Teachers need to step up and speak out. That is what will change things
I will refuse to administer…
Special Education Teacher, Jia Lee from the Earth School in NYC was invited to give testimony before the Senate Health, Education, Labor and Pensions Committee, to discuss the re-authorization of No Child Left Behind.
Watch her testimony in the video below and read more about the hearings in…Teachers Rally Against Standardized Testing At No Child Left Behind Hearing
Jia Lee, a New York special education teacher, said the tests “can only measure right or wrong,” not complex questions. “I will refuse to administer a test that reduces my students to a single metric. … Teachers, students and parents find themselves in a position of whether or not to push back or leave.”
HB 1609 Explainer
by Claire McInerny
The Indiana legislature is considering a bill that remove the state superintendent as chair of the State Board of Education. StateImpact Indiana explains how this would change the legislative process for education policy.
Indiana voters, contact your legislators today and ask them to defeat this bill.
Standardized Testing is not Teaching
How much instructional time do your children lose to standardized testing?
Chinese expert Yong Zhao warns standardized testing ‘destroys schools’
“My extreme advice, we should do away with all of (standardized testing),” Zhao said in an interview after addressing the forum that convened more than 150 educators and interested business and community leaders.
“It’s a waste of money, very little value, destroys parents, destroys schools too, and puts students and teachers in a bind for high-stakes testing.”
The narrow pursuit of test results has sidelined education issues of enduring importance such as poverty, equity in school funding, school segregation, health and physical education, science, the arts, access to early childhood education, class size, and curriculum development. We have witnessed the erosion of teachers’ professional autonomy, a narrowing of curriculum, and classrooms saturated with “test score-raising” instructional practices that betray our understandings of child development and our commitment to educating for artistry and critical thinking. And so now we are faced with “a crisis of pedagogy”–teaching in a system that no longer resembles the democratic ideals or tolerates the critical thinking and critical decision-making that we hope to impart on the students we teach.