Testing Rules from Amateurs,
“Fixing” Brains, Public Education,
Teacher Shortage, Your Tax Dollars at Work,
Accountability Double Standards,
Retention in Grade
LEAVE THE TESTING ANALYSIS TO THE EXPERTS
MI: When Legislators Don’t Understand Testing
When I was teaching, I administered individual diagnostic tests to students. The instructions for every one of the tests reminded me that the test was to be used for its intended purpose. No conclusions unrelated to that intended purpose were considered valid.
Standardized achievement tests, however, are frequently (at this point, more frequently than not, I would wager) used for making conclusions unrelated to their intended purpose.
The reason? Legislators and politicians have taken over the responsibility of choosing how to evaluate children…and, for the most part, they don’t know what they’re doing.
Tests should not be given for any purpose other than that for which it was intended. To do so, as most states are doing, is invalid, irresponsible, and a form of educational malpractice.
In this post we learn of Michigan legislators who consider a bill which requires teachers to “pass the SAT” before earning a teaching certificate. If that sounds odd to you, it’s because you cannot “pass” the SAT. Nor can you “fail” it. It’s not a spelling test, or a final exam.
Pass the SAT? What does that even mean? The SAT gives you a score, which as I told my students every year, is neither “good” nor “bad” until the college you’re applying to says so. I talk to someone on line with ties to the testing and data biz and she absolutely hates it when people talk about passing or failing test. And yet, here we are, demonstrating once again that civilians (even elected ones) don’t understand that tests are produced for very specific purposes and can’t just be swapped to whatever purpose you like as if all tests are fundamentally the same. And instead of seeing some rich source of nuanced data that can be carefully decoded for a wealth of information, these citizens just see a thing that you either pass or fail. No more nuance or richness than a light switch.
And these are the people who legislate how tests must be used and what rewards and punishments will be doled out because of them. Yes, one of the biggest problems with modern ed reform is that it’s amateur hour in education. Knowing what the heck you’re talking about– that’s the test that people in power keep failing.
BILLIONAIRES WANT TO “FIX” BRAINS RATHER THAN ADDRESS POVERTY
Billionaires Want Poor Children’s Brains to Work Better
Gates and his billionaire friends are determined to find the cause of low achievement anywhere but with poverty (just like DeVos, and other NRA shills, look for the answer to gun violence anywhere but with the actual guns). The billionaires are afraid that the solutions might cost money (see The Schools Chicago’s Students Deserve).
They want to fund research in executive functioning and why students who live in poverty have such trouble. How about if they start with these reports of actual research already done…
The U.S. does not have an education problem. It has a poverty problem.
…the billionaires reason that not only can executive malfunctioning cause substantial classroom learning problems and school failure, it also can adversely affect socio-economic status, physical health, drug problems, and criminal convictions in adulthood. Consequently, if teachers of poor students know how to improve executive function, their students will do well academically and reap future “real-world benefits.” For Gates, who is always looking for “the next big thing,” this can be it in education.
Most people looking at this reasoning would likely think, “If executive functioning is poorer in poor children, why not eliminate the apparent cause of the deficiency, i.e., poverty?” Not so for the billionaires.
THE WAR AGAINST PUBLIC EDUCATION AND PUBLIC EDUCATORS
Our Schools Are Not Failing; Our Policy Makers Are : Raleigh’s Amorphous Way of Measuring Schools
With the exception of “class size caps” the words “North Carolina” in the following quote (and its source blog post) can be replaced with “Indiana” (or any number of other states).
And when you are the North Carolina General Assembly that is trying to privatize the public school system, you undertake a series of actions that weaken public schools such as school performance grades aligned with achievement, intentionally not fully fund schools, create class size caps with no funding of new classrooms, and throw millions of dollars into vouchers.
You try and disenchant the teaching profession by removing due-process rights and graduate degree pay from new teachers to a point where state education programs have experienced a significant drop in candidates.
And yet public schools are still doing the job.
PAYING FOR EDUCATION: THE TEACHER SHORTAGE
Fact Sheet: Yes, Increase the Salaries of All Teachers
Indiana and other states need to do something to reverse the growing teacher shortage. The number of students enrolled in teacher education programs in Indiana in 2015-16 has dropped by half since 2010-11. In 2010-11 there were 13,493 students enrolled in teacher training programs. That number was 6,813 in 2015-16.
For the last few decades public school teachers have been made the scapegoat for the failure of students to achieve.
