A recent staff meeting was interesting. We had been asked by our principal to take a PARCC practice test (at least part of one) ahead of time so that we, as a staff, could have a discussion about it at this staff meeting. My principal is someone who I would not consider to be a drinker of corporate reform Kool-Aid, but who also seems to be, in my opinion, only somewhat aware of the larger issues involved in corporate education reform. He is the kind of person who doesn’t like to dwell on what he has “no control over.” That is an amiable quality in most cases and has helped us focus more on what we can and should do much of the time, rather than get overly frustrated with the nonsense that has been flooding into our daily existence as teachers. But this time, it was hard to focus on getting “past” the outrage.
The teachers couldn’t get over how HARD the tests were. I will say that I never heard the word “rigorous.” Not once. There had been those who, when the standards were first published, had taken a look at them and actually liked their organization. They thought that it “made sense” to start at kindergarten and have the standards “spiral upward” from one grade to the next (yet they were DESIGNED BACKWARD from college level down to kindergarten). In professional development book groups, these same teachers had been engaged in reading about and discussing how to transition from the current set of state teaching standards to the new Common Core $tate $tandards and were pretty gung-ho about the mission of getting ready for “what was coming.” Some stated that we “had no choice” because the new standards were “the law” and “were here to stay.” After all, we teachers seem to have it in our DNA to rise to any occasion and “make it happen,” right?
But now there was a decidedly different feel in the room. The tenor of the discussion that followed had shifted from “let’s get ‘er done” to “this is ridiculous!!!” To his credit, the principal focused the discussion by asking teachers to notice what the demands of the test were, which did two things. First, it allowed teachers to vent about all the “major issues” they saw with the test. Second, he prepared us for the idea that we would look at those issues and see what was “within our control” to address through common sense instruction. Again, to his credit, he did suggest that he really wanted to see us continue the good quality instruction that he sees currently happening all over our building. And what he did suggest is that, based on these observations, maybe there were certain shifts or certain instructional techniques that we could implement that might help kids be more successful on these test when they are forced to face them next year.
So teachers noticed issues such as:
- how sophisticated the level of text was for the grade level being tested;
- how the excerpts were taken out of the context of the story in such a way that it really put the reader at a distinct disadvantage when trying to answer the questions without enough of the story line or background knowledge about relationships between characters;
- how sometimes there seemed that there were at least two answers with supporting evidence for each that seemed like it COULD be correct and it wasn’t clear how the students were supposed to be able to figure out which one was more correct than the other, especially if we ADULTS weren’t sure;
- how there were so many questions that required the student in one way or another to find evidence from the text to support their answer choice;
- how busy the page looked and how students wouldn’t know what all of the tabs and buttons were for;
- how there was more than one scroll bar on the screen at one time so students would need to know how to scroll the text of the story differently than scrolling to see the questions on the page;
- how there could be up to three different texts that the student would have read and to be able to “keep in their head” as they thought about what the question was asking them in order to compare or to analyze;
- how testing “stamina” was going to be an issue for MANY children, even those who hadn’t typically struggled in the past;
- how there were essays that they would have to type with whatever keyboarding skills they had;
- how they would have to type their essays into a text window that may require scrolling if their answer exceeds the space provided.
After compiling the list of what was noticed about how this test is different than the previous state standardized test and briefly talking about some the things teachers could do to help get kids ready to take this new test next year, teachers couldn’t help but share the angst that had been building up ever since they had taken the practice test themselves. One teacher said that we seriously need to get ready for students who are going to be emotionally and psychologically DEVASTATED by the experience of taking this test.
Others shared their own experiences and feelings as ADULTS when they took it. One teacher said that she had taken it at a time when she was pretty tired. She figured that her fatigued condition might somewhat mimic or help her compare her mental abilities at the time of the test to what a student’s ability might be like and she said that she was seriously straining to answer the questions and couldn’t imagine how frustrated and exhausted this was going to be for the students.
Another shared how she had her OWN son, who is a math whiz, take the math practice test. She said that not only was he exhausted when he was done, but he wasn’t even sure how well he may have done on it. And yet another teacher actually asked a top engineer adult friend of hers to take a test and he didn’t see the importance or relevance of MANY of the questions on the test. He deemed it a HORRIBLE test of knowledge for ANYONE who would want to be ready for HIS career. And of course, that begs the question of, “How can ONE set of standards and ONE set of tests prepare all children everywhere for every possible career out there, including future ones that haven’t even been created yet?”
Near the end of the meeting, one of the comments that our empathetic principal made to a group of teachers that he recognized as “feeling panicked” was something like, “In New York where they have been field testing this test, their scores have dropped from around 70-80% testing proficient to around 25-30%. And historically, anytime a new test has been introduced, there has always been a drop in scores until everyone has had a chance to adjust to the changes that have been made. So just know that we won’t be the only ones experiencing these drops. It’s going to happen everywhere, across the whole country. And then something is going to have to happen so it will all wash out. They will have to do something.”
I followed up the principal’s remarks with a few of my own. I first made it clear that I was speaking 100% for myself and not for him or for anyone else. I told my colleagues that it was my opinion from all of the books I had been reading, education groups I had become members of and from conversations with other teachers all over the country that these tests and the CC$$ that we are being required to teach have been carefully designed to, in fact, PRODUCE this failure of our children. I said that the corporate backers and the politicians they have cozied up to are working together to ensure that they can continue to label our schools and us teachers as failures so that they can close our public schools and open up charter schools to come in and save the day. They plan to break our unions by replacing us horribly ineffective, veteran teachers with cheap Teach for America minimally-prepared, temporary teachers. They plan to sell all of the states that have bought into this scheme all new CC$$-aligned materials in addition to the new online tests which require upgrades of technological infrastructure in ALL schools across the country. Cha-ching!
