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Best Web OpEds    H4'ed 5/19/19

Fred Smith: New York Is Wasting Instructional Time for Benefit of Test Publishers; by Diane Ravitch

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  Fred Smith, testing expert, warns parents that New York begins using their children as guinea pigs starting tomorrow when field tests start in 869 schools across the state.The tests are meant to field-test future test questions. They don’t count. They waste students’ time for the benefit of the test publisher.The kids could be learning something, reading something, doing something. Instead, they are working without pay for the test publisher. This is a good time for all parents to tell their children to refuse the test.

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At dianeravitch.net

 

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Susan Lee Schwartz Social Media Pages: Facebook page url on login Profile not filled in       Twitter page url on login Profile not filled in       Linkedin page url on login Profile not filled in       Instagram page url on login Profile not filled in

I began teaching in 1963,; Ba and BS in Education -Brooklyn College. I have the equivalent of 2 additional Master's, mainly in Literacy Studies and Graphic Design. I was the only seventh grade teacher of English from 1990 -1999 at East Side (more...)
 

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Other Series: View All 52 Articles in "UTTER CONTEMPT"

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Susan Lee Schwartz

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Jan Resseger: How High-Stakes Testing is Ruining Education

In this post, Jan Resseger reminds us why Daniel Koretz's book, The Testing Charade, is essential reading.Read this book about the failure of NCLB and Race to the Top before you listen to Arne Duncan repeat his baseless claim that we need more testing and more of what already failed.

How has high stakes testing ruined our schools and how has this strategy, which was at the heart of No Child Left Behind, made it much more difficult to accomplish No Child Left Behind's stated goal of reducing educational inequality and closing achievement gaps?

Submitted on Sunday, May 19, 2019 at 5:28:52 PM

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Susan Lee Schwartz

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Fred Smith and Robin Jacobowitz published a paper analyzing the tests that students in New York are required to take. Their conclusion is devastating.

They examine the quality of the tests, not just the scores of the students. And they conclude that the tests are inaccurate, unintelligible, and indechipherable.

Taxpayers are spending millions of dollars for flawed instruments that harm students and corrupt education.

Questions are not only flawed but developmentally inappropriate for the children to whom they are administered.

Expanding the testing time did not fix the inherent problems.

Smith and Jacobowitz conclude:

Our boldest conclusions tie together important aspects of the testing story: children upset and dumbstruck
by the exams, especially the youngest ones; unhappy parents whose views were disparaged; SED's suppression of data needed by the public, especially parents to stay informed and make intelligent decisions about their children's education; the surge in zero scores and omissions that this study uncovered; ill-conceived tests and their perpetuation; the strong case parents have for opting out; the overriding need for transparency, timely data and unfettered review by analysts. These rest most solidly on findings for grades 3 and 4, and for ELLs, students with disabilities, and minority students.

In the final analysis, we are dealing with children here at a formative time in their lives, when education matters most. For every discussion and news story about the increase or decrease in test scores, we must remember that behind each statistic is a childa young child who lives each day with the decisions that we make about testing. The 3rd graders who took the first CCLS-linked test in 2013 are taking the 8th grade test this spring. Everything that has been wrong with the core-aligned tests has framed the education of these young people.

It's time to create a legitimate assessment process, unified with standards and curricula that work in harmony to foster the development of every child's intellect, abilities, and dreams. Federal education law, the Every Student Succeeds Act (ESSA), dictates that we test our young students in math and ELA each year.

We must determine how to do that in a way that serves children and the educational goals we value.

Message to parents:

The testing corporations have never been held accountable.

The New York State Education Department has never been held accountable.

Nothing has been fixed.

Opt out.

Do not allow your children to take these tests.

They harm your child and corrupt what we value most in education.


Submitted on Sunday, May 19, 2019 at 5:29:27 PM

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I recommend this article, and a few of my own from times past, more relevant now than before: click here and click here

Submitted on Sunday, May 19, 2019 at 6:32:59 PM

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