The state government under Mitch Daniels began the punishment of teachers in 2011. Since then…
- collective bargaining rights for teachers have been restricted.
- the state began what is now the largest private/parochial school voucher program in the nation, and increased funding for privately owned and operated charter schools.
- the state passed a property tax cap amendment to the constitution, and shifted state funding of public education to the state legislature.
- teachers have lost tenure (due process) and seniority protections.
- the importance of experience and education level as a factor in teacher salaries has been reduced.
- accountability measures requiring teacher evaluations to be based on student test scores despite lack of validity have been instituted.
A raise in teacher pay is only the first step towards restoring the teaching profession.
Note that the legislature, policy makers, and politicians are not held accountable for societal issues leading to lowered achievement such as funding, class size, and the effects of poverty.
The annual pay for teachers fell sharply from 1995 to 2015 in relation to the annual pay of similar workers. According to the Economic Policy Institute, public school teachers are paid less than other comparable workers in every state, and they earn 11 percent less on average, when accounting for nonwage benefits. This calculation is based on comparable weekly wages [emphasis added].
MONEY LAUNDERING FOR SCHOOL “CHOICE”
FL Schools Using Taxpayer Money to Teach Ridiculous Lies
Should tax dollars be used to fund schools which teach that “dinosaurs and humans lived together, that God’s intervention prevented Catholics from dominating North America and that slaves who ‘knew Christ’ were better off than free men who did not.”
This report from Florida discusses what’s taught in private schools using textbooks from Abeka, BJE Press, and Accelerated Christian Education (ACE). Some of Indiana’s parochial schools use the same books.
Where is your educational tax dollar going?
The constitutional issues here are rather complex. There are two arguments that can be made here on either side. On the one hand, giving taxpayer money to religious entities seems like a clear violation of the Establishment Clause, especially when it’s used to teach things that advocate very sectarian ideas, something the government is clearly forbidden from doing.
On the other hand, the voucher is not aimed specifically at religious schools. Parents get a voucher and can use it to send their kids to any kind of school, religious or secular. The fact that the money is “laundered” through parental choice does make a difference constitutionally because it’s akin to someone getting public assistance and then using a portion of it to tithe at church, or buy some religious product or service. The government is not funding the religious activity directly, so that does mitigate, at least to some degree, the Establishment Clause problem.
Either way, we can be appalled by the fact that our tax dollars are used to promote vile and dishonest ideas like this.
THE DOUBLE STANDARD IN SCHOOL ACCOUNTABILITY
‘Wild West of education’
Where is the accountability for all non-public schools which receive state tax dollars? You know that if a public school was avoiding accountability the “reformers” in the state would be all over them. Yet accountability somehow doesn’t seem to matter when it comes to F rated charter or voucher schools.
Indiana grades schools with an A-F system, and according to the state grades, IVS is a failing school. In fact, all virtual charter schools in Indiana received F grades from the state in both 2016 and 2017, according to the State Board of Education’s recent report. Any one of them could be closed by its authorizer, only to be replaced by yet another virtual school.
As Cavazos’ recent explorations of the peculiar origins of the new Indiana Agriculture and Technology School show, Indiana is the Wild West of education. There are few rules for virtual schools to follow, but lots of money to be made.
This past session, our legislators killed three bills regarding accountability for charter school authorizing, even though Gov. Eric Holcomb and State Superintendent Jennifer McCormick called for improved accountability in virtual charter schools.
LA FINALLY ACCEPTS YEARS OF RESEARCH INTO RETENTION
Louisiana ends policy that held thousands of students back a grade or more
Being forced to choose Social Promotion or Retention is a false dichotomy. It doesn’t have to be either one or the other. Investing in education and providing students the help they need (not just what they can afford), is the answer. Not every child will succeed…but many, many more children won’t fail.
“But then when I got the numbers for New Orleans and for Louisiana – and you know a lot of Louisiana was not affected by Katrina – New Orleans was a little bit worse but Louisiana was still really bad on retention,” she says. “And as I talked to more people it was clear that it was an effect of standardized testing.”
Reckdahl recently wrote about overage students in Louisiana and investigated the impacts of retention for The Hechinger Report. So many students have been held back due to mandatory retention that in 2017 the Louisiana State Legislature decided to end it. Now, schools offer summer classes, online classes and help from specialized teachers as alternatives for students who don’t pass the LEAP test.
Reckdahl says there’s one big takeaway from the state’s “experiment” with retention.
“It’s not enough to scare a kid into performing,” she says. “You can’t just say I’m going to hold you back.”