I told them that, in MY opinion, now that they have gotten a look at this test and are beginning to see where it’s headed, that they MUST become active in the fight against these forces. I told them that I respectfully disagreed with our principal’s assertion that “it will all wash out” when people all over the country experience the same level of difficulties or failures. I said that I wanted to personally encourage each one of them to read the research that is out there that is connecting the dots between corporate billionaires and the politicians that have passed the laws that tie our evaluations to all of this nonsense. I told them that it was MY opinion that it wasn’t going to go away without a fight and that I hoped they would read books like Diane Ravitch’s Reign of Error: The Hoax of the Privatization Movement and the Danger to America’s Public Schools as well as Kris Nielsen’s Children of the Core and Uncommon: The Grassroots Movement to Save our Children and Their Schools. I encouraged them to search for groups to connect with so they could join with other teachers around the country to resist these destructive forces and to actively fight back to save our public school system.
Some heads were nodding as I spoke my piece. Many of them know that I have been speaking up about this for a long time. Some of my closer colleagues know that I “do my homework,” but even so some of them and many others have been waiting for it to pass, like so many other trends in education have done in the past. But I hope that after this bit of reality struck them recently, they will decide that there’s a good chance I may be right and that, in this case, it’s time to actually DO something about it!
12 responses to “Reality Strikes”
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- January 4, 2015 -
- January 4, 2015 -
I feel your pain. Back when NCLB and state standards were first implemented, the vertical team teachers were forced to begin developing a scope and sequence starting with college level standards and work their way down to kindergarten to “align curriculum.” I knew this approach was backwards, and the higher ups justified it by saying we needed to “front-load the curriculum for high stakes tests.” Also, no mention of the arts were involved in this “rigorous” curriculum. I began reading Susan Ohanion’s books and did my homework on fairtest.org as I reached out to others on my campus, alarmed at what was happening in our school. I witnessed a radical shift in our school from a peaceful community of learners to a high pressure cooker with scripted programs, tests, student and teacher breakdowns, and a succession of administrators coming and going. I hope someday it will change. Since then, it has gotten even worse. And yes, it is all about making money as the kids are truly left behind and angry. I spoke up and joined others who also took action when high stakes testing began ruining our schools.Teachers need to speak up and stop being afraid to lose their jobs for doing so. Maybe when it gets to the tipping point, there will be a change. Until then, I am retiring this year and will happily join the courageous teachers in speaking up for the kids, the teachers, and their community schools.
Thank you for sharing your experiences.
I have to say that teachers are really caught between a rock and a hard place. Many HAVE lost their jobs whether they have spoken up or not, so I understand why you stated that they need to stop being afraid. However, at the same time, when they DO speak up, they risk losing their livelihood that keeps their family fed and housed. If they lose that, it will be hard for them to fight back as they will be putting much of their energy into sheer survival as they figure out where to find their next job, possibly with a “mark” on their record for “speaking up.” So for those teachers who are outspoken, I thank you deeply! But for those who work quietly behind the scenes doing all that you can to contribute to the resistance and the eventual end of this assault on public schools, I commend you, too, and encourage all teachers to find their niche in this grassroots movement and continue the just fight.
I looked at a number of sample ELA test questions for 8th grade. At the time I was wondering how my special ed seniors – 4 years older and with more classes under their belts – might do on such a test. I thought about the curriculum at my school – both regular and special ed – and how we taught our students to analyze literature. I honestly thought my seniors would be fairly successful on that test. Well, surprise, surprise…I found some of the same “problems” as listed above. Questions were vague but asked students to look carefully at the text. When I did so, I found several answers could be correct, depending on one’s close reading. The “explanations” offered were ridiculous and open to interpretation as well. I guess vocabulary questions about definitions of words lacking in context clues might fulfill “rigor.” The reading samples were downright boring and full of brand names. I’m sure my seniors would fail this test; I’m confident so would a number of my honors sophomores.
I agree that the tests are made too hard on purpose. In fact I think they are lousy on purpose. I paraphrase from my letter in the NY Times:
(The Common Core), accurately described by Susan Ohanian, a writer and former teacher, as “a radical untried curriculum overhaul” and “nonstop national testing,” the Common Core is an outrageous scheme with no justification and no empirical support.
The problems described here will eventually be solved, or at least reduced enough to stop complaints from coming, but the Common Core boondoggle will continue, with new and very expensive tests delivered online.
I suspect that these bad tests are a weapon of mass distraction, so that we forget what the real problem is.
In other words: we complain, they fix a few things, and a number of us feel we have accomplished something and feel satisfied. But the problem is not just the PARCC tests, it is the entire Common Core.
Yes, we should protest these crappy tests, but just as Haymich told told Kantiss before she entered the arena for the second time, we should remember who the real enemy is (Second Hunger Games novel).
Reblogged this on Schools of Thought Hudson Valley, NY.
My thoughts… http://atthechalkface.com/2014/01/27/parcc-more-bang-for-the-buck/
Reblogged this on sixtiessman.
Reblogged this on TD Hassett.
Can you share more about this topic and how things have changed/moved along? Please share at https://www.facebook.com/OhioCommonCore. Thanks