In a public statement released today, more than sixty educators and researchers [UPDATE: now 130+], including some of the most well-respected figures in the field of education, pledged support for the boycott of the Measures of Academic Progress (MAP) test initiated by the teachers at Garfield High School in Seattle, calling the action a “blow against the overuse and misuse of standardized tests.” Among the signers of the statement are former US Assistant Secretary of Education Diane Ravitch, Chicago Teachers Union President Karen Lewis, author Jonathan Kozol and professor Nancy Carlsson-Paige. While the MAP test is used exclusively for rating teachers, “the test’s developers (the Northwest Evaluation Association) have noted the inappropriateness of using tests for such evaluations” the educators wrote.
“We’ve had more than a decade of standardized testing,” Ravitch said, “and now we need to admit that it’s not helping.” She added: “By signing this statement, I hope to amplify the voices of teachers who are saying ‘enough is enough’.”
“On Martin Luther King Day, we celebrate people who are willing to take personal risks to act according to their conscience,” Lewis said. “The teachers at Garfield High School are taking a stand for all of us.”
New York City public school teacher and doctoral student Brian Jones drafted the statement last week and received help with revisions and outreach from University of Washington professor Wayne Au. “I’m overwhelmed by the response to this statement,” Jones said, “I feel like this is the beginning of a real movement to challenge high stakes standardized testing.”
“We contacted leading scholars in the field of education,” Au said, “and nearly every single one said ‘Yes, I’ll sign.’ The emerging consensus among researchers is clear: high stakes standardized tests are highly problematic, to say the least.”
“When I look at this list of names, I see the people whose work helped to make me the teacher I am today,” Jesse Hagopian, a teacher at Garfield High School said. “Their support really means a lot to me, and I know that many teachers at Garfield High School feel the same way.”
The Statement:
We Support the Teachers of Garfield High School
High-Stakes Standardized Tests are Overused and Overrated
The Use of Standardized Tests is Spreading
To fulfill the requirements of the No Child Left Behind
legislation, schools in all 50 states administer standardized tests to
students, often beginning in third grade, in reading and math. Now, in
response to the demands of Race to the Top and the trend toward greater
“accountability” in education, states are developing even more tests for
more subjects. Standardized tests, once used primarily to assess
student learning, have now become the main instrument for the
high-stakes evaluation of teachers, administrators, and even entire
schools and school systems.
Tests Consume a Great Deal of Time and Money
Standardized testing is consuming an-ever growing proportion of education budgets nationwide. The total price tag may be nearly two billion dollars (1). Texas alone spent, last year, $90 million (2) on standardized testing. These tests are not a one hour or one day affair, but now can swallow up whole weeks of classroom time (3). In Chicago, some students must complete 13 standardized tests each year (4).
Testing Hurts Students
In the name of “raising standards” the growth of high stakes
standardized testing has effectively lowered them. As the stakes for
standardized tests are raised higher and higher, administrators and
teachers have been forced to spend less time on arts, sciences, social
studies, and physical education, and more time on tested subjects. The
pressure to prepare students for standardized exams forces teachers to
narrow instruction to only that material which will be tested (5). With
the fate of whole schools and school systems at stake, cheating scandals have flourished,
exposing many reform “miracles” in the process (6). Worse, focusing so
much energy on testing undermines the intrinsic value of teaching and
learning, and makes it more difficult for teachers and students to
pursue authentic teaching and learning experiences.
Research does not Support Using Tests to Evaluate Teachers
As a means of assessing student learning, standardized tests are
limited. No student’s intellectual process can be reduced to a single
number. As a means of assessing teachers, these results are even more
problematic. Research suggests that much of the variability in standardized test results are attributable to factors OTHER than the teacher (7). So-called “value-added” models for teacher evaluation have a large margin of error, and are not reliable measures of teacher performance (8).
Educators Are Taking a Stand for Authentic Teaching and Learning
In a nearly unanimous vote, the staff at Garfield High school in
Seattle decided to refuse to administer the district’s Measures of
Academic Progress (MAP) test. Research has shown that this test has no significant impact on reading scores (9).
While serving other low-stakes district purposes in the Seattle Public
Schools, it is only used as a high-stakes measure for teachers, even
though the test’s developers (the Northwest Evaluation Association) have
noted the inappropriateness of using tests for such evaluations. In
taking this action, the educators at Garfield High School have struck a
blow against the overuse and misuse of standardized tests, and deserve
support. We, the undersigned (10), stand with these brave teachers and
against the growing standardized testing industrial complex.
