Is High Stakes Testing the Best Way to Improve Educational Performance Among Students of Color and Students Living in Poverty?
March 17, 2014
Since the passage of No Child Left Behind, there has been a concerted
effort to reduce gaps in educational performance by race and class by
promoting regular testing in all grades and subjects and rating schools
and teachers on the basis those tests. As a consequence of such
policies, thousands of public schools in low income neighborhoods and
communities of color have been closed, tens of thousands of teachers
removed from their jobs, and charter schools promoted as the best
strategy to combat educational inequality.
Given the failure of these policies to achieve their stated goal-
namely, to reduce the Black/White and Latino/White Achievement Gap as
measured by test scores or college completion rates- and the many other
consequences of such policies which have been largely negative, we would
like to call for a reconsideration of High Stakes Testing by elected
officials and educators in Low Income Communities and Communities of
Color, along with a search for alternative strategies which might
produce better results.
Before we provide a
critical examination of some of the negative consequences of High Stakes
Testing- we would like to call attention to another approach, put
forward more than twenty years ago, which has been neglected in the
years since No Child Left Behind- namely community schooling and
culturally appropriate pedagogy. In the 1980’s and early 90’s, many
educators of color were urging that public schools in Black and Latino
neighborhoods develop curricula centered on Black and Latino history and
culture, that schools be transformed into round the clock community
centers, and that schools should be involved in social justice
organizing in communities under stress. These measures were fiercely
resisted on the state and local level and for the most part were not
implemented; however, the few schools created with this model were
highly successful. They were rejected not because they failed- but
because they could not attract sufficient funding in the public and
private sector
Enter No Child Left Behind. All
of a sudden, leaders of both parties get behind an initiative which
appears to make a national commitment to reducing educational inequality
by race and class especially since there is unprecedented private
sector support for educational initiatives which follow the models this
effort puts forward.
However, the model
systematically rejects key features of the approach Black and Latino
Educators were putting forward in the 80’s and 90’s
1.
It throws culturally appropriate pedagogy out the window. Schools in
Black and Latino neighborhoods, and students in those communities, are
to be rated strictly on the basis of standardized tests developed for
all schools in the country. Not only is there no incentive to teach
Black and Latino history; but putting an emphasis on such subjects, to
the exclusion of materials on the test, would be to commit professional
and pedagogical suicide
2. It treats public
schools in low income communities and communities of color as
disposable, to be closed and replaced if they don’t perform on the tests
described above, rather than as vital community institutions to be
strengthened, nurtured and opened to new constituencies
3.
It pushes any kind of social justice organizing to the side as a
diversion from the mission of schools which is to reduce gaps in test
performance as determined by a national pool of schools and students
Despite these significant departures from strategies once widely
accepted in Black and Latino communities, strategies employing high
stakes testing and school and teacher accountability targeted to results
on national and international tests have, over the past 13 years,
commanded wide support in Black and Latino communities, especially among
Civil Rights Leaders and elected officials, and have been
institutionalized in the Race to the Top policies of the Obama
Administration.
This, we would suggest, has
produced some truly tragic consequences, so much so that we think it is
time to revisit the policies put forward for schools in Black and Latino
Communities 20 years ago....
The issue of assessment isn't new. It causes discussions every time the kids meet challenges with performance in the classroom. Truly the teachers need to find some new and modern ways of assessment. Sometimes the teachers just don't understand what is behind poor performance of the students. Some teachers don't know what they cause by punishing the students or worse, yelling at them. So don't be hard on the student if he can't meet the deadline and would rather buy an essay online UK instead of writing it himself. Teachers should be mentors and provide guidance because that's what the students look for at school.
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