, she was stricken with cancer. And she still did the job with energy and panache.She beat the cancer, and then it came back. She was determined to teach and to work and to live with just as much energy and determination as she could. At one low point in chemo, she would direct choir and then, after the period was over, go back behind the building and throw up. She didn't want to alarm her students, but she also wanted them to see her live right up until the end. She was a great choral director, but she was a beautiful and spirited human being, and her willingness to be open and available to her students right up until her death allowed her to be a huge gift to them.
Mike was my high school English teacher. His passion for the work and the reading and the writing and just everything about the class showed me that teaching could be-- should be-- just plain fun. Whether he was performing a story as all the characters or demanding that we get involved in the discussion, he showed me how energizing teaching could be.
Janet was my eighth grade teacher. She was the queen of the project, and it was in her class that I discovered the great secret of English teachers-- math teachers have to teach math, and phys ed teachers have to teach phys ed, and science teachers have to teach science, but in an English classroom everything is fair game. We wrote and performed plays and we did art projects and we did pretty much anything that she would come up with. I learned that there was sooooo much more to English than just reading and writing.
Jack ran a classroom where it was a good thing to be smart. That may seem obvious, but you know how it is-- in high school, having brains is not always the path to social success. But in Jack's class, it was good to know the answer, and it was a plus if you were smart enough to keep up with his nimble, sharp mind. In Jack's class I learned that the best way to learn new words was to hear them and use them. He wasn't cruel, and he didn't leave the slower students in the dust, but in his class, it was cool to be on top of things, to know answers.
From Tony, I learned patience. Tony could carefully and slowly explain anything, and if a student didn't get it, he would explain it again. And again. And again. And I watched him explain well past the point where I would have had a hard time keeping the judgment out of my voice. But Tony explained that everybody had to get there in their own way at their own time. I landed my first full time job when Tony hit the lottery and retired to sit on the back porch of his mobile home, drink beer and read great books. (Tony gave me my first copy of A Confederacy of Dunces)
Penny knew more about teaching at the beginning of her first year than I knew at the end of my tenth. And she had a natural gift for putting students at ease-- before her classes presented oral reports, they would sing the Brady Bunch theme song as loud as they could. I have no idea why that works, but it does. Once a nine weeks, Penny would take a Penny Paper Day and stay home, grading papers for 16 straight hours. Penny could never become comfortable with the compromise between what she knew she should be assigning in perfect world and what she had time to do in this world, and she left the profession. So my last lesson from her was that you have to make choices if you don't want to burn out.
Ed was my high school band director. He was the most ego-free band director I've ever met. He told us a million times that it was our band, not his, and we had better take responsibility for it. Most of what I know about fostering student leadership and ownership I learned in the high school trombone section. I also learned from Ed another type of success-- his big successes were not just the students who became professional musicians or music teachers, but those of us who kept playing our whole lives. I'm not a musician, but my life would suck without music. I got that from Ed-- not all our students have to follow in our footsteps to have had their lives enriched by what we teach them.
Those are just some of the biggies. Here's my challenge to you-- I have told every one of these people how they were important to me over the past several decades. You should do the same. Drop a note, send a card, stop and say hi to one of the teachers that made a difference in your life.
It is hard to talk about Teacher Appreciation Week without sounding self serving, but we all owe a huge debt to the teachers who made a difference in our lives. If we're going to live out what we value, we need to tell them so. Take some time this week.
Susie and I went to high school together. She eventually returned to this area as a music teacher, a job she did with energy and panache; then, she was stricken with cancer. And she still did the job with energy and panache.She beat the cancer, and then it came back. She was determined to teach and to work and to live with just as much energy and determination as she could. At one low point in chemo, she would direct choir and then, after the period was over, go back behind the building and throw up. She didn't want to alarm her students, but she also wanted them to see her live right up until the end. She was a great choral director, but she was a beautiful and spirited human being, and her willingness to be open and available to her students right up until her death allowed her to be a huge gift to them.
Mike was my high school English teacher. His passion for the work and the reading and the writing and just everything about the class showed me that teaching could be-- should be-- just plain fun. Whether he was performing a story as all the characters or demanding that we get involved in the discussion, he showed me how energizing teaching could be.
Janet was my eighth grade teacher. She was the queen of the project, and it was in her class that I discovered the great secret of English teachers-- math teachers have to teach math, and phys ed teachers have to teach phys ed, and science teachers have to teach science, but in an English classroom everything is fair game. We wrote and performed plays and we did art projects and we did pretty much anything that she would come up with. I learned that there was sooooo much more to English than just reading and writing.
Jack ran a classroom where it was a good thing to be smart. That may seem obvious, but you know how it is-- in high school, having brains is not always the path to social success. But in Jack's class, it was good to know the answer, and it was a plus if you were smart enough to keep up with his nimble, sharp mind. In Jack's class I learned that the best way to learn new words was to hear them and use them. He wasn't cruel, and he didn't leave the slower students in the dust, but in his class, it was cool to be on top of things, to know answers.
From Tony, I learned patience. Tony could carefully and slowly explain anything, and if a student didn't get it, he would explain it again. And again. And again. And I watched him explain well past the point where I would have had a hard time keeping the judgment out of my voice. But Tony explained that everybody had to get there in their own way at their own time. I landed my first full time job when Tony hit the lottery and retired to sit on the back porch of his mobile home, drink beer and read great books. (Tony gave me my first copy of A Confederacy of Dunces)
Penny knew more about teaching at the beginning of her first year than I knew at the end of my tenth. And she had a natural gift for putting students at ease-- before her classes presented oral reports, they would sing the Brady Bunch theme song as loud as they could. I have no idea why that works, but it does. Once a nine weeks, Penny would take a Penny Paper Day and stay home, grading papers for 16 straight hours. Penny could never become comfortable with the compromise between what she knew she should be assigning in perfect world and what she had time to do in this world, and she left the profession. So my last lesson from her was that you have to make choices if you don't want to burn out.
Ed was my high school band director. He was the most ego-free band director I've ever met. He told us a million times that it was our band, not his, and we had better take responsibility for it. Most of what I know about fostering student leadership and ownership I learned in the high school trombone section. I also learned from Ed another type of success-- his big successes were not just the students who became professional musicians or music teachers, but those of us who kept playing our whole lives. I'm not a musician, but my life would suck without music. I got that from Ed-- not all our students have to follow in our footsteps to have had their lives enriched by what we teach them.
Those are just some of the biggies. Here's my challenge to you-- I have told every one of these people how they were important to me over the past several decades. You should do the same. Drop a note, send a card, stop and say hi to one of the teachers that made a difference in your life.
It is hard to talk about Teacher Appreciation Week without sounding self serving, but we all owe a huge debt to the teachers who made a difference in our lives. If we're going to live out what we value, we need to tell them so. Take some time this week.
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