Signed*,
Curtis Acosta
Chican@/Latin@ Literature Teacher, Tucson
Lauren Anderson
University of Southern California
Sam Anderson
National Black Education Agenda
Taiwanna Anthony
Prairie View A&M University
Jean Anyon
The Graduate Center, City University of New York
Michael W. Apple
University of Wisconsin-Madison
Fadhilika Atiba-Weza
Retired Superintendent
Wayne Au, University of Washington, Bothell
Rethinking Schools
Ann Aviles de Bradley
Northeastern Illinois University
Bill Ayers
University of Illinois, Chicago
Rick Ayers
University of San Francisco
Jeff Bale
Michigan State University
Johanna Barnhart
The Graduate Center, City University of New York
Ann Berlak
San Francisco State University
Kenneth Bernstein
Maya Angelou Public Charter Middle School
Bill Bigelow
Rethinking Schools
Elizabeth Bissell
Putney Central School
Steve Brier
The Graduate Center, City University of New York
Maureen T. Boler
PS17K, New York
Steve Brier
The Graduate Center, City University of New York
Jacqueline Grennon Brooks
Hofstra University
Anthony Brown
University of Texas, Austin
Jim Burns
South Dakota State University
Kristen Lynn Buras
Urban South Grassroots Research Collective
Carol Burris
Keith Middle School, New Bedford
Keith Campbell
Saint Mary’s College of California
Kenneth Carano
Western Oregon University
Nancy Carlsson-Paige
Lesley University
Elizabeth Carroll
Appalachian State University
Cynthia Carvalho
Keith Middle School, New Bedford
Noam Chomsky
Massachusetts Institute of Technology
Linda Christensen
Rethinking Schools
Anthony Cody
Education Week Teacher Magazine
Ross Collin
Manhattanville College
Kevin Cordeiro
Social Studies educator
Kim Cosier
University of Wisconsin, Milwaukee
Keith Danner
University of California, Irvine
Antonia Darder
Loyola Marymount University
Noah DeLissovoy
University of Texas, Austin
Susan DuFresne
Teacher, Washington State
Susan Huddleston Edgerton
Massachusetts College of Liberal Arts
Jeff Edmundson
University of Oregon
Shanti Elliott
Francis Parker School, Chicago
Christopher Erickson
Great Neck South High School
Pete Farruggio
University of Texas Pan American
Joseph Featherstone
Michigan State University
Anita Fernandez
Prescott College
Donna Fielding
Plainview–Old Bethpage John F. Kennedy High School
Michelle Fine
The Graduate Center, City University of New York
B L Buddy Fish
Jackson State University
Nancy Flanagan
Education Week Teacher Magazine
Esther Fusco
Hoftstra University
Ofelia Garcia
The Graduate Center, City University of New York
Ruth Wilson Gilmore
The Graduate Center, City University of New York
Alice Ginsburg
Author
Gene Glass
University of Colorado, Boulder
Noah Asher Golden
The Graduate Center, City University of New York
Joanna Goode
University of Oregon
Avery F. Gordon
University of California, Santa Barbara
Julie Gorlewski
State University of New York, New Paltz
Paul Gorski
George Mason University
Tim Goulet
Pipefitters Local Union 274
Karen Gourd
University of Washington, Bothell
Judith Gouwens
Roosevelt University
Sandy Grande
Connecticut College
Gabriella Gutierrez y Muhs
Seattle University
Rico Gutstein
University of Illinois, Chicago
Helen Gym
Asian American United
Rethinking Schools
Leonie Haimson
Class Size Matters
Zoe Hammer
Prescott College
Nicholas D. Hartlep
Illinois State University
Barbara Hawkins
Teachers College, Columbia University
Nick Henning
California State University, Fullerton
Jane Hirschmann
Time Out From Testing
Brian R. Horn
Illinois State University
James Horn
Cambridge College
Diane Horwitz
DePaul University
Nora Hyland
Rutgers
Ed Johnson
Advocate for Quality Public Education, Atlanta
Shaun Johnson
At the Chalk Face
Brian Jones
The Graduate Center, City University of New York
Denisha Jones
Howard University
Marc Kagan
New York City School
Richard Kahn
Antioch University Los Angeles
Stan Karp
Rethinking Schools
Judith S. Kaufman
Hofstra University
Kenneth Kaufman
NYC High School Teacher
Bill Kennedy
University of Chicago
Joyce E. King
Georgia State University
Jonie Kipling
Hofstra University
Sid Kivanoski
Brooklyn Technical High School
Rachel Knoll
Mother, Educator
Madison, WI
Pamela J. Konkol
Concordia University Chicago
Jodi (Sacks) Kostbar
Professional Performing Arts School
Jonathan Kozol
Author
Steven Krashen
University of Southern California
Kevin Kumashiro
University of Illinois, Chicago
