Letter of the week, 7/21/08: Tests, kids and education

[David]

Equity in the standardized testing craze

By Mark D. Benigni

Once again, our urban centers tested far below their suburban counterparts. We can reference Reeves 90/90/90 schools (those schools with 90 percent or more of the students eligible for free and reduced lunch, 90 percent or more of the students members of ethnic minority groups, and 90 percent or more of the students meeting the district of state academic standards in reading or another area) and share the stories of a few shining stars, the overwhelming majority of data remains concerning and troublesome.

The reality is that distressed communities struggle year after year on standardized tests. The foremost stated NCLB (No Child Left Behind) goal “to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education” is worthy. Yet, the dilemma and real problem is that NCLB and standardized testing are being used as an equity barometer for our public schools.

Many struggling school systems are responding to these new demands by putting an inordinate amount of financial and human resources into small bands of students that are closest to reaching proficiency. Thus, potentially leaving more children behind. If schools don’t reach “arbitrary” adequate yearly progress they will be labeled failures and jeopardize their funding sources. Required standardized testing has done little to increase student achievement and even less to make our schools more equitable. I am not abandoning our public schools! I’m abandoning the standardized testing craze.

Standardized test results can be helpful, but should not be the soul judge of the quality of a school system. I support data driven decision making and the creation of data teams. I know we can and must do better. But I also know that school is much more than a “faulty” label and another standardized test score. I know that the greatest educational improvements occur when teachers get together and share their successes and failures. The solution lies in engaging learners and inspiring them.

Current resources should be used for vocational educational placements, summer school options, after school academies, service learning opportunities, remedial assistance programs, and other teacher directed learning opportunities.

We can’t wait for the federal government to address how wages and unemployment; lack of quality affordable housing and medical care; community instability; and segregation by class and race factor into the equation. Rather than providing more and more standardized tests, school systems committed to continuous improvement and the disparities between our schools and students are finding success by; allotting time for teachers to collaborate and share with one another, providing “Team-Driven” professional development, grading of authentic student work, offering Performance Based Assessments in all key academic areas, and utilizing multiple measures of student and school success.

Is this increased focus on standardized testing causing us to miss out on bright, new, innovative, motivated educators who initially bring incredible skills to the table, but ultimately ‘get in line’ to assist their students in becoming better test takers? Have we gotten away from effective teaching? Have we put that on the back burner and started an educational process geared solely to teach to the test? I fear we have.

I long to hear the positive stories about those students who overcame the odds in urban neighborhoods. Not just those who reach goal or proficiency. The student whose single mother is battling drug addiction, who is the care giver for her younger brother, who never missed a day of school. The student who came into high school reading at a 3rd grade level who is now enrolling in college. Or the honor roll student who runs children’s programs for the local YMCA. Tell me about the young man whose father was in jail for gang violence who became an FBI agent. Tell me anything positive, but stop telling me what I already know and have known – urban test scores are traditionally lower than their suburban peers.

Unfortunately, we are a nation that has allowed the standardized testing craze to invade our schools and plague our children. Have we become that mystified with testing? Or are we that enamored with seeing where we rank against other school systems, states, and countries? Or are we focused on providing an equitable education and celebrating student success? I support a curriculum that is rigorous, relevant, and respectful for all students. Results do matter and accountability systems are necessary — though life goals should matter more than standardized test goals.

With our commitment to continuous improvement and courage to buck the standardized testing craze, all children can be happy, healthy and successful.

Dr. Mark D. Benigni resides in Meriden. He is an educator and holds an Ed.D. in Educational Leadership from the University of Hartford. His current research is focused on equity in education.

[rapuda]

Very nice post.

Have you noticed how many teachers are retiring lately? I have spoken to many teachers. Some new, some who've been there for many years. I haven't met one teacher yet that likes NCLB. Many teachers that are leaving are doing so because they can't teach anymore. Instead of teaching, they are preparing their students for all of these tests. Students that are bright and may excel beyond the average student are being held back by the slower students. Everybody is being grouped into one bunch in which the group as a whole is only as good as the weakest student. It's kind of like the saying, A chain is only as strong as it's weakest link. Teachers are concentrating on the weaker students to the point of neglecting the rest of the students.
I feel NCLB is a failure.
Any teachers care to comment?

[Joferr]

Its about the support at home.

Communities that have a strong familial involvement score better than those communities that do not. Teachers have been forced to teach to the middle. Those brighter children do not get the attention they deserve because they meet the standard. Those that won't meet it, will never, so they get left behind and pushed along and those that might get the attention with what little time and resources are left.

The answer isn't charter schools, or magnet schools or busing or even necessarily more money. Quite simply and maybe too simply its family.

Hilary wrote a book "It Takes a Village to Raise a Child." I can't believe I will say this but she is right.

If we really want to raise up our children and in doing so raise the scores then they need support. Not just when they are at school, but more importantly when the leave. The learning needs to be extended beyond the school day and carried though after school.

Ok ,how?? Someone had commented in an earlier post if I wanted an elected official to read bedtime stories to the children. The answer is yes. Someone needs to read to these children at night. Now its not practical to expect that our elected officials read bedtime stories at home, but the idea has merit. Especially in homes where the family unit is strained.

Let's start with mentors, senior centers adopting grand kids, high school and middle school students adopting a buddy as part of a community service program. Someone becoming that childs family in addition to their own.

How about family nights at the school, dinner and homework nites for the financially strapped. So instead of a parent having to work their second job to feed their family that night, they come to school, get a meal and work with their kids on their homework 2 nites a week.

This is where our politicains need to be bold and creative. Why stop there?
Have support services at the school to help the parents. Kids go to school with no winter coats. I have delivered 1000's of coats to schools because children were in need. Teachers would come to us with lists of children and what they needed. The stories would horrify you. Perhaps language training for those who do not speak English. Let them learn with their kids so they can help their children at home.

The status quo doesnt work. Its not about standardizing a statewide curriculum or by whom or how a test is administered and scored. Throwing money as mandated by Sheff, has not worked. It has helped those whose parents who are involved enough to want more for their children. The vast majority of those left need more than a pretty school and new computers. They need safety, security, a full belly and someone at home who has the time to care.

They need the village!

[jma]

Joferr, please run for the Meriden BOE. You have my vote!