One of the most noxious pieces of the education reform movement is its insistence on “fixing” inner-city schools with a system that would never be accepted by middle-class families. More rigidity, more testing, more discipline, rather than all the hallmarks of good schools (creativity, diverse curriculum, discussion). Now that the Common Core State Standards are being adopted around the country, we’re seeing that middle class backlash.
The Opt-Out movement is the heart of that backlash. For those of you unfamiliar, the Opt-Out Movement originated in upstate New York, and Long-Island is now ground zero. It involves parents pulling their students out of taking the tests as a way to protest overemphasis on testing and teaching to the test. Below, Opt-Out leader Jeanette Deutermann captures exactly why education reform will fail. Middle-class families just won’t put up with it. That’s why I’m against it in urban communities as well. Separate-but-equal isn’t the way forward. It’s hard to get this kind of overwhelming response in middle-class communities (Opt-Outers in Long Island alone saw over 20,000 refuse to take the test according to Jeanette), then turn around to an urban community and say “but it’s better for your kids.” Here’s her case, as found in the comments section of Chester Finn’s (the Fordham Institute) critique of the Opt-Out Movement:
Ask yourself why is it that the testing revolt is greatest in the highest ranked school districts in the country? This article completely lacks understanding as to why we are refusing to allow our children to take these assessments. Why don’t you ask the parents refusing, “why?”, before writing an article about to point of it all. I’ll give you the research you should have done yourself.
1. Parents want assessments that improve instruction, instead of ones that are solely used to evaluate teachers, principals, and schools.
2. We want assessments that are transparent and that we can access after our children take them to see just where they are struggling and where they excel.
3. We want assessments that are appropriate in length and content. When a seven year old sits for a 9 hour exam (children with and IEP sit for 18 hours) it becomes abusive. Questions have 2 right answers that even our top educators argue over which was the correct answer.
4. We want to get results back that teachers can use to improve instruction. Getting an arbitrary cut score of “3” gives us no information as to what the child did or did not know. Results come back the following school year – 5-6 months later.
5. We want assessments designed by educators, not corporations. (Can’t believe that even has to be clarified)
6. These assessments are resulting in a curriculum focused ONLY on ELA and math. Most children are no longer taught social studies and science. Test prepping dominates the school year.
7. The costs are astronomical to the districts ($500,000 to a million a year per district). To pay for these mandated tests, many schools have cut music, art, recess, phys. Ed.
Writer, please do your own research first next time.
Share it!