National Association for Multicultural Education
Raina J. Leon
St Mary’s College of California
Zeus Leonardo
California State University, Long Beach
Karen Lewis
Chicago Teachers Union
Pauline Lipman
University of Illinois, Chicago
Barbara Madeloni
University of Massachusetts, Amherst
Tim Mahoney
Millersville University
Sallie A. Marston
University of Arizona
Victoria J. Maslow
New York City Department of Education
Kavita Kapadia Matsko
University of Chicago
Morna McDermott
United Opt Out National
Kathleen McInerney
Saint Xavier University
Elizabeth Meadows
Roosevelt University
Erica R. Meiners
Northeastern Illinois University
Deborah Meier
Coalition of Essential Schools
Nicholas Michelli
The Graduate Center, City University of New York
Gregory Michie
Chicago Public School teacher
Concordia University Chicago
Alexandra Miletta
Mercy College
Alex Molnar
University of Colorado, Boulder
National Education Policy Center
Steevenson Mondelus
HOFSTRA graduate, Social Studies
Terry Moore
Save Our Schools
Mark Naison
Fordham University
National Association for Multicultural Education
Monty Neill
FairTest
Donna Nevel
New York University
Sonia Nieto
University of Massachusetts, Amherst
Pedro Noguera
New York University
Isabel Nuñez
Concordia University Chicago
Dr. Tema Okun
National L0uis University
Edward Olivos
University of Oregon
Celia Oyler
Teachers College, Columbia University
Lisa (Leigh) Patel
Boston College
Thomas Pedroni
Wayne State University
Emery Petchauer
Oakland University
Bob Peterson
Milwaukee Teachers’ Education Association
Rethinking Schools
Anthony Picciano
The Graduate Center, City University of New York
Bree Picower
Montclair State University
Irene Plonczak
Hofstra University
Theresa Plue
Easton Secondary School
Thomas S. Poetter
Miami University
Anthony Pravin
Courtney Prusmack
Adams 14 Schools, Denver
Therese Quinn
Teacher
Annette Quintero
United Teachers of Dade
Rachel Radina
Miami University
Jessie Ramey
University of Pittsburgh
Diane Ravitch
New York University
Kristen A. Renn
Michigan State University
Rethinking Schools
Yolette Rios
Hesperia Teachers Association
California Association of Bilingual Educators
Peggy Roberston
United Opt Out National
Georgiena C. Robinson
John F. Kennedy High School
Plainview, NY
John Rogers
University of California, Los Angeles
Jerry Rosiek
University of Oregon
Leilani Sabzalian
University of Oregon
Kenneth J. Saltman
DePaul University, Chicago
Lily Sanabria-Hernandez
Hofstra University
Karyn Sandlos
School of the Art Institute of Chicago
Mara Sapon-Shevin
Syracuse University
Karen Saunders
Spark Teacher Education Institute
Brattleboro, Vermont
Al Schademan
California State University, Chico
Eric Schmitt
Teacher, New York
Nancy Schniedewind
State University of New York, New Paltz
William Schubert
University of Illinois, Chicago
Ann Schulte
California State University, Chico
Tim Scott
Education Radio
Brad Seidman
John F. Kennedy High School
Bellmore, NY
Doug Selwyn
Plattsburgh State University
Susan Semel
The Graduate Center, City University of New York
Carla Shalaby
Wellesley College
Jessica T. Shiller
Towson University
Ira Shor
The Graduate Center, City University of New York
Alan Singer
Hofstra University
Elizabeth A. Skinner
Illinois State University
Timothy D. Slekar
Penn State University, Altoona
Christine Sleeter
California State University, Monterey Bay
Ceresta Smith
United Teachers of Dade Phoenix Rising MORE Caucus
Jody Sokolower
Rethinking Schools
Jim Sommerville
Cudahy Middle School
The Southeast Massachusetts & Rhode Island Coalition to Save Our Schools
Mariana Souto-Manning
Teachers College, Columbia University
Joi Spencer
University of San Diego
Joel Spring
Queens College and The Graduate Center, City University of New York
Sandra L. Stacki
Hofstra University
Lester Stasey
Alvarez High School, Providence
David W. Stinson
Georgia State University
David Stovall
University of Illinois, Chicago
Simeon Stumme
Concordia University Chicago
Katy Swalwell
George Mason University
Cathryn Teasley
Universidade da Coruña
Melissa Bollow Tempel
Milwaukee Public Schools
Rethinking Schools
Chris Thinnes
Curtis School, Los Angeles
Paul Thomas
Furman University
Maris Thompson
California State University, Chico
Carol L. Tieso
College of William and Mary
Joe Tonan
Claremont Faculty Association
Victoria F. Trinder
University of Illinois, Chicago
Eve Tuck
State University of New York, New Paltz
Jesse Turner
Children Are More Than Test Scores
Wayne Urban
University of Alabama
Angela Valenzuela
University of Texas, Austin
Bob Valiant
Dump Duncan
Jane Van Galen
University of Washington, Bothell
Manka Varghese
University of Washington
Michael Vavrus
The Evergreen State College
Sofia Villenas
Cornell University
Shirin Vossoughi
Stanford University School of Education
Federico R. Waitoller
University of Illinois at Chicago
John Walcott
Calvin College
Stephanie Walters
Rethinking Schools
William Watkins
University of Illinois, Chicago
Kathleen Weiler
Tufts University
Lois Weiner
New Jersey City University
Matthew Weinstein
Teacher Educator
Tacoma, WA
Kevin Welner
University of Colorado, Boulder
National Education Policy Center
Angela Wheat
Freeport High School
Barbara Winslow
Brooklyn College
Kathy Xiong
Milwaukee Public Schools
Rethinking Schools
Diana Zavala
Change the Stakes
Yong Zhao
Author and Scholar
Al Zucker
New Day Academy, Bronx
NOTES
- Chingos, M. M. (2012). Strength in Numbers: State Spending on K-12 Assessment Systems. Brookings Institution.
- Cargile, E. (May 3, 2012). “Tests’ price tag $90 million this year”. Kxan Investigates, Kxan.com (NBC).
- Dawer, D. (December 29, 2012) “Standardized Testing is Completely Out of Control”. PolicyMic.com.
- Vevea, B. (November 26, 2012) “More standardized tests, more Chicago parents looking for ways out”. WBEZ.org.
- Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258-267.
- Pell, M.B. (September 30, 2012). “More cheating scandals inevitable, as states can’t ensure test integrity”. The Atlanta Journal-Constitution.
- Baker, E. L., Barton, P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L., … & Shepard, L. A. (2010). Problems with the use of student test scores to evaluate teachers. Washington, DC: Economic Policy Institute. See also: DiCarlo, M. (July 14, 2010). “Teachers Matter, But So Do Words”. Shanker Blog, The Voice of the Albert Shanker Institute.
- Schafer, W. D., Lissitz, R. W., Zhu, X., Zhang, Y., Hou, X., & Li, Y. Evaluating Teachers and Schools Using Student Growth Models. Practical Assessment, Research & Evaluation, 17(17), 2.
- Cordray, D., Pion, G., Brandt, C., Molefe, A., & Toby, M. (2012). The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement. Final Report. NCEE 2013-4000. National Center for Education Evaluation and Regional Assistance.
- All signatures represent individual opinions, not institutional endorsements, unless specified. To add your signature to this statement, send an email with your name and affiliation(s) to: GHSstatement@gmail.com.
* This list will be updated once per day. The last update was Jan. 23, 2013, 5:32 p.m. CST.
One of the biggest mistakes being made by public school administrators and politicians is the push to pressure educators to "teach to the test". NCLB fully embraced this simplistic and one-dimensional method of educational assessment. However, there are far too many important aspects of learning and cognitive growth -- hands-on laboratory techniques and skills, data processing and analysis, deductive reasoning and analytical thinking -- that do not lend themselves to assessment via these types of standardized multiple choice tests.
ReplyDeleteIn addition, these tests are often administered one to two months before the end of the school year, yet they are designed to evaluate student achievement and conceptual understanding of the entire year's curriculum in that subject area. So teachers are being pressured to restructure the curricular content, eliminating or postponing until late in the school year coverage of those skills and topics that are not emphasized on the standardized test.
But politicians (and many administrators) love simple, objective measuring sticks -- even if what they measure has little value. So we invest millions of taxpayer dollars and valuable days of instructional time administering these tests to students, and essential judgements about the quality of education and critical decisions regarding educational practice and policy are made based on this single metric.
If the amount of money being spent on education is higher then ever, and yet our quality of education is low, can someone explain to me what the problem is and how it can be fixed?
ReplyDeletephlebotomy schools in TX